Qualitative studies investigating student use of music technologies through 2006

Through qualitative case study methodology, Ladanyi (1995) investigated and reported the compositional strategies of four high school students who used digital music equipment. She sought to better understand the participants’ compositional processes as well as the musical relationships between the participants and their music. Each case study included the participants’ previous musical history, motivation, descriptions … Continue Reading →


Studies of compositional/creative process mediated by computer technology

Early Studies One of the first studies that investigated compositional process with computers was conducted by Bamberger in 1977. In this experimental study, she observed college age students creating melodies using a computer that displayed and played back synthesized “tune blocks.” These blocks consisted of researcher-created melodic fragments that the subject could organize into … Continue Reading →


Shift toward musical compositional process research

During the mid-1990s a shift in research and classroom use from drill and practice CAI software toward the use of computer- and synthesizer-based music technologies such as MIDI sequencing and notation software for composing experiences began to occur, in part due to the decreasing costs and increasing power of personal computers for music production … Continue Reading →


Research on music education technology from the mid-1960s through 2002

Overview of Prior Literature Reviews As noted in the introduction, research into learning and teaching music with computer- or synthesizer-based music technologies or within music technology lab contexts is relatively young. However, three major reviews of research on the use of music technologies within educational contexts were conducted in recent years by Higgins (1992), … Continue Reading →


Introducing the Study: Part 3

Chapter 1: Introducing the Study – Part 3 Music technology was seen by many educators as a way to easily engage students in composing experiences because of design features that allowed for students to create directly with sound without the limitations of notation or instrumental performance experience (Beckstead, 2001; Hickey, … Continue Reading →


Introducing the Study: Part 2

Chapter 1: Introducing the Study – Part 2 If you open up any music education periodical, you will no doubt find a myriad of advertisements from music technology manufacturers like Roland, Korg, and Yamaha extolling the virtues of teaching with their technologies as part of a music technology lab. An … Continue Reading →


References

Allsup, R. (2002). Crossing over: Mutual learning and democratic action in instrumental music education. Unpublished doctoral dissertation, Teachers College, Columbia University. Allsup, R. (2004). Of concert bands and garage bands: Creating democracy through popular music. In C. Rodriguez (Ed.), Bridging the gap: Popular music and music education (pp. 204-23). Reston, VA: MENC. Allvin, R. … Continue Reading →


Introducing the Study: Part 1

Chapter 1: Introducing the Study – Part 1 This is a study of the emergent issues, tensions, successes, and challenges that arose during one ten-week exploratory sixth-grade music class taught entirely within the context of a music technology lab. Along the way, I will share the journeys of a middle … Continue Reading →