Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets
Research output: Journal contributions › Journal articles › Research › peer-review
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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, Vol. 13, No. 2-3, 01.12.2021, p. 287-304.Research output: Journal contributions › Journal articles › Research › peer-review
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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 -