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<https://discovery.ucl.ac.uk/id/eprint/10006504> <http://purl.org/ontology/bibo/abstract> "Abstract\nThis thesis interrogates the new music technology and its relationship to\ncreativity, musicality and learning in the Key Stage 31 curriculum. In doing so it\nconsiders the effectiveness of the technology, what value pupils and teachers\nmight place on technologically mediated musical interactions and how this\nrelates to the principles enshrined in the National Curriculum. The research also\nexplores the views of teachers in relation to the nature of creativity and learning\nin the music curriculum and their role in promoting it. The research was carried\nout across five sites: a PGCE music course, a year 7, year 8, and year 9 Key Stage\n3 music classroom, and a panel of secondary music teachers. It was located in a\nqualitative paradigm which made use of observational and interview techniques.\nThe research also probed the pupils' creative outcomes through detailed\nanalysis. The findings suggest that the new technology can afford creative\nmusical engagement through the manipulation of ready-made musical materials.\nIt also suggests that pupils engage in a range of musical learning through such\ninteractions and that they value the processes and outcomes. By way of contrast,\nteachers are still unclear about how to value such musical actions and are in the\nprocess of re conceptualising the learning that emerges in technologically\nmediated settings. Moreover, confusions still exist in relation to creativity and\nlearning in the music classroom. This is compounded by the fact that the pupils'\nmusical actions in relation to the new technology do not meet certain core\npractices and principles enshrined in the National Curriculum for music. This is\nproblematic for, as the research suggests, such core practices often exclude or\ndistance those pupils who are non-performing musicians. Hence the thesis\nconcludes by positing that music education must consider a broader view of\nwhat it is to be musical. In doing so it needs to remix the music curriculum to\ntake account of a range of musical actions. This remix should accommodate the\nnew technology, reconfigure musical creativity and learning in the light of the\ntechnology and find new ways to value pupils' actions. In such settings the role of\nthe teacher in shaping and supporting the pupils' musical actions will be an\nimportant consideration."^^<http://www.w3.org/2001/XMLSchema#string> .
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