The classroom culture of a middle school music technology class

Abstract

The purpose of this study was to examine the culture of an American middle school music technology classroom based in musical composition. Research questions explored students’ perceptions of how they co-create the classroom culture with the teacher and how the classroom culture influences participation in musical composition activities, if at all. Data sources for this ethnographic case study included field notes from multiple class observations, audio- and video-recordings, and semi-structured interviews. Findings determined that teacher and students’ mutual use of constructive feedback in their discourse, the teacher’s role as co-learner, his facilitation of “messiness” as part of the learning process, and his pedagogical style helped to create an affirming classroom culture that motivated students to compose. Implications for teaching practice include critical examination of classroom cultures and thoughtful inclusion of technology in music education courses.

Formation of Readiness of Higher Education Institutions’ Students to the Introduction of Musical-Pedagogical Technologies

“…The pilot study (Chen, 2019) focused on using mobile tablets to compose music by middle-class pupils. The article by Albert (2019) highlights pedagogical technologies that motivate students to compose music. The study (Mezhennaya, & Pugachev, 2018) presents the results of the use of interactive learning methods in engineering profile students teaching.…”

Classification of Styles and Expressive Characteristics in Higher Vocals Teaching - Based on Emotional Calculation Approach

“…Deepening education and teaching reform, effectively constructing students' knowledge structure, and effectively improving the quality of teaching and talent cultivation through the reform of cultivation mode, curriculum system, teaching method, teaching organization, and other aspects within the limited cultivation period seem to be of vital importance. The most fundamental value of vocal art is aesthetic value [3][4][5]. Art is to reflect life through aesthetic diversity, and only when the aesthetic value of vocal art exists does its other social values exist.…”

Flipped Learning in the subject «Music» of E.S.O. [Compulsory Secondary Education] within a rural environment: Impact on students and families

“…(Flipped Learning Global Initiative, 2019) Concerning ICT utilization in FL, Serrano and Casanova (2018) referred to their key importance for educators to be able to successfully apply this pedagogical approach. As for music education, it can be said that an interrelationship has always existed between technology and music (Albert, 2020;Calderón-Garrido et al, 2020;Hernández-Serrano et al, 2022;Parkita, 2021). Furthermore, music is inherent to any type of society.…”