Browsing by Author "Wolf, Motje"

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    The Appreciation of Electroacoustic Music - An Empirical Study with Inexperienced Listeners
    (De Montfort University, 2013) Wolf, Motje
    The research contained within this PhD project forms part of the Pedagogical ElectroAcoustic Resource Site project of the Music, Technology and Innovation Research Centre of De Montfort University Leicester. This thesis contributes to current research in music education and musicology related to electroacoustic music. The purpose of this research was to investigate the influence of teaching on the change in inexperienced listeners’ appreciation of electroacoustic music. A curriculum was developed to introduce electroacoustic music to 11 to 14 year old students (Key Stage 3). The curriculum was based on concepts distinguishing between electroacoustic music using (mainly) real-world sounds and generated sounds. The curriculum is presented in an online learning environment with an accompanying teacher’s handbook. The learning environment represents the prototype for the pedagogical ElectroAcoustic Resource Site offering online learning, blended learning and classroom-based learning. The website was developed following user-centred design; the curriculum was tested in a large-scale study including four Key Stage 3 classes within three schools in Leicester. In five lessons music using real-world sounds (soundscape and musique concrète) was introduced, which included the delivery of a listening training, independent research and creative tasks (composition or devising a role-play). The teaching design followed the methods of active, collaborative and self-regulated learning. Data was collected by using questionnaires, direct responses to listening experiences before and after the teaching, and summaries of the teaching written by the participants. Following a Qualitative Content Analysis, the results of the study show that the participants’ appreciation of electroacoustic music changed during the course of these lessons. Learning success could be established as well as a declining alienation towards electroacoustic music. The principal conclusion is that the appreciation of electroacoustic music can be enhanced through the acquiring of conceptual knowledge, especially through the enhancing of listening skills following the structured listening training as well as the broadening of vocabulary to describe the listening experience.
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    Concepts, Models and Methods in Vocal Pedagogy with Children
    (2019) Wolf, Motje
    his chapter will deal with the knowledge of children’s voice training in the school context. Different types and models of knowledge domains and teaching concepts will be discussed. Three models will be used in order to analyse the types of knowledge that vocal pedagogy with children implies. Models are “a way to express systematic thinking and understanding in science, arts, and education” (Lock, 2017, p. 28, emphasis in original). While there are problems with modelling as they only depict parts of the whole and inevitably will contain blind spots, there are also advantages. It allows us to gain an overview of the investigated phenomenon. This way, it will be possible to engage in systematic discussions. In the case of this chapter, the different levels of knowledge that are required for singing with children.
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    The development of an inclusive model to construct teacher’s professional knowledge: pedagogic content knowledge for sound-based music as a new subject area
    (Cambridge University Press, 2019-12) Wolf, Motje; Younie, Sarah
    This paper outlines a systematic process for developing the different knowledge domains required for teaching sound-based (electroacoustic) music as a new subject area. As a new area within the discipline of music, teachers are novices to the field. This requires epistemological deconstruction of what knowledge teachers need in this new field. Then the analysis outlines how to develop teachers’ new knowledge; which can be constructed as: subject content knowledge (SCK), pedagogic content knowledge (PCK) and technology pedagogic content knowledge (TPACK). This epistemological analysis informed our creation of teaching materials that develop these different knowledge domains and take account of the complex interplay between them. This process was demonstrated through the ElectroAcoustic Resource Site Projects to: build first subject content knowledge; then create teacher’s packs to build pedagogic content knowledge; and a bespoke CPD programme to embed their inter-relationships and build technology pedagogic content knowledge. Most importantly, creating the teacher’s packs employed a user-centred design approach, putting teachers and pupils in the centre of the development process, thereby giving them voice. Voice is an integral part of empowerment in our model, which is conceptualised as practicing ‘communicative action’ (Habermas 1984) and disrupts the hegemonic grip of the academic curriculum dominated by the tradition music canon. This paper adds to the knowledge-base regarding how to develop the different domains required for teaching a new subject. We argue that sound-based music is accessible to all teachers and learners, thereby increasing inclusivity. This in turn can radically disrupt ways of teaching music in schools and the model created provides the necessary scaffolding for a paradigm shift in music teaching on an international level.
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    EARS 2 - The ElectroAcoustic Resource Site Pedagogical Project
    (DMU, 2014) Landy, Leigh; Hill, Andrew; Wolf, Motje
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    ‘The EARS 2 Pedagogical Project: an eLearning environment to introduce learners to sound-based music’
    (Evangelos Himonides & Andrew King, 2014) Landy, Leigh; Younie, Sarah; Hill, Andrew; Wolf, Motje
    Discussions have been on-going in the UK regarding how to offer the broadest musical repertoire possible to young learners be it with some opposition. At the MTI Research Centre, we have been dealing with the issue of experimental music and access for almost 15 years discovering, for example, that a large portion of young learners (in some cases, the majority) are open to music made with sounds and not just notes. As a consequence of 1) the desire to make innovative music accessible to young people, the educational rationale to address both enhanced listening and creativity, in our case with sounds, and 2) Unesco’s suggestion that the MTI consider offering an ElectroAcoustic Resource Site (EARS, www.ears.dmu.ac.uk) for children, the idea of the EARS 2 pedagogical project was born. The goal of EARS 2 is to achieve a userfriendly eLearning environment intended to introduce relevant aspects of electroacoustic (or sound-based) music to young learners. The paper will present the entire project including the EARS 2 eLearning environment, its vision, its key characteristics and its means of operation alongside that of its creative software platform, Compose with Sounds (CwS) that was funded by the EU and tested in schools in six European countries. EARS 2 will be not only translated, but also culturally conditioned for use in countries beyond the UK; thus, our international vision will also be presented. Sarah Younie will present its innovative aspects from an educational studies point of view. This will include remarks concerning methodological issues. The paper will conclude with a summary of future plans related to both the eLearning site and the creative software platform. The associated workshop will offer hands-on experience regarding both the eLearning site and creative software and include an introduction to the teachers’ packs to all interested parties at the Sempre conference.
