Digital musicianship in post-pandemic popular music education

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2024-09-30 DOI:10.1177/02557614241287558

Lee Cheng, Zack Moir, Adam Patrick Bell, James Humberstone, Ethan Hein

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Abstract

The COVID-19 pandemic has brought about dramatic changes in popular music education, underscoring the importance of technology in both practice and transmission. Nevertheless, the celebration of technological integration as a one-stop solution has led to some challenges remaining overlooked and unsolved, resulting in an increasing mismatch between popular music education and the growth of online musical engagement among young people. Framed by the notion of digital musicianship, this position paper presents an overview of the adoption of technology in popular music education within the lockdown period, in the process raising concerns about whether such revisions can adequately address the challenges faced by popular music education. This leads to a discussion of a potential revamp of digital musicianship as a response to the continued and expanding presence of technology within popular music education and the post-pandemic teaching and learning environment. The authors assert that digital musicianship should encompass learners’ ability to perceive and adopt technologies for online and remote music-making, and critically evaluate their validity and quality in various contexts. Additionally, there is a need to critically address the homogeneity of musical cultures and technological determinism embedded within the design of music technology, alongside tackling the issues of inequality and accessibility.

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后流行音乐教育中的数字音乐家精神

COVID-19 大流行给流行音乐教育带来了巨大变化，凸显了技术在实践和传播中的重要性。然而，对技术整合作为一站式解决方案的推崇导致一些挑战仍被忽视和悬而未决，导致流行音乐教育与年轻人在线音乐参与的增长之间的不匹配日益加剧。本立场文件以 "数字音乐家 "的概念为框架，概述了封锁期内流行音乐教育对技术的采用情况，并在此过程中提出了对此类修订能否充分解决流行音乐教育所面临挑战的担忧。这就引出了对数字音乐技术的潜在改革的讨论，以应对技术在流行音乐教育和后流行教学环境中的持续和不断扩大的存在。作者认为，数字音乐家精神应包括学习者感知和采用在线及远程音乐创作技术的能力，以及在各种情况下批判性地评估这些技术的有效性和质量的能力。此外，在解决不平等和可及性问题的同时，还需要批判性地解决音乐文化的同质性和音乐技术设计中的技术决定论问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.