overcoming barriers of teaching sound-based music

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Workshop

Overcoming Barriers of Teaching Sound-Based MusicDr. Motje Wolf & Dr. Sarah Younie

Division of Education Studies in collaboration with theMusic, Technology and Innovation Research Centre

De Montfort University Leicester

(Overcoming) Barriers of Teaching Sound-Based MusicDr. Motje Wolf & Dr. Sarah Younie

Division of Education Studies in collaboration with theMusic, Technology and Innovation Research Centre

De Montfort University Leicester

ContentIntroduction to EARS 2 projectEARS 2 teachers pack StudyResults - Barriers

Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University LeicesterMarch 14, 20163

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EARS 2 projecthttp://ears2.dmu.ac.ukhttp://cws.dmu.ac.uk March 14, 20164

Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester

EARS 2 projectPedagogical ElectroAcoustic Resource Site:Online learning environment introducing sound-based music to childrenAccompanied by composition software Compose with Sounds (CwS)Aimed at children aged between 11-14 (KS 3 England & Wales)Teachers Packs offering pedagogical background

March 14, 2016Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester5

EARS 2 TEACHERs PACK STUDY

March 14, 20166

Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester

Testing and Developing Teachers Packs1) User-centred designIterative cycles of feedback and changes developed with target group (soundscape)2) Classroom trialTeacher received online project, teachers pack and software to teach new genre (acousmatic music)First lesson successful

March 14, 2016Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester7

Critical IncidentTechnical bug music not playable for teacherTeacher cancelled and dropped outResearch team finished teaching

Additional Analysis using Critical Incident Technique (Flanagan 1954, Hughes 2007)March 14, 2016Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester8

What happened?TeacherLiked projectWas helpful in developmentInterested in contemporary musicInterested in music technologyWhat went wrong?

March 14, 2016Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester9

Cognitive PrototypeCognitive psychology: classification of stimuli by successfully matching them with an abstract schema, or prototype everyday experiences are classified more easily if they correspond with a prototype for that kind of experience. (North and Hargreaves 2008, 85).

March 14, 2016Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester10

Cognitive Prototype Wolf (2013)Wolf (2013) studied appreciation of sound-based music with 11-14 year old pupilsPupils received listening training at the beginning of a 5 week workshop (1h/week). Results: building of a cognitive prototype happened (able to use new vocabulary, less comparing to other listening experience).Development of cognitive prototype through factual knowledge, through listening training and applying this to pieces.

March 14, 2016Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester11

Cognitive Prototype EARS 2 Teachers Pack StudyThis training was not completed with the teacherTeacher might not have developed a strong enough cognitive prototype to scaffold her own learning with the resources that were provided.(She could not swap the piece for another one.)

March 14, 2016Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester12

Shulmans Knowledge Types(Shulman 1986, 1987)Content knowledge: website, Compose with Sounds and teachers packsResearch team explained the teacher different activities and software (CPD) Feedback very positive; no room for assuming that the learning of the teacher had not been successful. Teacher offered the classroom trial

March 14, 2016Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester137 Categoriescontent knowledge, curriculum knowledge, general pedagogical knowledge, pedagogical content knowledge, knowledge of learners and their characteristics, knowledge of educational contexts,knowledge of educational values.

Pedagogic Content Knowledge(Shulman 1986)7 Categoriescontent knowledge, curriculum knowledge, general pedagogical knowledge, pedagogical content knowledge, knowledge of learners and their characteristics, knowledge of educational contexts,knowledge of educational values.

Assumption: teacher uses own pedagogic content knowledge to teach herself the content. Unreflected assumptionResearch team not aware of own assumption

March 14, 2016Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester14

Community of PracticeCommunity of Practice not availableOnly music teacher at school (isolation)Dialogic learning through reflective discussions cannot happen.Leask and Younie (2001) Communal constructivism

March 14, 2016Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester15

Whats next?Study continues in larger scale with following changes:Community of PracticeCPD cognitive prototypeCPD pedagogic content knowledge

March 14, 2016Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester16

ReferencesFlanagan, J.C. (1954) The critical incident technique. Psychological Bulletin, 51(4), pp.327358.Hughes, H. (2007) Critical Incident Technique. In Exploring methods in information literacy research. Topics in Australasian Library and Information Studies. pp. 4966.Leask, M. and Younie, S. (2001) Communal Constructivist Theory: pedagogy of information and communications technology & internationalisation of the curriculum. Journal of Information Technology for Teacher Education, 10 (1-2), pp. 117-134. North, A. and Hargreaves, D. (2008) The social and applied psychology of music, Oxford: Oxford University press. Shulman, L.S. (1986) Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), pp.414.Shulman, L. S. (1987) Knowledge and Teaching: Foundations of the New Reform, Harvard Educational Review, 57(1), 1-22.Wolf, M. (2013) The Appreciation of Electroacoustic Music An Empirical Study with Inexperienced Listeners, PhD E-thesis. Available from: https://www.dora.dmu.ac.uk/xmlui/handle/2086/8680 March 14, 2016Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester17

Thank you for listening!

Dr. Motje Wolf: mwolf@dmu.ac.ukDr. Sarah Younie: syounie@dmu.ac.uk

http://ears2.dmu.ac.ukhttp://cws.dmu.ac.uk

March 14, 201618Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester

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