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A c a s e s t u d y w i t h t h e M u s i c Pa i n t M a c h i n e
Overview
Context Embodied Music Cognition Technology in education The Music Paint Machine System Goals Features Longitudinal study: Learning to play the clarinet Goals Method Results Conclusion
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musical experience ~ bodily experience musical understanding is grounded in bodily experience Use movement to develop musical understanding
musical experience ~ bodily experience musical understanding is grounded in bodily experience Use movement to develop musical understanding when learning to playing a musical instrument?
Riverdancing violinists
Igudesman & Kremer (violin), Joo (piano), Kremerata Baltica
AMIR (I-Maestro)
Larkin et al.
Winsingad
Howard et al.
Practice space
Brandmeyer et al.
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Positive multimodal learning objective measurement powerful learning environment appealing to young people
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Negative cognitive load - dependency - internal focus technology overrules pedagogy support master-apprentice model lack of in-depth empirical studies
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How and to what degree can an interactive music system contribute to the development of an embodied understanding of music when learning how to play a musical instrument?
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movement
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movement
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stimulate & facilitate learning to play a musical instrument musical creativity * playfulness * flow experience
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varied practices
free play: explore/experiment
optimal experience
flow experience presence: bodily engagement
movement
active role (controller) variability embodied interaction
monitor modelling
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Winner of the EAPRIL Best Research and Practice Project Award 2012
Longitudinal study
Learning to play the clarinet with the Music Paint Machine
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Longitudinal Study
IN A NUTSHELL ...
12 children Grade 1-2 learn to play the clarinet 9 months of weekly 1 hour lesson teacher-researcher
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Longitudinal Study
NON-EQUIVALENT GROUPS DESIGN
PRE-TEST
NR NR NR NR O1 O1 O1 O1 X X
TREATMENT
O2 O2 O2 O2
TREATMENT
O3 O3 X X O3 O3
TREATMENT
O4 O4 X X O4 O4
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Longitudinal Study
NON-EQUIVALENT GROUPS DESIGN
PRE-TEST
NR NR NR NR O1 O1 O1 O1 X X
TREATMENT
O2 O2 O2 O2
TREATMENT
O3 O3 X X O3 O3
TREATMENT
O4 O4 X X O4 O4
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Longitudinal Study
NON-EQUIVALENT GROUPS DESIGN
PRE-TEST
NR NR NR NR O1 O1 O1 O1 X X
TREATMENT
O2 O2 O2 O2
TREATMENT
O3 O3 X X O3 O3
TREATMENT
O4 O4 X X O4 O4
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Longitudinal Study
PRE-TESTS & POST-TEST
PRE-TEST
NR NR NR NR O1 O1 O1 O1 X X
TREATMENT
O2 O2 O2 O2
TREATMENT
O3 O3 X X O3 O3
TREATMENT
O4 O4 X X O4 O4
personality home musical environment self-regulation learning style musical aptitude motor abilities
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Longitudinal Study
PRE-TESTS & POST-TEST
PRE-TEST
NR NR NR NR O1 O1 O1 O1 X X
TREATMENT
O2 O2 O2 O2
TREATMENT
O3 O3 X X O3 O3
TREATMENT
O4 O4 X X O4 O4
personality home musical environment self-regulation learning style musical aptitude motor abilities
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Longitudinal Study
PRE-TESTS & POST-TEST
PRE-TEST
NR NR NR NR O1 O1 O1 O1 X X
TREATMENT
O2 O2 O2 O2
TREATMENT
O3 O3 X X O3 O3
TREATMENT
O4 O4 X X O4 O4
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Longitudinal Study
PRE-TESTS & POST-TEST
PRE-TEST
NR NR NR NR O1 O1 O1 O1 X X
TREATMENT
O2 O2 O2 O2
TREATMENT
O3 O3 X X O3 O3
TREATMENT
O4 O4 X X O4 O4
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Longitudinal Study
PRE-TESTS & POST-TEST
PRE-TEST
NR NR NR NR O1 O1 O1 O1 X X
TREATMENT
O2 O2 O2 O2
TREATMENT
O3 O3 X X O3 O3
TREATMENT
O4 O4 X X O4 O4
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Longitudinal Study
OTHER REPEATED MEASURES Classroom Experience Student Agenda Video 132hrs
practice time
MPM paintings
practice support
logs
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Longitudinal Study
Good practices
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Longitudinal Study
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Play some music while you turn freely from the left to the right or vice versa
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Text
G Maj G
semitone F B C
semitone A Bb si
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Longitudinal Study
Effectiveness
developmental music aptitude (E. Gordon)
Primary/Intermediate Measures of Music Audiation
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Longitudinal Study
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Longitudinal Study
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Longitudinal Study
teacher behaviour
student behaviour
teacher-child interaction
instructional content
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Longitudinal Study
student behaviour
instructional content
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Longitudinal Study
student behaviour
instructional content
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Conclusion
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Conclusion
Music educational technology research potentially leads to innovative and conceptually sophisticated solutions to authentic pedagogical problems through the creative reinterpretation and re-purposing of existing technologies.
(original: Mishra & Koehler)
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Conclusion
Music educational technology research potentially leads to innovative and conceptually sophisticated solutions to authentic pedagogical problems * through the creative reinterpretation and re-purposing of existing technologies and * by providing a pedagogically grounded and practicebased framework for the development of innovative educational technologies.
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Last slide...
www.musicpaintmachine.be www.lucnijs.be
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