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Theory and Practice of Technology-Based Music Instruction$
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Jay Dorfman

Print publication date: 2013

Print ISBN-13: 9780199795581

Published to Oxford Scholarship Online: November 2020

DOI: 10.1093/oso/9780199795581.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 21 September 2021

Teaching Methods and Teacher Behaviors

Teaching Methods and Teacher Behaviors

Chapter 5 (p.70) Teaching Methods and Teacher Behaviors
Theory and Practice of Technology-Based Music Instruction

Jay Dorfman

Oxford University Press

TBMI differs from simple integration in that this type of teaching emphasizes direct student engagement with technology for introducing, reinforcing, and assessing learning experiences. While teachers’ uses of technology are encouraged, the main idea associated with TBMI is that teachers design experiences during which student engagement with music technologies is essential ; students are learning music by experiencing it from within. This encourages construction of new knowledge through creativity and builds on previous experiences. In this chapter and the next, we will address several questions: 1. Why are new teaching methods associated with TBMI? 2. What are the dispositions of teachers as they develop teaching methods for TBMI? 3 .How are these methods designed? 4.How do teachers function physically in the TBMI classroom? 5.How do teachers connect theory and practice in the act of teaching TBMI lessons? Answering these questions will help you to understand exactly how TBMI lessons look and how to carry out lessons in a space designed for them. It makes sense that traditional music teaching uses traditional methods. When choir teachers, for example, direct an ensemble, they typically make use of techniques they saw their own teachers use or that they were taught to employ during their own teacher education programs. While they may be using new music, and the students are new from year to year, the techniques teachers use go essentially unchanged. Teachers determine learning objectives for their students through a process of diagnosis, adherence to curriculum guidelines, and sometimes through input from the students themselves. But once those learning objectives are determined, in reality, the teaching methods that teachers employ are dictated by the demands of the material the students are to learn. When choir teachers encounter a passage in a piece of music that requires soft singing, they will employ the techniques they know to encourage their students to sing softly while maintaining proper breath support and diction. And so it is in other types of music instruction–the technique matches the content. TBMI presents us with different content and therefore with a new set of techniques to convey material.

Keywords:   OmniDazzle, PowerPoint, Ultrabeat drum machine module, coaching method, dispositions, ergonomics, group audio controller system, interactive whiteboards, lab arrangement, professional development

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