Music Technology and Multimedia
Jesus Tejada Gimenez, University of La Rioja
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-28-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Even if a child of this age could abstract and understand certain aspects of writing and reading music, we believe living the music with all the body must be a fundamental and more important objective than providing him or her with theory and musical literacy through technology. The child needs live, sensory based experiences on which to build knowledge and skills and that will permit him or her to develop cooperation, solidarity and a respect for values. Music education has a strong socialization component, which must be developed through relationships with other individuals, not next to a machine. But computers and digital instruments can be behind them, manipulated by the teacher, bringing them a greater timbral wealth than the one which customarily exists nowadays in the music classroom; giving them, through the compositions and arrangements accomplished by the teacher, a rhythmic guide for the pulsation that helps them develop their internal pulse, as well as a guide for the intonation.
Gimenez, J.T. (1998). Music Technology and Multimedia. In S. McNeil, J. Price, S. Boger-Mehall, B. Robin & J. Willis (Eds.), Proceedings of SITE 1998--Society for Information Technology & Teacher Education International Conference (pp. 699-702). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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On Paper or Hypermedia? the Effect of Procedural Information in Digital Video Format in the Learning of a Music Score Editor Program by Novice Users
Jesus Tejada & Magdalena Sáenz de Jubera, Univ. de La Rioja, Spain
EdMedia + Innovate Learning 2001 (2001) pp. 1888–1895
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