Overcoming Barriers of Teaching Sound-Based Music
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Transcript of Overcoming Barriers of Teaching Sound-Based Music
Overcoming Barriers of Teaching Sound-Based Music
Dr. Motje Wolf & Dr. Sarah Younie
Division of Education Studies in collaboration with the
Music, Technology and Innovation Research Centre
De Montfort University Leicester
(Overcoming) Barriers of Teaching Sound-Based Music
Dr. Motje Wolf & Dr. Sarah Younie
Division of Education Studies in collaboration with the
Music, Technology and Innovation Research Centre
De Montfort University Leicester
May 2, 2023 3
Content
• Introduction to EARS 2 project• EARS 2 teacher’s pack Study• Results - Barriers
Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester
May 2, 2023 4
EARS 2 PROJECT
http://ears2.dmu.ac.ukhttp://cws.dmu.ac.uk
Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester
May 2, 2023 5
EARS 2 project• Pedagogical ElectroAcoustic
Resource Site:• Online learning environment
introducing sound-based music to children
• Accompanied by composition software “Compose with Sounds” (CwS)
• Aimed at children aged between 11-14 (KS 3 England & Wales)
• Teacher’s Packs offering pedagogical background
Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester
May 2, 2023 6
EARS 2 TEACHER’S PACK STUDY
Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester
May 2, 2023 7
Testing and Developing Teacher’s Packs
• 1) User-centred design– Iterative cycles of
feedback and changes developed with target group (soundscape)
• 2) Classroom trial– Teacher received online
project, teacher’s pack and software to teach new genre (acousmatic music)
– First lesson successful
Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester
May 2, 2023 8
Critical Incident
• Technical bug – music not playable for teacher• Teacher cancelled and dropped out• Research team finished teaching
• Additional Analysis using Critical Incident Technique (Flanagan 1954, Hughes 2007)
Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester
May 2, 2023 9
What happened?
• Teacher– Liked project– Was helpful in development– Interested in contemporary music– Interested in music technology
• What went wrong?
Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester
May 2, 2023 10
Cognitive Prototype• Cognitive 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).
Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester
May 2, 2023 11
Cognitive Prototype – Wolf (2013)
• Wolf (2013) studied appreciation of sound-based music with 11-14 year old pupils
• Pupils 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.
Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester
May 2, 2023 12
Cognitive Prototype EARS 2 Teacher’s Pack Study
• This training was not completed with the teacher
• Teacher 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.)
Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester
May 2, 2023 13
Shulman’s Knowledge Types(Shulman 1986, 1987)
• Content knowledge: website, Compose with Sounds and teacher’s packs
• Research 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
Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester
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.
May 2, 2023 14
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 assumption
• Research team not aware of own assumption
Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester
May 2, 2023 15
Community of Practice
• Community of Practice not available• Only music teacher at school (isolation)• Dialogic learning through reflective
discussions cannot happen.• Leask and Younie (2001) Communal
constructivism
Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester
May 2, 2023 16
What’s next?
• Study continues in larger scale with following changes:
• Community of Practice• CPD – cognitive prototype• CPD – pedagogic content knowledge
Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester
May 2, 2023 17
ReferencesFlanagan, J.C. (1954) The critical incident technique. Psychological Bulletin, 51(4), pp.327–
358.Hughes, H. (2007) Critical Incident Technique. In Exploring methods in information literacy
research. Topics in Australasian Library and Information Studies. pp. 49–66.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.4–14.
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
Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester
May 2, 2023 18
Thank you for listening!
Dr. Motje Wolf: [email protected]. Sarah Younie: [email protected]
http://ears2.dmu.ac.ukhttp://cws.dmu.ac.uk
Dr. Motje Wolf and Dr. Sarah Younie, De Montfort University Leicester