Gender differences in musical composition and technology

Kagari Shibazaki, Nigel A. Marshall

Research output: Contribution to journalArticle

Abstract

The use of technology within the context of a music lesson is now well established practice with most schools placing significant emphasis on the acquisition of technological skills. Similarly, outside of school, the availability of numerous free software packages allows children access to relatively sophisticated music programs providing them with the opportunity to compose, record and mix their own musical products. Given the increasing role which both music and technology play in the everyday lives of children, using appropriate pedagogy to facilitate the development of musical skills is becoming increasingly important. Similarly, issues around developing inappropriate stereotypical attitudes are now being seen as a possible barrier – preventing individuals from achieving their potential and making their contribution to society. This study explores the use of a notation software program by boys and girls in a primary school in Tokyo, Japan. Children in the study were asked to complete a musical composition using the notation package whilst observations were carried out of their process. Initial findings suggest that some significant differences occur in the way that boys and girls approach composing as an activity. An issue which in turn, can have significant impact on the way in which music teachers organize such musical activities.
Original languageEnglish
Pages (from-to)81-92
Number of pages12
JournalICT in Musical Field: Tehnologii informatice și de comunicație în domeniul musical
Volume2013
Issue number1
Publication statusPublished - 2013
Externally publishedYes

Fingerprint

gender-specific factors
music
music teacher
music lessons
school
everyday life
primary school
Japan
software
Society

Cite this

@article{80ad94c9e8a848d0af7a26a8a5517cdb,
title = "Gender differences in musical composition and technology",
abstract = "The use of technology within the context of a music lesson is now well established practice with most schools placing significant emphasis on the acquisition of technological skills. Similarly, outside of school, the availability of numerous free software packages allows children access to relatively sophisticated music programs providing them with the opportunity to compose, record and mix their own musical products. Given the increasing role which both music and technology play in the everyday lives of children, using appropriate pedagogy to facilitate the development of musical skills is becoming increasingly important. Similarly, issues around developing inappropriate stereotypical attitudes are now being seen as a possible barrier – preventing individuals from achieving their potential and making their contribution to society. This study explores the use of a notation software program by boys and girls in a primary school in Tokyo, Japan. Children in the study were asked to complete a musical composition using the notation package whilst observations were carried out of their process. Initial findings suggest that some significant differences occur in the way that boys and girls approach composing as an activity. An issue which in turn, can have significant impact on the way in which music teachers organize such musical activities.",
author = "Kagari Shibazaki and Marshall, {Nigel A.}",
year = "2013",
language = "English",
volume = "2013",
pages = "81--92",
journal = "ICT in Musical Field: Tehnologii informatice și de comunicație {\^i}n domeniul musical",
number = "1",

}

Gender differences in musical composition and technology. / Shibazaki, Kagari; Marshall, Nigel A.

In: ICT in Musical Field: Tehnologii informatice și de comunicație în domeniul musical, Vol. 2013, No. 1, 2013, p. 81-92.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Gender differences in musical composition and technology

AU - Shibazaki, Kagari

AU - Marshall, Nigel A.

PY - 2013

Y1 - 2013

N2 - The use of technology within the context of a music lesson is now well established practice with most schools placing significant emphasis on the acquisition of technological skills. Similarly, outside of school, the availability of numerous free software packages allows children access to relatively sophisticated music programs providing them with the opportunity to compose, record and mix their own musical products. Given the increasing role which both music and technology play in the everyday lives of children, using appropriate pedagogy to facilitate the development of musical skills is becoming increasingly important. Similarly, issues around developing inappropriate stereotypical attitudes are now being seen as a possible barrier – preventing individuals from achieving their potential and making their contribution to society. This study explores the use of a notation software program by boys and girls in a primary school in Tokyo, Japan. Children in the study were asked to complete a musical composition using the notation package whilst observations were carried out of their process. Initial findings suggest that some significant differences occur in the way that boys and girls approach composing as an activity. An issue which in turn, can have significant impact on the way in which music teachers organize such musical activities.

AB - The use of technology within the context of a music lesson is now well established practice with most schools placing significant emphasis on the acquisition of technological skills. Similarly, outside of school, the availability of numerous free software packages allows children access to relatively sophisticated music programs providing them with the opportunity to compose, record and mix their own musical products. Given the increasing role which both music and technology play in the everyday lives of children, using appropriate pedagogy to facilitate the development of musical skills is becoming increasingly important. Similarly, issues around developing inappropriate stereotypical attitudes are now being seen as a possible barrier – preventing individuals from achieving their potential and making their contribution to society. This study explores the use of a notation software program by boys and girls in a primary school in Tokyo, Japan. Children in the study were asked to complete a musical composition using the notation package whilst observations were carried out of their process. Initial findings suggest that some significant differences occur in the way that boys and girls approach composing as an activity. An issue which in turn, can have significant impact on the way in which music teachers organize such musical activities.

UR - https://www.ceeol.com/search/article-detail?id=32528

M3 - Article

VL - 2013

SP - 81

EP - 92

JO - ICT in Musical Field: Tehnologii informatice și de comunicație în domeniul musical

JF - ICT in Musical Field: Tehnologii informatice și de comunicație în domeniul musical

IS - 1

ER -