Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets. / Neuhausen, Timo; Wernicke, Carsten; Ahlers, Michael.
in: Journal of Music, Technology and Education, Jahrgang 13, Nr. 2-3, 01.12.2021, S. 287-304.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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@article{87211c86068d4fe789bf5f172f4e2a02,
title = "Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets",
abstract = "This case study looks at a self-directed learning process of a professional classical-trained musician adopting a previously unknown digital-material musical device. In order to achieve the desired artistic result, the musician has to modify his music-related action in favour of the device{\textquoteright}s calls for action, which are shown to him by a preset session. For this purpose, a specific interface relation must be established in the connection between the user and the device. The case study is contrasted with data from its framing research project. Findings include aspects as affirmation or degrees of unfamiliarity and their respective impacts on the subject{\textquoteright}s action repertoires. A model of learning in the context of digital media or interfaces is introduced and discussed. It offers a specific potential for identifying particularities of how meaning and functionality of digital-material musical devices are embedded into everyday artistic contexts. ",
keywords = "Music education, MusickingThings, artistic development, transaction space, Learning process, interface, Didactics/teaching methodology, Digital media, Cultural studies, MusickingThings, artistic development, conceptual models, interface, learning process, transaction space, MusickingThings, artistic development, conceptual models, interface, learning process, transaction space",
author = "Timo Neuhausen and Carsten Wernicke and Michael Ahlers",
note = "Publisher Copyright: {\textcopyright} 2021 Intellect Ltd Article. English language.",
year = "2021",
month = dec,
day = "1",
doi = "10.1386/jmte_00027_1",
language = "English",
volume = "13",
pages = "287--304",
journal = "Journal of Music, Technology and Education",
issn = "1752-7066",
publisher = "Intellect Ltd",
number = "2-3",

}

RIS

TY - JOUR

T1 - Technology-centred learning processes as digital artistic development

T2 - On the reciprocal effects of conceptual models, metaphors and presets

AU - Neuhausen, Timo

AU - Wernicke, Carsten

AU - Ahlers, Michael

N1 - Publisher Copyright: © 2021 Intellect Ltd Article. English language.

PY - 2021/12/1

Y1 - 2021/12/1

N2 - This case study looks at a self-directed learning process of a professional classical-trained musician adopting a previously unknown digital-material musical device. In order to achieve the desired artistic result, the musician has to modify his music-related action in favour of the device’s calls for action, which are shown to him by a preset session. For this purpose, a specific interface relation must be established in the connection between the user and the device. The case study is contrasted with data from its framing research project. Findings include aspects as affirmation or degrees of unfamiliarity and their respective impacts on the subject’s action repertoires. A model of learning in the context of digital media or interfaces is introduced and discussed. It offers a specific potential for identifying particularities of how meaning and functionality of digital-material musical devices are embedded into everyday artistic contexts.

AB - This case study looks at a self-directed learning process of a professional classical-trained musician adopting a previously unknown digital-material musical device. In order to achieve the desired artistic result, the musician has to modify his music-related action in favour of the device’s calls for action, which are shown to him by a preset session. For this purpose, a specific interface relation must be established in the connection between the user and the device. The case study is contrasted with data from its framing research project. Findings include aspects as affirmation or degrees of unfamiliarity and their respective impacts on the subject’s action repertoires. A model of learning in the context of digital media or interfaces is introduced and discussed. It offers a specific potential for identifying particularities of how meaning and functionality of digital-material musical devices are embedded into everyday artistic contexts.

KW - Music education

KW - MusickingThings

KW - artistic development

KW - transaction space

KW - Learning process

KW - interface

KW - Didactics/teaching methodology

KW - Digital media

KW - Cultural studies

KW - MusickingThings

KW - artistic development

KW - conceptual models

KW - interface

KW - learning process

KW - transaction space

KW - MusickingThings

KW - artistic development

KW - conceptual models

KW - interface

KW - learning process

KW - transaction space

UR - http://www.scopus.com/inward/record.url?scp=85127681926&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/c1b9a23a-57ed-32cf-a16f-8294d105fea1/

U2 - 10.1386/jmte_00027_1

DO - 10.1386/jmte_00027_1

M3 - Journal articles

VL - 13

SP - 287

EP - 304

JO - Journal of Music, Technology and Education

JF - Journal of Music, Technology and Education

SN - 1752-7066

IS - 2-3

ER -

DOI

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