In the words of the American music educator David J. Elliott, “Music is a verb rather than a ... more In the words of the American music educator David J. Elliott, “Music is a verb rather than a noun.” While all traditional ways of teaching music in class adopt the lecturing and appreciation approach, the author upholds Elliott’s belief and focuses on revitalizing music education using the Garageband App on the iPad, which serves as a sound simulation substitute for physical musical instruments. Our school set up a teaching team in mid-August 2013 and devised an “iPad learning” experiment project. There were 36 students recruited to form an “iPad class” and were required to bring their own devices. The iPad music software was used to design the courses and included subjects such as song creation and musical performance practice, which cultivated the students’ transferable skills through learning by practical experience. The research results show that most students gave positive feedback on the use of iPads for music education, with better teacher-student interaction, classroom atmosphere, and student response than under traditional ways of teaching. The students, through autonomous learning, could improve the effectiveness of music teaching, while the place and role of the teacher was transformed into that of an important guide. Learning with such devices accords with the Cone of Learning proposed by the American educator Edgar Dale and more easily enhances students’ interest in the music curriculum, as well as fosters in them a passion to incorporate art into their lives.
In the words of the American music educator David J. Elliott, “Music is a verb rather than a ... more In the words of the American music educator David J. Elliott, “Music is a verb rather than a noun.” While all traditional ways of teaching music in class adopt the lecturing and appreciation approach, the author upholds Elliott’s belief and focuses on revitalizing music education using the Garageband App on the iPad, which serves as a sound simulation substitute for physical musical instruments. Our school set up a teaching team in mid-August 2013 and devised an “iPad learning” experiment project. There were 36 students recruited to form an “iPad class” and were required to bring their own devices. The iPad music software was used to design the courses and included subjects such as song creation and musical performance practice, which cultivated the students’ transferable skills through learning by practical experience. The research results show that most students gave positive feedback on the use of iPads for music education, with better teacher-student interaction, classroom atmosphere, and student response than under traditional ways of teaching. The students, through autonomous learning, could improve the effectiveness of music teaching, while the place and role of the teacher was transformed into that of an important guide. Learning with such devices accords with the Cone of Learning proposed by the American educator Edgar Dale and more easily enhances students’ interest in the music curriculum, as well as fosters in them a passion to incorporate art into their lives.
Uploads
Papers by Wan-Ling Chang
The research results show that most students gave positive feedback on the use of iPads for music education, with better teacher-student interaction, classroom atmosphere, and student response than under traditional ways of teaching. The students, through autonomous learning, could improve the effectiveness of music teaching, while the place and role of the teacher was transformed into that of an important guide. Learning with such devices accords with the Cone of Learning proposed by the American educator Edgar Dale and more easily enhances students’ interest in the music curriculum, as well as fosters in them a passion to incorporate art into their lives.
The research results show that most students gave positive feedback on the use of iPads for music education, with better teacher-student interaction, classroom atmosphere, and student response than under traditional ways of teaching. The students, through autonomous learning, could improve the effectiveness of music teaching, while the place and role of the teacher was transformed into that of an important guide. Learning with such devices accords with the Cone of Learning proposed by the American educator Edgar Dale and more easily enhances students’ interest in the music curriculum, as well as fosters in them a passion to incorporate art into their lives.