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    Games and Diabetes A Review Investigating Theoretical Frameworks, Evaluation Methodologies, and Opportunities for Design Grounded in Learning Theories
    (Sage, 2015-09-02) Lazem, Shaimaa; Webster, Mary; Holmes, Wayne; Wolf, Motje
    Here we review 18 articles that describe the design and evaluation of 1 or more games for diabetes from technical, methodological, and theoretical perspectives. We undertook searches covering the period 2010 to May 2015 in the ACM, IEEE, Journal of Medical Internet Research, Studies in Health Technology and Informatics, and Google Scholar online databases using the keywords "children," "computer games," "diabetes," "games," "type 1," and "type 2" in various Boolean combinations. The review sets out to establish, for future research, an understanding of the current landscape of digital games designed for children with diabetes. We briefly explored the use and impact of well-established learning theories in such games. The most frequently mentioned theoretical frameworks were social cognitive theory and social constructivism. Due to the limitations of the reported evaluation methodologies, little evidence was found to support the strong promise of games for diabetes. Furthermore, we could not establish a relation between design features and the game outcomes. We argue that an in-depth discussion about the extent to which learning theories could and should be manifested in the design decisions is required.
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    Overcoming Barriers of Teaching Sound-based Music.
    (2014) Wolf, Motje; Younie, Sarah
    This paper presents the initial results of a study within the pedagogical ElectroAcoustic Resource Site project (EARS 2, http://www.ears2.dmu.ac.uk). The EARS 2 project consists of a web-based learning resource that introduces sound-based music to children aged between 11 and 14. Furthermore, it is accompanied by a software (Compose with Sounds) and teacher’s packs that have been developed for each learning project offered on the EARS 2 website. The teacher’s packs aim to bridge the gap between the resource and the teachers by providing further background to the topic, offering lesson plans and explaining learning outcomes for each project. The study investigated in what way the teacher’s packs combined with the web-based learning environment will be sufficient material to help a teacher teaching sound-based music without prior knowledge.
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    Overcoming barriers: towards a framework for Continuing Professional Development to foster teaching sound-based music
    (Intellect, 2018-08-01) Wolf, Motje; Younie, Sarah
    This paper presents a theoretical discussion emerging from a pilot study within the EARS 2 teacher’s pack study, in which the suitability of the teacher’s packs that accompany an online sound-based music resource (EARS 2, www.ears2.dmu.ac.uk) was tested. The study investigated if the teacher’s packs could bridge the gap between the teacher’s current knowledge and the knowledge that was provided in the resources on sound-based music given to the teacher. During the study a minor technical glitch appeared which caused the teacher to discontinue with the teaching trial. This was seen as a critical incident and was analysed using the Critical Incident Technique (Flanagan 1954). During the analysis, three different theoretical concepts were applied to the critical incident: cognitive prototype theory (North and Hargreaves 2008, Wolf 2013a and b), the threshold concept theory (Meyer and Land 2003, Holland 2015, Wolf 2016) and the concept of metacognitive knowledge (Wilson and Bai 2010). The paper concludes by suggesting a theoretical framework for teacher CPD in sound-based music. The results presented in this article cannot be generalised due to the sample size, however, this is currently followed up in further research.
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    "Singing is what we do (together) - redefining "together". A comparative study”.
    (Università di Bologna, 2021-12-31) van der Sandt, Johann; Schaumberger, Helmut; Coppi, Antonella; Salminen, Sanna; Wolf, Motje
    This article discusses the impact that the Covid-19 pandemic has had on singing with children in schools by providing a descriptive analysis of a comparative look at children's experiences of their singing habits and emotional well-being during the first Covid-19 lockdown. Covid-19 has established itself as (for now) an ever-present variable in our daily lives. This paper offers a descriptive analysis of a comparative study of the Covid-19 lockdown(s) influence on children's singing habits and emotional well-being in Italy, Austria, and Finland. A survey was carried out on children and young people aged 10-20 from Austria, Finland, and Italy on how the Coronavirus lockdown has impacted their everyday lives and their general well-being. Attributes analysed are age, gender, emotional response on the change of singing habits, singing habits before and after Covid-19 lockdown. Until it is certain that rehearsals and communal singing can take place without health risks, alternative options should be explored to effectively plan online teaching in the future. It is the hope that this research, which is only but a start, will spark further research into the matter and contribute to the development of systems and platforms where children can continue their educational and music educational growth by ensuring an uninterrupted singing experience.