The Appreciation of Electroacoustic Music: The prototype of the pedagogical ElectroAcoustic Resource Site
The Appreciation of Electroacoustic Music: The prototype of the pedagogical ElectroAcoustic Resource Site
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电声音乐欣赏：电声教学资源站的雏形
DOI：
10.1017/s1355771813000046
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发表时间：
2013
期刊：
影响因子：
0.6
通讯作者：
M. Wolf
中科院分区：
文献类型：
--
作者：
M. Wolf
本文介绍了教学对初学者电声音乐欣赏变化的影响的研究。制定了一个课程，使关键阶段3的学生（11-14岁）1熟悉电声音乐。该课程介绍了音乐使用的概念，如音乐与现实世界的声音和音乐与生成的声音。该课程在在线环境中呈现，并附有教师手册，可在线使用或作为课堂教学资源。在线环境是在以用户为中心的设计帮助下开发的。在此之后，该课程在英国莱斯特的三所学校内进行了一项大规模的研究，包括四个关键阶段3班。数据收集使用问卷调查，听力测试和教学总结（由参与者写的信）。定性内容分析用于数据分析。研究结果包括被试在研究过程中对电声音乐欣赏的变化。成功的学习和减少对电声音乐的疏远可以衡量。研究表明，通过概念知识的获得可以提高电声音乐的欣赏能力。特别重要的是，在听力训练后提高了听力技能，并扩大了参与者的词汇量，使他们能够描述自己的听力体验。
This article introduces research on the influence of teaching on the change of inexperienced listeners’ appreciation of electroacoustic music. A curriculum was developed to make Key Stage 3 students (11–14 years old) 1 familiar with electroacoustic music. The curriculum introduced music using concepts, such as music with real-world sounds and music with generated sounds. Presented in an online environment and accompanied with a teachers’ handbook, the curriculum can be used online or as classroom-based teaching resource. The online environment was developed with the help of user-centred design. Following this, the curriculum was tested in a large-scale study including four Key Stage 3 classes within three schools in Leicester, UK. Data were collected using questionnaires, a listening response test and a summary of the teaching (letter written by participants). Qualitative content analysis was used for the data analysis. Results include the change of the participants’ appreciation of electroacoustic music during the study. Successful learning and a decrease in alienation towards electroacoustic music could be measured. The study shows that the appreciation of electroacoustic music can be enhanced through the acquirement of conceptual knowledge. Especially important was the enhancing of listening skills following a listening training as well as the broadening of the participants’ vocabulary that enabled them to describe their listening experience.