Macrides, E. & Angeli, C. (2020). Music cognition and affect in the design of technology-enhanced music lessons. Frontiers in Education, 5, 518209. https://doi.org/10.3389/feduc.2020.518209

Abstract:

“The  present  study  addresses  the  lack  of  an  instructional  design  methodology  that guides the integration of technology in music listening and composition activities, and enriches  the  framework  of Technological  Pedagogical  Content  Knowledge  (TPCK)—an essentially cognitive model– with the affective domain. The authors herein provide many examples that illustrate the music design principles and the expanded Technology Mapping instructional design process that have been proposed in previously published work. The practical examples provide concrete ideas on how to transform the musical materials into more understandable forms and how to associate them with emotions using technology. Besides its practical contribution, the research has also a theoretical significance for the  theory  of  TPCK  as  it  examines  the  interrelations  between  music content, technology, cognition, and affect, and identifies discipline-specific aspects of TPCK  that  include  the  affective  domain.  The  empirical  evidence  of  191  secondary school students presented within the context of a music composition task using the software Muse Score, supports that both the TPCK framework as well as the proposed music guidelines can effectively guide teachers in designing lessons with technology while incorporating effect. Through the 4E perspective, technology and the proposed approach are viewed as agents of a distributed system that can support the embodied minds to develop musical and emotional understanding.”