Creating Virtual Ensembles: Common Approaches from Research and Practice

Cayari, Christopher

doi:10.1177/0027432121995147

Cited by 7 publications

(9 citation statements)

References 5 publications

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“…But by mid-March of that year, the coronavirus pandemic had forced everyone out of their classrooms, and technology made teaching and learning online a viable proposition, and in some instances, mandatory. While research and pockets of practice pointed to the potential for engaging students via technology and especially the internet, many teachers lacked familiarity with such modes of instruction ( Cayari, 2021 ). Some music educators found themselves in unfamiliar territory: reliance on technology; project-based learning; informal pedagogies; emphasis on play, composition, and improvisation; peer learning; and a lack of direct, synchronous instruction.…”

Section: Soundtrap: Web-based Dawmentioning

confidence: 99%

Soundtrap usage during COVID-19: A machine-learning approach to assess the effects of the pandemic on online music learning

Knapp

Powell

Smith

et al. 2023

Research Studies in Music Education

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The COVID-19 pandemic prompted a sudden rethinking of how music was taught and learned. Prior to the pandemic, the web-based digital audio workstation Soundtrap emerged as a leading platform for creating music online. The present study examined the growth of Soundtrap’s usage during the COVID-19 pandemic. Using machine-learning methods, we analyzed anonymized user data from Soundtrap’s 1.6 million educational users in the United States to see if the pandemic affected Soundtrap’s education user base and, if so, to what extent. An exploratory data analysis demonstrated a large increase in Soundtrap’s user base beyond five standard deviations beginning in March 2020. A subsequent changepoint analysis identified March 17, 2020, as the day this shift occurred. Finally, we created a SARIMAX model using data prior to March 17 to forecast expected growth. This model was unable to account for user growth after March 17, showing highly anomalous growth rates outside of the model’s confidence interval. We discuss how this shift affects music education practices and what it portends for our field. In addition, we explore the role of machine learning and artificial intelligence as a method for research in the music education field.

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Section: Soundtrap: Web-based Dawmentioning

confidence: 99%

Soundtrap usage during COVID-19: A machine-learning approach to assess the effects of the pandemic on online music learning

Knapp

Powell

Smith

et al. 2023

Research Studies in Music Education

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“…For this, music performance ensemble skills by using e-tivity by means of Microsoft Teams was defined as follows (Table 1): creating commands (preparing the platform for remote class and its navigation), web seminar (explanation of the study purposes by the teacher, students' engagement in the collaborative training process), task (demonstration of the musical collections and explanation of the music ensemble skills during training process phases), web seminar (discussion of the artistic idea and details of the creative process), stream (uploading of the solo music records by each student and feedback for the improvements by a teacher), chat (comparison and choosing record method and settings), stream (uploading the final music record by each ensemble), assessment (assessment of each performance done by a teacher), calendar (planning of dates for the training process), and YouTube (sharing the recordings on the public web page and comparing them). The implementation of e-tivity's elements was organized in accordance with the steps taken for creating virtual music ensembles, designed by Cayari (2021). These steps demonstrate the sequence of the students' artistic activity management by a teacher.…”

Section: Vocal and Instrumental Ensemble Remote Training Process By E...mentioning

confidence: 99%

Performance Practice in a Pandemic: Training Ensemble Skills Using E-Tivities in Music Teacher Education

et al. 2022

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The emergency situation due to the spread of COVID-19 has brought new requirements to Higher Education to continue the learning process. In musical ensemble class, performance practice is mandatory and plays a crucial role in musical education. The pandemic has forced all classes online, but for performance practice, it was mandatory to implement a new type of student-teacher interaction, such as e-tivity. It is a dynamic and interactive learning process led by a teacher online. The investigation of the efficiency of e-tivity for training musical ensemble skills was carried out in this paper. The research was tested through experimental work that took place at Kazan Federal University (Russian Federation). Due to a complete shift in the education process to distanced learning, all disciplines were studied online, including the specific musical courses that required collective work with face-to-face interaction. The curriculum of future music teachers includes an ensemble basic course to train students‘ musical performance skills in groups. For the study, 114 students from classes with instrumental and vocal ensembles were gathered and were organized by means of e-tivity based on several online tools, including Aiseesoft Video Converter Ultimate. This tool creates a video with a split-screen effect. By using such a tool, students created the video by following the teacher‘s instructions separately, and afterward they united their musical records in one video with a split-screen effect. At the end of the research work, musical artworks belonging to certain art styles, namely classical, Tatar and Russian folk music, and jazz, were collected. The analysis of the obtained data exhibited a high level of results in each criterion scale and effectiveness of the online work with musical ensembles. Students saw improvement in self-education by the means of creativity and critical self-assessment. The increasing frequency of students‘ listening of their own performance during the ensemble music-making by e-tivity brought advantages for the involuntary repetition process.

