Gender differences in computer- and instrumental-based musical composition

Marshall, Nigel and Shibazaki, Kagari (2013) Gender differences in computer- and instrumental-based musical composition. Educational Research, 55 (4). pp. 347-360. ISSN 0013-1881

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Abstract

Previous studies have argued that technology can be a major support to the music teacher enabling, amongst other things, increased student motivation, higher levels of confidence and more individualised learning to take place [Bolton, J. 2008. Technologically mediated composition learning: Josh’s story. British Journal of Music Education 25, no. 1: 41–55; Kardos, L. 2012. How music technology can make sound and music worlds accessible to student composers in further education colleges. British Journal of Music Education 29, no. 2: 143–51]. In contrast, a reasonable number of alternative voices [Conlon, T. and Simpson, M. 2003. Silicon Valley versus Silicon Glen: The impact of computers upon teaching and learning: A comparative study. British Journal of Educational Technology 34, no. 2: 137–50; Convery, A. 2009. The pedagogy of the impressed: How teachers become victims of technological vision. Teachers and Teaching 15, no. 1: 25–41; Treadway, M. 2001. Making a difference? An investigation into the relationship between ICT use and standards in secondary schools. Cowbridge: Fischer Family Trust] have also argued against the claims made for the effectiveness of technology in enhancing the learning process. More specifically, recent work by Armstrong [Armstrong, V. 2008. Hard bargaining on the hard drive: Gender bias in the music technology classroom. Gender and Education 20, no. 4: 375–86; Armstrong, V. 2011. Technology and the gendering of music education. Aldershot: Ashgate] has explored issues of technology and music education in relation to gender, suggesting that the construction of gendered meanings associated with digital technologies is having a major effect on pupils’ attitudes and thus ultimately, on their level of achievement in areas such as musical composition. However, there is relatively little research on how primary-aged boys and girls relate to technology as a composing tool and how they experience this compared with using more traditional instruments to compose. More specifically, very little research has been carried out into the extent to which boys and girls differ in their attitudes towards using technology as a composing tool.

Item Type: Article
Schools and Departments: School of Education and Social Work > Education
Subjects: H Social Sciences
L Education
Depositing User: Daniel Hobbs
Date Deposited: 13 Jan 2015 13:11
Last Modified: 13 Jan 2015 13:11
URI: http://sro.sussex.ac.uk/id/eprint/52075
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