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| Autor/in | Schmidt-Jones, Catherine |
|---|---|
| Titel | Cheating or Learning? A Vygotskian Perspective on the Use of Modern Technologies by Novices, Drawn from a Study of Informal Music-Theory Learning |
| Quelle | In: Critical Questions in Education, 13 (2022) 2, S.145-165 (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Music Education; Music Theory; Technology Uses in Education; Informal Education; Independent Study; Video Technology; Audio Equipment; Musical Composition; Cheating; Novices; Electronic Learning; Peer Teaching; Barriers; Scaffolding (Teaching Technique) |
| Abstract | Many self-directed music learners turn to YouTube for free instruction that uses familiar contexts to discuss theory concepts. A grounded-theory analysis of videos that ranked highly in searches for music theory for guitar or digital audio workstation (DAW) revealed "cheating" on theory to be the most prominent emergent theme. In particular, videos that offered DAW-based methods for staying in key, without understanding the relevant concepts, appeared to be as popular and warmly received as videos that explained the concepts. A Vygotskian perspective suggests that the DAWs are being used as mediating tools that allow novices to work in their zones of proximal development while undertaking desirable sociocultural activities such as music composition. However, while some of the tools may help users eventually grasp and internalize the concepts, others hide theory concepts from view. Formal theory instruction may benefit from adopting DAW-based techniques that provide learners with access to early success in composition while also scaffolding conceptual understanding. (As Provided). |
| Anmerkungen | Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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