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Digital technologies and the mediation of undergraduate students’ collaborative music compositional practices

Dobson, Elizabeth and Littleton, Karen (2016). Digital technologies and the mediation of undergraduate students’ collaborative music compositional practices. Learning, Media and Technology, 41(2) pp. 330–350.

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Music education is supported by an increasing range of digital technologies that afford a remarkable divergence of opportunities for learning within the classroom. Musical creativities are not, however, limited to classroom situations; all musicians are engaged in work that traverses multiple social and physical settings. Guided by sociocultural theory of human action, this paper presents a case-study analysis of two computer-based composers creating one soundtrack together. Analysing how collaborative work was undertaken in all of the naturally occurring settings, this paper shows how the students' interrelationships with technology constituted their understandings, creative output and their ecology of practice. The research contributes new knowledge about how digitally resourced creating is shaped by remote, remembered, hypothetical and imagined digital technologies. It also shows how technology-mediated co-creating is a complex interactional accomplishment, implicating the value of long-term multisetting digital co-creating to higher mental development through discourse within music education.

Item Type: Journal Item
Copyright Holders: 2015 Informa UK Limited, trading as Taylor & Francis Group
ISSN: 1743-9884
Keywords: music; computer-mediated music; sociocultural theory; interthinking; creative process
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 48060
Depositing User: Karen Littleton
Date Deposited: 22 Dec 2016 15:12
Last Modified: 07 Dec 2018 10:46
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