Tobias, E. S. (2017) Augmenting music teaching and learning with technology and digital media. In Mantie, R., & Ruthmann, S.A. (Eds.) The Oxford Handbook of Technology and Music Education (431-438). Oxford University Press., 2017
In this chapter, I address how technology enables people to augment aspects of, blur boundaries b... more In this chapter, I address how technology enables people to augment aspects of, blur boundaries between, and connect across musical experiences in ways that might expand conceptions of musicality, musicianship, and who might be considered a musician. I propose three such approaches to leveraging technology: augmenting music and musical engagement, augmenting musical sharing and concert experiences, and augmenting performing and ensembles. These three approaches to augmenting music teaching and learning through technology and digital media have potential to expand how music educators and their students conceptualize and enact musicianship. The chapter forwards a perspective that leveraging technology and digital media to augment music and musical engagement situates the act of connecting and identifying musical relationships as a form of musicianship and way of being a musician.
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classical music. Focusing solely on aural skills and analysis within paradigms of Western music can limit students’
musical learning and engagement to particular ways of knowing music. To diversify and broaden the types of aural skills
and analysis that students learn and engage with, music educators might consider contexts beyond Western classical
music. This article outlines several ways that music teachers might situate aural skills and analysis in the context of
musical engagement related to popular music and culture. Designed with secondary students in mind, the included
approaches can be applied in any music learning context if adjusted for developmental appropriateness. The forms of
engagement in this article might broaden the types of aural skills and analysis we include in music programs and expand
popular music pedagogies that sometimes focus on performing
Other aspects of the chapter include: Ruthmann providing an introduction to the concept of technological determinism and how it might occur in music education, Randles discussing the tension between free will and technological determinism, and Thibeault explaining how technological determinism “makes sense” but is not necessarily “sensible.”
This is a rejoinder to Regelski's response to my article Toward convergence: Adapting music education to contemporary society and participatory culture. Music Educators Journal, 99(4), 29-36. doi: 10.1177/0027432113483318
classical music. Focusing solely on aural skills and analysis within paradigms of Western music can limit students’
musical learning and engagement to particular ways of knowing music. To diversify and broaden the types of aural skills
and analysis that students learn and engage with, music educators might consider contexts beyond Western classical
music. This article outlines several ways that music teachers might situate aural skills and analysis in the context of
musical engagement related to popular music and culture. Designed with secondary students in mind, the included
approaches can be applied in any music learning context if adjusted for developmental appropriateness. The forms of
engagement in this article might broaden the types of aural skills and analysis we include in music programs and expand
popular music pedagogies that sometimes focus on performing
Other aspects of the chapter include: Ruthmann providing an introduction to the concept of technological determinism and how it might occur in music education, Randles discussing the tension between free will and technological determinism, and Thibeault explaining how technological determinism “makes sense” but is not necessarily “sensible.”
This is a rejoinder to Regelski's response to my article Toward convergence: Adapting music education to contemporary society and participatory culture. Music Educators Journal, 99(4), 29-36. doi: 10.1177/0027432113483318