Interactive Technologies in the Instrumental Classroom

A c a s e s t u d y w i t h t h e M u s i c Pa i n t M a c h i n e

Luc Nijs, MMus, MA, PhD

Ghent University - IPEM
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Overview
Context Embodied Music Cognition Technology in education The Music Paint Machine System Goals Features Longitudinal study: Learning to play the clarinet Goals Method Results Conclusion
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Context Embodied Music Cognition

Context: Embodied Music Cognition

musical experience ~ bodily experience musical understanding is grounded in bodily experience Use movement to develop musical understanding

Context: Embodied Music Cognition

musical experience ~ bodily experience musical understanding is grounded in bodily experience Use movement to develop musical understanding when learning to playing a musical instrument?

Context: Embodied Music Cognition

Tristan, 5 yrs old, 2 months of violin

Context: Embodied Music Cognition

Tristan, 5 yrs old, 2 months of violin

Context: Embodied Music Cognition

Context: Embodied Music Cognition

Riverdancing violinists
Igudesman & Kremer (violin), Joo (piano), Kremerata Baltica

Context: Embodied Music Cognition

expertise ~ bodily motility

Context: Embodied Music Cognition

bodily motility expertise ??

Context Technology in Education

Context: Technology in Education

AMIR (I-Maestro)
Larkin et al.

Winsingad
Howard et al.

Context: Technology in Education

Practice space
Brandmeyer et al.

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Context: Technology in Education

Positive multimodal learning objective measurement powerful learning environment appealing to young people

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Context: Technology in Education

Negative cognitive load - dependency - internal focus technology overrules pedagogy support master-apprentice model lack of in-depth empirical studies

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Context: Research Question

How and to what degree can an interactive music system contribute to the development of an embodied understanding of music when learning how to play a musical instrument?

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The Music Paint Machine

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Music Paint Machine

Overview of the system
painting sound

movement software movement

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Music Paint Machine

Mapping

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Music Paint Machine

Mapping
music pitch amplitude length vertical position stroke thickness length

movement

bend turn/twist step

colour transparancy drawing direction colours

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Music Paint Machine

Mapping
music pitch amplitude length vertical position stroke thickness length

movement

bend turn/twist step

colour transparancy drawing direction colours

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Music Paint Machine

Objective and goals

stimulate & facilitate learning to play a musical instrument musical creativity * playfulness * flow experience

embodied understanding * body movement * multimodality

optimal relationship with instrument * body movement & playing music

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Music Paint Machine

4 basic aspects & features of the Music Paint Machine
visualization
creative visualization external focus of attention flexible mapping

varied practices
free play: explore/experiment

optimal experience
flow experience presence: bodily engagement

movement
active role (controller) variability embodied interaction

monitor modelling

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Winner of the EAPRIL Best Research and Practice Project Award 2012

Longitudinal study
Learning to play the clarinet with the Music Paint Machine

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Longitudinal Study
IN A NUTSHELL ...
12 children Grade 1-2 learn to play the clarinet 9 months of weekly 1 hour lesson teacher-researcher

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Longitudinal Study
NON-EQUIVALENT GROUPS DESIGN
PRE-TEST
NR NR NR NR O1 O1 O1 O1 X X

TREATMENT
O2 O2 O2 O2

TREATMENT
O3 O3 X X O3 O3

TREATMENT
O4 O4 X X O4 O4

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Longitudinal Study
NON-EQUIVALENT GROUPS DESIGN
PRE-TEST
NR NR NR NR O1 O1 O1 O1 X X

TREATMENT
O2 O2 O2 O2

TREATMENT
O3 O3 X X O3 O3

TREATMENT
O4 O4 X X O4 O4

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Longitudinal Study
NON-EQUIVALENT GROUPS DESIGN
PRE-TEST
NR NR NR NR O1 O1 O1 O1 X X

TREATMENT
O2 O2 O2 O2

TREATMENT
O3 O3 X X O3 O3

TREATMENT
O4 O4 X X O4 O4

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Longitudinal Study
PRE-TESTS & POST-TEST
PRE-TEST
NR NR NR NR O1 O1 O1 O1 X X

