Music Teaching and Learning Through Creative Musical Activities: A Technological, Pedagogical, and Content Knowledge Case Study
Use of technology in music teaching and learning has evolved rapidly in recent years. Creative musical activities (CMAs), such as composition, arranging, and improvisation, are part of the National Core Arts Standards for music. Technology-based music classes (TBMCs) provide music composition opportunities for music students. However, music teachers indicate that a lack of time, confidence, and knowledge may prevent them from incorporating CMAs (Piazza & Talbot, 2021) or music technology (Bauer, 2012; Bauer & Dammers, 2016; Dorfman, 2013; Gall, 2013) into their curricula. Music educators require a deeper understanding of how technology influences CMAs so they may approach TBMCs in a pedagogically sound way. The purpose of this intrinsic case study is to document how one teacher and their students use technology to facilitate CMAs in an exemplary high school TBMC. Research questions guiding this study include: 1) What are the goals of this class? 2) What characterizes and enables technology used in this class? 3) How is technology used to facilitate CMAs? and 4) How do the teacher and students feel about using technology to facilitate CMAs? Data collection included observations, analytic memos, semi-structured interviews, student reflections, student focus group(s), and classroom artifacts based on a 6-week creative music technology unit. After triangulating the data using a hybrid coding model, I present the emerging findings through the lens of the technological, pedagogical, and content knowledge (TPACK) conceptual framework.
Keywords: music technology, creative musical activities, music education, technology-based music classes, TPACK
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