Cslovjecsek, Markus
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Exploring computational music thinking in a workshop setting with primary and secondary school children
2017-08, Hug, Daniel, Petralito, Serge, Hauser, Sarah, Lamprou, Anna, Repenning, Alexander, Bertschinger, Didier, Stüber, Nadine, Cslovjecsek, Markus, Petralito, Serge
Motivated by the essential role of music in children’s lives, the potential of sound as sensory modality, and the importance of teaching Computational Thinking, there is great pedagogical potential in the integration of musical and computational thinking into “Computational Music Thinking”. In this paper we report a pilot study exploring research and design approaches in creating learning environments and tools, which stimulate the interest of children and adolescents for both computer science and music in a sustainable way in the context of creative, self-guided activities. For the purposes of the study, two online tools, AgentCubes online, a 3D game design environment, and Ludosonica, an interactive music composition and performance system, were employed in a series of workshops designed for primary and secondary school children. Results from the study generally con rm the pedagogical potential of Computational Music Thinking and point toward promising future research directions.
Gefahr oder Chance? Förderung fachfremder Kompetenzen im Musikunterricht
2016, Noppeney, Gabriele, Cslovjecsek, Markus
A Critical, Design Driven Approach to New Interfaces for Music Education
2015-04, Hug, Daniel, Cslovjecsek, Markus, Hennessy, Sarah
Over the last years, smartphones and tablets have become attractive and ubiquitous platforms for sound and music applications, popularizing new ways of creating and manipulating digital sound. According to Krebs, founder and director of the DigiEnsemble Berlin, music apps offer people with little or no musical education access to new means of musical activity and sonic expression (Krebs 2014). This development has an impact on how music making is conceptualized and practiced and thus is relevant for music education. As practitioners increasingly incorporate multitouch tablets in their educational practice (see, e.g., Riley 2013, Krebs 2014), a critical and practice based pedagogical discourse regarding the use of these technologies is necessary, in order to allow the “reflective practitioner” to develop a systematic understanding of the diverse application and interface concepts, which can be seen as embodiments of musical concepts and ideologies. Furthermore, it can inform the design of applications for a pedagogy of listening and music/sound making, that truly leverage the potential of new technologies and meet the quality standards of music education.
Transversal processes - learning more about the teaching profession through music
2014-02-01T00:00:00Z, Marjanen, Kaarina, Cslovjecsek, Markus
Music and languages formed the basis for the European Music Portfolio project (2009-2012; http://www.emportfolio.eu), aiming to support teachers in their profession, by combining theories, methodology and practices. The focus of this paper is the study procedure on the impact of the international CPD courses for teachers, as one of the EMP -tools. One of the most interesting results reported was a better focus found by the teachers on the learning processes of children due to the experiences of integrating music and languages. How does music work in transversal learning and integrated teaching, as a support for the teachers?
500 miles - ein Song, der uns auf viele Züge aufspringen lässt
2017, Noppeney, Gabriele, Cslovjecsek, Markus
Towards an Enactive Swimming Sonification: Exploring Multisensory Design and Musical Interpretation
2015-11, Hug, Daniel, Seibert, Gabriela, Cslovjecsek, Markus, Kalliris, George
In this paper we present a design method that integrates the exploration of visual representations and musical expertise in the process of creating a swimming sonification, and initial results of the method’s application in an explorative study. Our focus lies on the creation of a sonic representation that facilitates the affective, intuitive reproduction of the crawl swim movement. The method integrates artistic creativity and a systematic design process. By combining the linguistic-conceptual, visual and auditory representation of the (imagined) movement, we aim to advance the expressive quality of the sonic representation as well as the design method in a crossmodal, holistic way. Finally we report on a qualitative evaluation of the potential of this approach to support the affective, intuitive re-enactment of the swimming movement.
Mehrsprachigkeit und Musik – interdisziplinäre Weiterbildungskurse als Entwicklungslabor für Unterricht und Lehre
2015, Cslovjecsek, Markus, Hänggi, Françoise, Vanotti, Manuele, Weil, Markus
In dieser Publikation werden didaktische und konzeptionelle Annäherungen vorgestellt, die den Umgang mit Sprache und Mehrsprachigkeit in der Weiterbildung beleuchten. Sie richtet sich an interessierte Fachpersonen, die in Kindergarten, Schule, Hochschule und Weiterbildung planend sowie lehrend tätig sind. Im Vordergrund steht dabei jeweils die Weiterbildung für Lehrende im Bereich der Mehrsprachigkeit und deren Didaktik.
