Constructivism in Music Education Technology

This book examines the inner transformation of the
teacher
throughout a sixteen-week composition project using
computer
technology with fourth and fifth-grade music
students. Approached
from a phenomenological perspective, this research
engages
constructivist philosophy through an action research
method aimed
at examining the critically reflective music educator.
The main open questions this research addresses
surround how the
integration of music education computer software
applications like
Morton Subotnick s Making Music, Creating Music,
Music Ace I and
Music Ace II can be used in the creation of teaching
environments
designed to develop critically reflective music
makers who engage
synthesis, evaluation and critical reflection in
their cognitive
processes. This research explores how the
implementation of such
representative computer applications can assist in
the development
of teaching strategies designed to lead students to
compose a text-
based choral composition, an essential element of a
general/choral
curriculum.

Autorentext

David Bower earned his PhD from New York University in 2008. Hepresents regularly at academic conferences, including the International Society forMusic Education, and has published articles in such venues as Visions of Research inMusic Education. He serves as Director of Music and Organist at St.Ann's in Raritan, New Jersey.

Klappentext

This book examines the inner transformation of theteacher throughout a sixteen-week composition project usingcomputer technology with fourth and fifth-grade musicstudents. Approached from a phenomenological perspective, this researchengages constructivist philosophy through an action researchmethod aimed at examining the critically reflective music educator.The main open questions this research addressessurround how the integration of music education computer softwareapplications like Morton Subotnick's Making Music, Creating Music,Music Ace I and Music Ace II can be used in the creation of teachingenvironments designed to develop critically reflective musicmakers who engage synthesis, evaluation and critical reflection intheir cognitive processes. This research explores how theimplementation of such representative computer applications can assist inthe development of teaching strategies designed to lead students tocompose a text-based choral composition, an essential element of ageneral/choral curriculum.