The Oxford Handbook of Technology and Music Education
Abstract
Few aspects of daily existence are untouched by technology. The learning and teaching of music is no exception, and arguably has been impacted as much or more than other areas of life. Digital technologies have come to affect music learning and teaching in profound ways, influencing everything from how we create, listen, share, consume, interact, and conceptualize musical practices and the musical experience. For a discipline as entrenched in tradition as music education, this has brought forth myriad views on what does and should constitute music learning and teaching.
In order to tease out and elucidate some of the salient problems, interests, and issues, this volume sought to critically situate technology in relation to music education from a variety of perspectives: historical, philosophical, socio-cultural, pedagogical, musical, economic, policy, and so on, organized around four broad themes: (1) Emergence and Evolution, (2) Locations and Contexts: Social and Cultural Issues, (3) Experiencing, Expressing, Learning and Teaching, and (4) Competence, Credentialing, and Professional Development. The editors solicited essays from 22 “Core Perspective” and 19 “Further Perspective” authors based on their potential to contribute a diversity of perspectives on technology and music education in terms of gender, theoretical perspective, geographical distribution, and relationship to the field. The overall thrust was to provide contrasting perspectives and conversational voices rather than reinforce traditional narratives and prevailing discourses. The website http://ohotame.musedlab.org/ provides opportunities to participate and sustain the dialogue relating to technology and music education.
Keywords:
credentialing,
education,
learning,
music,
teaching,
technology,
perspective,
professional development,
narratives
Bibliographic Information
- Publisher:
- Oxford University Press
- Print Publication Date:
- Sep 2017
- ISBN:
- 9780199372133
- Published online:
- Aug 2017
- DOI:
- 10.1093/oxfordhb/9780199372133.001.0001
Editors
S. Alex Ruthmann,
editor
S. Alex Ruthmann studied performing arts technology at the University of Michigan-Ann Arbor before completing MM and Ph.D. degrees at Oakland University in music education. He is Assistant Professor of Music Education at the University of Massachusetts Lowell where he teaches graduate and undergraduate courses at the intersection of music education, arts computing and research. He currently serves as Chair of the Creativity special research interest group of the Society for Research in Music Education, as managing editor of the International Journal of Education & the Arts, and serves on the editorial/advisory boards of the British Journal of Music Education and Journal of Music, Technology, and Education. His current research explores social/digital media musicianship and creativity, as well as the development of technologies for music learning, teaching and engagement for use in schools and community-based interdisciplinary arts+computing programs.
Roger Mantie,
editor
Roger Mantie is associate professor in the Department of Arts, Culture and Media at University of Toronto Scarborough. His work emphasizes connections between schooling and society, with a focus on lifelong engagement in and with music and the arts. He is co-editor of the Oxford Handbook of Technology and Music Education (2017) and the Oxford Handbook of Music Making and Leisure (2016). Learn more at rogermantie.com.
