Abstract
This chapter explores self-directed creative and collaborative discovery as a mode of engaging the digital native (Prensky 2001) in new and effective learning experiences. This approach arises in response to the emerging landscape of electronic music practices surrounding wireless tablet devices and their associated software “ecosystems” (Messerschmitt and Szyperski 2003). Some technologists teaching today immigrated early to the digital world and as a result face challenges in assimilating their learning experiences with those of their students. Embracing the less structured and rapidly evolving world of low-cost computing devices and even lower-cost software instruments requires rethinking the essential skills needed by the contemporary musician to support their ongoing evaluation and creative use, of such resources. This chapter considers student feedback from an initial experiment in self-directed creative and collaborative discovery using iPads as a mode of engaging music students in group electronic music-making practices. It examines the metalearning (Biggs 1985) strategies adopted by the digital native and in doing so assesses the necessary re-adjustment of pedagogical assumptions required, and resources available, for successful results in this new and evolving context.
Original language | English |
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Title of host publication | Teaching and Evaluating Music Performance University: Beyond the Conservatory Model |
Editors | John Encarnacao, Diana Blom |
Place of Publication | U.K. |
Publisher | Routledge |
Pages | 65-80 |
Number of pages | 16 |
ISBN (Electronic) | 9780429328077 |
ISBN (Print) | 9781138505919 |
DOIs | |
Publication status | Published - 2020 |
Keywords
- computer-assisted instruction
- education, higher
- iPad (computer)
- music
- music students
- study and teaching (higher)