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date: 24 September 2017

Abstract and Keywords

This chapter examines how music education can benefit from the use of new electronic tools and materials for music making that allow learners to combine their interests and prior understandings toward deepening their engagement in music. This chapter puts forward a series of new examples that are transforming tradition music education, including rhythmic video games, like Rock Band, which can help bridge the large chasm that exists between youths’ music culture and traditional music education. In addition, inexpensive recording hardware and software such as Audacity and GarageBand have provided youth with opportunities to compose and perform as only professional musicians could in the past, uniquely shifting the professional recording and composition landscape. Other prominent examples include software like Impromptu, which successfully engages youth in music composition and analysis by enabling users to create and remix tunes using virtual blocks that contain portions of melodies and/or rhythmic patterns that allow one to understand music theory and composition at much younger ages. Collectively this work heralds a shift in twenty-first-century music education, which has the potential for engaging greater numbers of young learners in authentic music making and performance.

Keywords: music making, interest-driven learning, digital music, rhythmic video games, music, technology

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