Abstract
The European Association for Music in Schools (EAS) has been involved in two recent research publications which focus upon music technology:
• Sammer, G., Gall, M. & Breeze, N. (2009) Using music software in school: The European framework. In G. Fiocchetta & F. Ballanti (Eds.) NET MUSIC Project 01: New Technology in the Field of Education. Rome: Anicia srl, pp.155-177. Also available at: http://www.netmusicproject.org/net/images/documenti/Vol_NetMusic.pdf
and
• Gall, M., Sammer, G. & de Vugt, A. (Eds.) (2012) European Perspectives on Music Education: New Media in the Classroom. Innsbruck: Helbling Verlagsgesellschaft mbH.
The former discusses questionnaire data from 25 European countries. In the latter, music educationists from 14 European countries report on the position of music technology in schools in their country, and curriculum change associated with ICT in the classroom.
In this paper, I draw upon these publications and my recent PhD study – “Technology in the Music Classroom (England) 2001-2013” - to compare and contrast the use of ICT in music education in England with its use in other European countries.
As might be expected, there are great variations in available equipment, curriculum opportunities, approaches to learning and teaching with technology and teacher attitudes. However, a key similarity – mentioned by educationists in many countries – is the perceived urgent need for further consideration of the pedagogies that surround the use of technology in music classrooms.
• Sammer, G., Gall, M. & Breeze, N. (2009) Using music software in school: The European framework. In G. Fiocchetta & F. Ballanti (Eds.) NET MUSIC Project 01: New Technology in the Field of Education. Rome: Anicia srl, pp.155-177. Also available at: http://www.netmusicproject.org/net/images/documenti/Vol_NetMusic.pdf
and
• Gall, M., Sammer, G. & de Vugt, A. (Eds.) (2012) European Perspectives on Music Education: New Media in the Classroom. Innsbruck: Helbling Verlagsgesellschaft mbH.
The former discusses questionnaire data from 25 European countries. In the latter, music educationists from 14 European countries report on the position of music technology in schools in their country, and curriculum change associated with ICT in the classroom.
In this paper, I draw upon these publications and my recent PhD study – “Technology in the Music Classroom (England) 2001-2013” - to compare and contrast the use of ICT in music education in England with its use in other European countries.
As might be expected, there are great variations in available equipment, curriculum opportunities, approaches to learning and teaching with technology and teacher attitudes. However, a key similarity – mentioned by educationists in many countries – is the perceived urgent need for further consideration of the pedagogies that surround the use of technology in music classrooms.
| Original language | English |
|---|---|
| Publication status | Published - 2014 |
| Event | 22nd EAS/International Society of Music Education (ISME) / European Regional Conference - Nicosia, Cyprus Duration: 21 May 2014 → 24 May 2014 |
Conference
| Conference | 22nd EAS/International Society of Music Education (ISME) / European Regional Conference |
|---|---|
| Country/Territory | Cyprus |
| City | Nicosia |
| Period | 21/05/14 → 24/05/14 |
Keywords
- Music Technology, School Music, Europe, England