Abstract des Artikels:
Lieder und rhythmische Sprachspiele sind als fröhliche und entspannende Aktivitäten im Sprachunterricht bereits gut bekannt und werden oft in Lehrmittel aufgenommen, meist zum Aufbau von Wortschatz oder zur Unterstützung der Aussprache. Interdisziplinär genutzt schaffen musikalische Aktivitäten eine Reihe von neuen Lern- und Lehrmöglichkeiten. In diesem Beitrag soll aufgezeigt werden, wie die im Rahmen eines interdisziplinären EU-Projektes (www.emportfolio.eu 2009–2012) gewonnenen Erkenntnisse und die daraus entwickelten Materialien in verschiedenen Weiterbildungen von Lehrpersonen aufgenommen und umgesetzt wurden.
Computational Music Thinking - Using End-User Programming to Explore Musical Creation in a STEAM-oriented Integrated Music Education Setting
2016-07, Hug, Daniel, Stüber, Nadine, Repenning, Alexander, Cslovjecsek, Markus, Hauser, Sarah, Agotai, Doris, Miyazaki, Shintaro, Escherle, Nora, Assaf, Dorit, Woodward, Sheila
Computers have not only changed the way we live and work, but also how we create and consume music. Music software and apps are nowadays widespread in music education (Bauer, 2014). But the potential of the computer as actual musical „computing device“ is rarely exploited. In the area of computer science education the need to approach programming as creative and playful activity has been acknowledged since several years (Repenning et al., 2015). „Computational thinking“, as approach to problem solving that can be executed by both humans and computers (Wing, 2006), is being fostered in schools in the context of STEM (Science, Technology, Engineering, Math) education. And it is increasingly acknowledged that the notion of STEM should be extended to „STEAM“, the "A" standing for "the Arts", in order to foster transdisciplinary, holistic and innovative thinking. The use of algorithms and computing machinery has a long tradition in music, from the “musical dice games” to musical automatons and the computer music of the 20th century. Learning procedural and time-based concepts such as rhythm, melody and polyphony involves some kind of computational music thinking. Algorithmic composition offers children many opportunities to develop their own understanding of "musicality" from an inside perspective, by defining their own rules for generating "organized sound", and by understanding the "rules" and structures underlying various musical phenomena, practices and cultures. Recent works have demonstrated approaches to implement computational principles in classroom or workshop settings (Greher & Heines, 2014; Burnard et al., 2014). Therefore, we see great pedagogical potential in the integration of musical and computational thinking to “Computational Music Thinking”, which we would like to share and discuss with the community.
Keynote: The Role of Music in School - Delving into the Limits of Interdisciplinarity
2015-07-02, Cslovjecsek, Markus, Casals, Albert, Viladot, Laia
Keynote-Lecture: The Role of Music in School - Delving into the Limits of Interdisciplinarity 1) GENERAL FRAMEWORK The education is changing and, consequently, also the role of music in the school. This can be explained by several factors, such as: - organizational / structural (crisis) - pedagogical / didactic - Conceptual (what is meant by music, sound processing, etc) in this new context we trend towards a more “global/holistic” and comprehensive learning and this is the context that favours a range of possibilities for the treatment of disciplines; from an elementary interdisiplinarity to the integration ... 2) THEORY: Theoretical reflections on what integration is. SIG-PRIME ISME as an internationally recognized teaching-research line. Introducing the EUROPEAN MUSIC PORTFOLIOS as a whole. 3) DEVELOPMENT OF EMP-Math Is EMP-M possible in our context? (Spanish for the audiecnce) We’ll talk about the state of the art based on the published articles (articles LEEME and MER). where we are, what has been published. We’ll show blogs and web mad by teachers ... We’ll explain the different experiences and the data we have collected (working groups, assessment, TFM, TFGs, workshops) – and some Videos!
Sound learning in math classrooms: how children teach us to teach
2015, Cslovjecsek, Markus, Inniger, Samuel, Caluori, Franco, Linneweber-Lammerskitten, Helmut, Streit, Christine