Hostname: page-component-586b7cd67f-rdxmf Total loading time: 0 Render date: 2024-11-22T10:50:47.837Z Has data issue: false hasContentIssue false
  • English
  • Français

Integration of informal music technologies in secondary school music lessons

Published online by Cambridge University Press:  28 August 2013

Dan Stowell  and
Simon Dixon
Dan Stowell
Affiliation:
Queen Mary University of London, Mile End Road, London E1 4NS, [email protected]
Simon Dixon
Affiliation:
Queen Mary University of London, Mile End Road, London E1 4NS, [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Technologies such as YouTube, mobile phones and MP3 players are increasingly integrated into secondary school music in the UK. At the same time, the gap between formal and informal music learning is being bridged by the incorporation of students’ preferred music into class activities. We conducted an ethnographic study in two secondary schools in London, investigating the roles of technology in the negotiation of musical concepts in music classes. From this, we report some observations on the relation between formal/informal and authorised/unauthorised activities in class, and some specific observations on the role of YouTube, mobile phones and MP3 players in the class context. In the lessons we observed, these technologies functioned as part of a richly multimodal ecosystem of technologies, combining aspects of formal and informal use. This carries implications for how we plan for the use of technology in the delivery of music education.

Type
Research Article
Information
British Journal of Music Education , Volume 31 , Issue 1 , March 2014 , pp. 19 - 39
Copyright
Copyright © Cambridge University Press 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

BAXTER, A. (2009) The mobile phone and class music: A teacher's perspective. In Finney, J. & Burnard, P. (Eds), Music Education with Digital Technology, pp. 52–64. London: Continuum.Google Scholar
BICKFORD, T. (2008) Media consumption as social organization in a New England primary school. In 53rd Annual Meeting of the Society for Ethnomusicology.Google Scholar
CAYARI, C. (2011) The YouTube effect: how YouTube has provided new ways to consume, create, and share music. International Journal of Education and the Arts, 12 (6), 30.Google Scholar
CUNNINGHAM, S. J. & NICHOLS, D. M. (2008) How people find videos. In Proceedings of the 8th ACM/IEEE-CS Joint Conference on Digital libraries, pp. 201–210. New York, NY. doi: 10.1145/1378889.1378924.CrossRefGoogle Scholar
DEPARTMENT FOR EDUCATION (2011) The Importance of Music: A National Plan for Music Education. Technical Report DFE-00086–2011. Department for Education and the Department for Culture, Media and Sport. http://www.education.gov.uk/publications/standard/AllPublications/Page1/DFE-00086–2011.Google Scholar
EMERSON, R. M., FRETZ, R. I. & SHAW, L. L. (1995) Writing Ethnographic Fieldnotes. Chicago, IL: University of Chicago Press.CrossRefGoogle Scholar
FOLKESTAD, G. (2005) Here, there and everywhere: music education research in a globalised world. Music Education Research, 7, 279–287.CrossRefGoogle Scholar
GEERTZ, C. (1973) The interpretation of cultures: selected essays. New York, NY: Basic Books.Google Scholar
GREEN, L. (2008) Music, Informal Learning and the School: A New Classroom Pedagogy. Aldershot: Ashgate.Google Scholar
GREEN, L. (2010) Response [to special issue informal learning in music education]. British Journal of Music Education, 27, 89–93.CrossRefGoogle Scholar
HALLAM, S., CREECH, A., SANDFORD, C., RINTA, T. & SHAVE, K. (2008) Survey of Musical Futures. Technical report, Institute of Education, University of London. http://media.musicalfutures.org.uk/documents/resource/27229/IOE_Musical_Futures_report.pdf.Google Scholar
HENLEY, D. (2011) Music Education in England – A Review. Technical Report DFE-00011–2011. Department for Education and the Department for Culture, Media and Sport. http://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00011–2011.Google Scholar
KRESS, G., CHARALAMPOS, T., JEWITT, C. & OGBORN, J. (2006) Multimodal Teaching and Learning: The Rhetorics of the Science Classroom. London: Continuum.Google Scholar
LAMONT, A., HARGREAVES, D. J., MARSHALL, N. A. & TARRANT, M. (2003) Young people's music in and out of school. British Journal of Music Education, 20, 229–241.CrossRefGoogle Scholar
NIELSEN COMPANY (2009). How Teens use media: A Nielsen Report on the Myths and Realities of Teen Media Trends. Technical report. http://blog.nielsen.com/nielsenwire/reports/nielsen_howteensusemedia_june09.pdf.Google Scholar
O'REILLY, K. (2005) Ethnographic Methods. Hove: Psychology Press.Google Scholar
ORIO, N. (2006) Music retrieval: a tutorial and review. Foundations and Trends in Information Retrieval, 1 (1), 1–90.CrossRefGoogle Scholar
RUDOLPH, T. & FRANKEL, J. (2009) YouTube in Music Education. New York, NY: Hal Leonard Books.Google Scholar
SAVAGE, J. (2010) A survey of ICT usage across English secondary schools. Music Education Research, 12, 89–104.CrossRefGoogle Scholar
SHANNON, G. & CUNNINGHAM, S. J. (2009) Impact of classroom design on interactive whiteboard use in a special needs classroom. In Proceedings of the 10th International Conference NZ Chapter of the ACM's Special Interest Group on Human-Computer Interaction, 1–4. ACM, 2009.Google Scholar
STOWELL, D. & DIXON, S. (2011) MIR in school? Lessons from ethnographic observation of secondary school music classes. In Proceedings of the 12th International Society for Music Information Retrieval (ISMIR) Conference.Google Scholar
WEBB, M. (2007) Music analysis down the (You) tube? Exploring the potential of cross-media listening for the music classroom. British Journal of Music Education, 24, 147–164.CrossRefGoogle Scholar
WRIGHT, R. (2010) Editorial. Special Issue: Informal Learning in Music Education. British Journal of Music Education, 27, 1–2.CrossRefGoogle Scholar