Learning to Play a Musical Instrument with a Digital Portfolio Tool

Autor/inn/en	Upitis, Rena; Abrami, Philip C.; Brook, Julia; Troop, Meagan; Varela, Wynnpaul
Titel	Learning to Play a Musical Instrument with a Digital Portfolio Tool
Quelle	In: Journal of Instructional Pedagogies, 9 (2012), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-3394
Schlagwörter	Teaching Methods; Musical Instruments; Music Education; Technology Uses in Education; Educational Technology; Self Management; Electronic Publishing; Portfolios (Background Materials); Case Studies; Musical Composition; Music Activities; Teacher Attitudes; Student Attitudes; Feedback (Response); Test Construction; Foreign Countries; Music Teachers; Interviews; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Musikinstrument; Musikerziehung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Selbstmanagement; Elektronisches Publizieren; Case study; Fallstudie; Case Study; Komponieren; Musikalische Aktion; Lehrerverhalten; Schülerverhalten; Testaufbau; Ausland; Music; Teacher; Teachers; Musiklehrer; Interviewing; Interviewtechnik; Kanada
Abstract	The body of research examining deliberate practice and self-regulation in musical instruction has grown extensively over the past decade. Compelling evidence indicates that students with higher levels of self-regulation develop superior performance skills and experience more fulfillment as musicians. But in order to develop the self-regulatory behaviours that are the hallmarks of skilled and expressive musical musicians, students need to be supported and guided as they learn to explicitly set goals and monitor and reflect on their progress. Developing these behaviours involves the incorporation of strategies that presuppose a certain level of discipline and organization on the part of the student. One way of supporting students is through digital tools, including electronic portfolios designed specifically to enhance self-regulation. The research reported in the present paper describes how a web-based electronic portfolio, called ePEARL, served to enhance the experiences of students and teachers working in music studios, and in turn, how ePEARL was then adapted to reflect music teaching and learning in a new electronic portfolio called iSCORE. The paper describes a three-phase research and development study that took place over a 22-month period. First, we used case-study methodology to examine the use of ePEARL with one teacher and student. Findings demonstrated the value of the tool in supporting student learning as well as for linking weekly lessons to include composition and school music activities. In the next phase of the study, four teachers and 15 students used ePEARL over a five-month period, when it was determined how ePEARL could be modified to more fully support both students and their studio teachers. On the basis of this second phase of research, we developed a design and development plan to create iSCORE, and then tested it with music students, teachers, and university educators. Features of iSCORE will be described and demonstrated during our presentation, featuring some of the most powerful aspects of iSCORE that support the development of self-regulation in young musicians. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01