Académique Documents
Professionnel Documents
Culture Documents
Anthony, B. (2018). Mixing as a performance: Educating tertiary students in the art of playing audio
equipment whilst mixing popular music. Journal of Music, Technology and Education, 11(1),
103-122. doi:10.1386/jmte.11.1.103_1
Mixing is a performance because it has many of the same qualities that performance on an
instrument has. The most significant similarity is that mixing invokes an emotional response
from the performer as well as the listener. This means that when teaching how to mix,
performance practices are something to keep in mind as students are learning how to mix.
Bauer, William & J. Dammers, Richard. (2016). Technology in Music Teacher Education: A
After surveying 250 music education school directors, the findings were that many had some sort
of music technology class in the curriculum. However, there are difficulties such as resources
and the ever-changing nature of the music technology that is studied. Overall the survey showed
that many bachelor level college students were prepared to integrate music technology into the
Ben-Tal, O., & Salazar, D. (2014). Rethinking the musical ensemble: A model for collaborative
learning in higher education music technology. Journal of Music, Technology and Education,
It exposes students to real time composing and improvising while having more control over the
Carey, G., & Grant, C. (2015). Peer Assisted Reflection for Studio Music Teachers. Teaching for
Music technology has created a platform for a more student-centered learning environment.
There are web-based learning platforms that decrease the role of the teacher of giving
instruction. Music technology has also created a creative outlet for those that enjoy using
Landy, L. (2012). Discovered whilst entering a new millennium: A technological revolution that
will radically influence both music making and music education. Journal of Music, Technology
Technology should be used to enhance the music making process. This means that using internet
programs to subsidize learning is something that needs to be fostered. The focus needs to be on
music and not on technology when teaching students because music is the important part when
software in a teaching and learning environment. Journal of Music, Technology and Education,
Using an open source software is something that can be difficult as it has a large learning curve
and some may find themselves using older methods. It is clear that more research is necessary
but the goal is to create a free software for students to explore and create in an open software
medium. This will allow students to collaborate and create on a less constrained platform.
Rees, F. J. (2012). Redefining Music Technology in the United States. Journal of Music,
Music technology is not required to be taught in the classroom but there are many possibilities
because it is a growing field. Having music teachers that do not ignore music technology and use
it in their classroom as instruments are invented that utilize technology to create music.
Savage, J. (2012). Toms story: Developing music education with technology. Journal of Music,
Using an anecdote about a student that leans guitar using online resources and collaborating with
other students, the student learns guitar faster than they did with traditional guitar lessons. This is
discussed thoroughly and the implications that come with knowledge of students like the one in
the article.
Stansbie, A. (2010). Sounds, agents, works and listeners; A model of computer music
doi:10.1386/jmte.3.1.17_1
Stansbie challenges Stan Godlovitch’s model of musical performance that found that computer
music is not performed. Using four criteria, Stansbie breaks down the argument and finds that
Thompson, P. (2012). An empirical study into the learning practices and enculturation of DJs,
turntablists, hip hop and dance music producers. Journal of Music, Technology and Education,
Interviewing DJs and producers, the article focusses on the process in which they learned and
how that process might be replicated if it were to be taught in a more formal setting. The
commonalities and differences between this learning process and the process of another DJ or
producer are mostly based around the need for solidary practice and the need to learn along with
someone else.
Wan, L. A., & Gregory, S. (2018). Digital tools to support motivation of music students for
doi:10.1386/jmte.11.1.37_1
Using music technology resources can effect student’s motivation to varying and limited
degrees. This study described many limitations that programs can have especially when
attempting to measure a student’s motivation. Overall, the programs seemed to effect quantity of
Webster, P. R. (2012). Key research in music technology and music teaching and learning. Journal
Technology can be a place where people that would not usually consider themselves musicians
can explore and manipulate audio in a new and creative way. Having access to affordable
programs and instructional videos they no longer need to have an expert in the room with then
while they are playing with DAWs or other music technology. Combined with the large group of
peers that are easily connected, this creates a playground for students to explore.
Williams, D. B. (2012). The non-traditional music student in secondary schools of the United States:
In order to bring more people into the music classroom and music creating process, using music
technology programs may attract a new population of people into the classroom. With no need to
know traditional music notation, this is something more people will be able to do. Students are
also already playing around with music programs so it would be beneficial to bring them into the
music classroom.
Wilsmore, R. (2010). The demonic and the divine: Unfixing replication in the phenomenology of
Sampling in music is something that could be seen as unoriginal and whether or not it is really
creative. This means legally and morally so the article discusses how much originality is in
sampled music.