TY - JOUR
T1 - The potential of a mixed-methods approach for research on learning to theorise music
AU - Björk, Cecilia
AU - Ruthmann, S. Alex
AU - Granfors, Mats
AU - Högväg, Joachim
AU - Andersson, Sören
N1 - Funding Information:
This work was supported by The Åbo Akademi University Foundation, Högskolestiftelsen i Österbotten and the Swedish Cultural Foundation in Finland. The authors wish to thank the students who participated in this study as well as their teacher. The screenshot (Figure 3) and video clip from Scared To Be Lonely are used with courtesy of STMPD RCRDS B.V. exclusively licensed to Epic Amsterdam, a division of Sony Music Entertainment Netherlands B.V.
Publisher Copyright:
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2021
Y1 - 2021
N2 - Learning how to actively theorise music is a complex process which is challenging to observe and describe for teachers, students and researchers. In this study, we explore the potential of a mixed-methods research design for understanding how theorising is developed and how the different methodological approaches used in the study can improve our understanding of precollege students’ experiences of learning to theorise music. The study combines (1) qualitative methods such as observation, analysis of video and audio recordings and interviews, (2) software development as music education research, (3) eye tracking and (4) musical analysis. We suggest that a considerable advantage of a mixed-methods approach is that it can make students’ thinking visible and audible. In addition, it can improve precision in identifying novelty and surprise during the learning process. Such moments of new musical conceptualisation are particularly important in a context of abundant access to many musical genres and styles.
AB - Learning how to actively theorise music is a complex process which is challenging to observe and describe for teachers, students and researchers. In this study, we explore the potential of a mixed-methods research design for understanding how theorising is developed and how the different methodological approaches used in the study can improve our understanding of precollege students’ experiences of learning to theorise music. The study combines (1) qualitative methods such as observation, analysis of video and audio recordings and interviews, (2) software development as music education research, (3) eye tracking and (4) musical analysis. We suggest that a considerable advantage of a mixed-methods approach is that it can make students’ thinking visible and audible. In addition, it can improve precision in identifying novelty and surprise during the learning process. Such moments of new musical conceptualisation are particularly important in a context of abundant access to many musical genres and styles.
KW - Music education
KW - mixed-methods research
KW - music education technology
KW - music theory pedagogy
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U2 - 10.1080/14613808.2020.1853085
DO - 10.1080/14613808.2020.1853085
M3 - Article
AN - SCOPUS:85106398348
SN - 1461-3808
VL - 23
SP - 374
EP - 390
JO - Music Education Research
JF - Music Education Research
IS - 3
ER -