Practical strategies for easing into initial creative experiences with music and technology are shared, followed by projects that explore the affordances of new mobile and online music technologies in the classroom and community. This chapter presents an emerging picture of promising practices with digital media and technology and advocates for a relational pedagogy (Ruthmann & Dillon, in press) where teachers actively design musical experiences informed by their students’ musical and technological lives. Music, mediated by all kinds of technologies, performs a key role in this process. They are simultaneously exploring and hiding from the world, testing the waters of friendships and their own self-expression, while negotiating their changing identity. Our students’ lives revolve around their relationships with each other. This soundtrack accompanies the profound changes – physical, mental, and social – occurring at home, with friends and at school. With the advent of portable digital music players, their music is always nearby providing a soundtrack to their lives. It seems like our students spend all of their time with their cell phones - tucked under their pillow texting at night and stealing time in between (and during!) class to text their friends and update their Facebook statuses. Music and technology are inseparable within the lives of today’s adolescents. This book will be of value to educators, practitioners, musicologists, composers and performers, as well as to scholars with an interest in the critical study of how technology is used effectively in music and music education. In addition, the use of technology in musical performance is examined, with a particular focus on the current trends and the ways it might be reshaped for use within performance practice. The authors examine pedagogical practice in the recording studio, how game technology relates to musical creation and expression, the use of technology to create and assess musical compositions, and how technology can foster learning within the field of Special Educational Needs (SEN). Contributions come not only from music pedagogues but also from musicologists, composers and performers working at the forefront of the domain. The fourteen chapters reflect the emerging field of the study of technology in music from a pedagogical perspective. This volume draws together critical perspectives in three overarching areas in which technology is used to support music education: music production game technology musical creation, experience and understanding. Music learners actively engage with technology in their music making, regardless of the opportunities afforded to them in formal settings. The use of technology in music and education can no longer be described as a recent development.
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