TREATMENT
O2 O2 O2 O2

TREATMENT
O3 O3 X X O3 O3

TREATMENT
O4 O4 X X O4 O4

personality home musical environment self-regulation learning style musical aptitude motor abilities

HiPIC HMEQ Schwarzer VAK PMMA M-ABC-2

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Longitudinal Study
PRE-TESTS & POST-TEST
PRE-TEST
NR NR NR NR O1 O1 O1 O1 X X

TREATMENT
O2 O2 O2 O2

TREATMENT
O3 O3 X X O3 O3

TREATMENT
O4 O4 X X O4 O4

personality home musical environment self-regulation learning style musical aptitude motor abilities

HiPIC HMEQ Schwarzer VAK PMMA M-ABC-2

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Longitudinal Study
PRE-TESTS & POST-TEST
PRE-TEST
NR NR NR NR O1 O1 O1 O1 X X

TREATMENT
O2 O2 O2 O2

TREATMENT
O3 O3 X X O3 O3

TREATMENT
O4 O4 X X O4 O4

x = instruction with MPM same lesson content

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Longitudinal Study
PRE-TESTS & POST-TEST
PRE-TEST
NR NR NR NR O1 O1 O1 O1 X X

TREATMENT
O2 O2 O2 O2

TREATMENT
O3 O3 X X O3 O3

TREATMENT
O4 O4 X X O4 O4

x = instruction with MPM BUT same lesson content

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Longitudinal Study
PRE-TESTS & POST-TEST
PRE-TEST
NR NR NR NR O1 O1 O1 O1 X X

TREATMENT
O2 O2 O2 O2

TREATMENT
O3 O3 X X O3 O3

TREATMENT
O4 O4 X X O4 O4

music aptitude test

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Longitudinal Study
OTHER REPEATED MEASURES Classroom Experience Student Agenda Video 132hrs
practice time

MPM paintings
practice support

logs

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Longitudinal Study

Good practices

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Longitudinal Study

Free exploration Guided exploration Learning trajectory

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Longitudinal Study Free exploration

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Longitudinal Study Free exploration Guided exploration

Make a painting with lots of colours

Play some music while you turn freely from the left to the right or vice versa

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Music Paint Machine Learning Trajectory

note values

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Music Paint Machine Learning Trajectory

note values

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Music Paint Machine Learning Trajectory

strong & weak beats different colour per half note

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Music Paint Machine Learning Trajectory

melodic/rhythmic patterns

Text

G Maj G

new note (Bb) & scale (F maj)

semitone F B C

semitone A Bb si

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Longitudinal Study

Effectiveness
developmental music aptitude (E. Gordon)
Primary/Intermediate Measures of Music Audiation

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Longitudinal Study

small sample no MPM at home practices under development

Personality: concentration & anxiety HME: singing

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Longitudinal Study

music aptitude: no difference

small sample no MPM at home practices under development

effect of confounding variables?

Personality: concentration & anxiety HME: singing

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Longitudinal Study

teacher behaviour

student behaviour

teacher-child interaction

instructional content

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Longitudinal Study

teacher behaviour transformative impact teacher-child interaction

student behaviour

instructional content

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Longitudinal Study

teacher behaviour transformative impact teacher-child interaction

student behaviour

instructional content

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Conclusion

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Conclusion

Music educational technology research potentially leads to innovative and conceptually sophisticated solutions to authentic pedagogical problems through the creative reinterpretation and re-purposing of existing technologies.
(original: Mishra & Koehler)

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Conclusion

Music educational technology research potentially leads to innovative and conceptually sophisticated solutions to authentic pedagogical problems * through the creative reinterpretation and re-purposing of existing technologies and * by providing a pedagogically grounded and practicebased framework for the development of innovative educational technologies.

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Last slide...

Thank YOU for your attention!

Questions, remarks, ... ?

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www.musicpaintmachine.be www.lucnijs.be

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