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“…İlgili alanyazın incelendiğinde mobil öğrenme modeli ve mobil öğrenme ortamlarının müzik eğitiminde kullanılabilirliğine yönelik yapılmış yerli ve yabancı birçok akademik çalışmanın (Kalkanoğlu ve Serin Özparlak, 2012;Ayhan, 2012;Önder ve Yıldız, 2015;Andaç, 2016;Öztosun Çaydere, 2016;Kürün, 2017;Serafin vd. 2017;Baloğlu, 2018;Hardal, 2018;Kibici, 2019;Satır, 2019;Güzel vd.2020;Conway, 2020;Uygun, 2020;Macias, 2021;Cayari, 2021;Gan vd. 2021;Uecker, 2021) bulunduğu görülmektedir.…”

Section: Bulgular Ve Yorum Birinci Alt Amaca Yönelik Bulgularunclassified

“…Çalışmada bu sonuçlara göre öğrencilerin ısınma hareketlerinden yararlandıkları ifade edilmiş, ısınma hareketlerinin olumlu bir etkiye sahip olduğu vurgulanmıştır. Cayari (2021) sanal topluluğun, bir müzik topluluğu oluşturmak için birlikte düzenlenmiş birden çok kaydı kullanan dijital bir müzik ürünü olduğunu, sanal topluluklar oluşturmanın müzik eğitimcilerinin çevrimiçi müzik yapma yoluyla öğrencilerin ilgisini çekmesinin bir yolu olabileceği düşüncesi ile bir makale hazırlamıştır. Bu makalede müzik eğitimi kurslarında ve sınıflarında sanal topluluklar oluşturmanın izlenecek adımları kuramsal olarak ortaya konulmuştur.…”

Section: Bulgular Ve Yorum Birinci Alt Amaca Yönelik Bulgularunclassified

MOBİL ÖĞRENME ve TERS YÜZ EDİLMİŞ SINIF MODELLERİNİN MÜZİK ve ÇALGI EĞİTİMİNDE KULLANIMI

KUYUMCU¹,

CAN²,

Can³

2022

ASOS

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The main purpose of this research is to reveal and evaluate the findings and thoughts on the use of mobile learning and flipped classroom models in music education and its important dimension, instrument education. Within the scope of this general purpose, answers were sought for the sub-objectives of the research. In this study, literature review method, which is one of the survey models, was used. In the research, firstly, a comprehensive literature review was made for mobile learning and flipped learning models, and then the data obtained were analyzed and evaluated. As a result of the research, considering the importance of visual and auditory technologies in music and instrument education, it was emphasized that utilizing technology-based mobile learning and flipped learning models will accelerate musical behavior acquisition of music students. In addition, as a result of the literature review, it has been seen that there are many domestic and foreign studies on the use of mobile learning and flipped learning models in music and instrument education.

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Creating Virtual Ensembles: Common Approaches from Research and Practice

Cited by 7 publications

References 5 publications

Soundtrap usage during COVID-19: A machine-learning approach to assess the effects of the pandemic on online music learning

Soundtrap usage during COVID-19: A machine-learning approach to assess the effects of the pandemic on online music learning

Performance Practice in a Pandemic: Training Ensemble Skills Using E-Tivities in Music Teacher Education

MOBİL ÖĞRENME ve TERS YÜZ EDİLMİŞ SINIF MODELLERİNİN MÜZİK ve ÇALGI EĞİTİMİNDE KULLANIMI

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