Developing Creativities in Higher Music Education Chapter

Chapter: Using dialogue and digital media composing to enhance and develop artistic creativity, creative collaborations and multimodal practices

In this chapter, we examine the possibilities and potential of using dialogue and mobile digital media, specifically iPads, for creative and collaborative composing in ways that enhance and develop artistic creativity and music educational practice. In particular, we will explore how iPads not only provide a medium for composing in higher music education; they also provide opportunities for deepening students’ knowledge and understanding of the educational practices necessary for teaching and learning in a digital and media infused world. The millennial generation (born after 1981) has grown up immersed in multimodal messages and participatory online cultures. Our experiences of the digital world have made an impact on how all of us live, think and work. As a result, across all disciplines in education, we see changes in student engagement as well as new forms of content learning and conceptual understanding. Today’s digital mobile media devices also provide new ways of bringing students from diverse musical backgrounds together to create music. There is a need for higher music education to explore innovative practices that embrace these technologies and the challenges associated with educational implementation if we are to make an impact on future music teaching and learning.

Even in the past decade, we have witnessed older digital media, such as PDAs, mp3 players and video cameras, converge into revolutionary devices such as Apple’s iPads and iPhones (Banister, 2010; Furfie, 2010). These new mobile devices have become an integral part of everyday life, communication and expression. Further, they differ from traditional methods of digital engagement—they transform user’s interactions from textual keyboard based navigation to multi-touch gestures that allow the user to experience a responsive multimodal immersive environment. An entire marketplace of applications or ‘apps’ has been created for these new multimodal digital devices, spanning workplace, educational, health-oriented, and entertainment utilizations. The constant evolution of technology and the ways that people engage and immerse themselves in their technological worlds is likely to continue to accelerate. As such, there is an urgent need for educators to develop innovative practices that are responsive to fast-paced technological changes. In addition, there is a need for research that examines the effectiveness of innovative practices in higher music education if we are to use digital media devices effectively and in ways that enhance and develop both the artistic creativity and educational practice of our students.

Reference:  O’Neill, S. A., & Peluso, D. C. C. (2013). Using dialogue and digital media composing to enhance and develop artistic creativity, creative collaborations and multimodal practices. In P. Burnard (Ed.), Developing creativities in higher music education: International perspectives and practices (pp. 142-162). Abingdon, OX: Routledge.

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International perspectives and practices

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Developing Creativities in Higher Music Education

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