Welch (Eds.), The Oxford handbook of music education (Vol. Supporting motivation in music education. Flow and the foundations of positive psychology.

What aspects of the experience made them feel the way they did? Psychology and Sociology Motivation and Flow In a blog post, describe two situations from your own music-learning life, one that you remember positively and one that you remember negatively. Synthesis Lectures on Human-Centered Informatics (Vol.

Experience design: Technology for all the right reasons. Sawyer (Ed.), Handbook of the Learning Sciences, Volume 2 (pp. Design-based research: A methodological toolkit for engineering change. What process did you use to design the experience? Reflecting on it now, do you think it was successful? If so, why? If not, why not? Researching Design It could be a lesson plan you wrote, a performance you organized, even something that you taught to yourself. In a blog post, describe a time when you had to design a music or music learning experience. The design of everyday things (Revised ex). As we go, we will be hearing from some guest speakers in the technology industry and in the music education field. I have chosen the first of these case studies, and we will also select one or two more as a group. Finally, we will conduct case studies of some specific technological tools. We will examine the difference between technology as a teaching medium and as a subject matter, and about how computers make it possible to incorporate more creativity into music education. Along the way, we will do a series of readings and discussions about design methodology and the sociology, psychology and philosophy of education. Over the course of the semester, you will be designing and presenting such an experience. This class is about the design of music learning and creation experiences using digital technology. The reading list draws extensively on the same body of research and practice that informed Will Kuhn’s and my book Electronic Music School: a Contemporary Approach to Teaching Musical Creativity. I expect it to evolve a bit as the course goes on, especially toward the end of the semester as I adapt it to the needs and interests of the students. So you can understand why I am excited to be teaching it. I took it as a masters student, and the experience was critical to the eventual development of the Groove Pizza. The class was originally developed by my doctoral advisor, Alex Ruthmann. This semester, I am teaching Technology Trends in Music Education at NYU Steinhardt for the first time.

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