New book chapter on Music Technology Pedagogy
My lastest article on Music Technology pedagogy has been published in Teachers and Curriculum as part of the Special Issue: “The Arts in the classroom: Advocacy, theory and practice”. Thanks to the editors Millie Locke, Robyn Ewing, and Terry Locke.
**Rethinking music technology pedagogy: A New Zealand focus **
In the creative sector, “music technology” refers to a wide range of musical practices, tools and devices enabled or facilitated by computers. Yet the music technology curriculum in New Zealand, as in other parts of the world, is dominated by two specific tools: commercial Digital Audio Workstations (DAWs) and notation software. In this chapter, I problematise this limitation by showing the pedagogical issues deriving from this exclusive model and by unpacking the ideological substrate of these tools, which is firmly grounded on neoliberal practices and principles. My analysis covers the ontology of these tools — what they are, what they do — and their business model. I then compare these tools against alternative approaches to music technology based on free-to-use, open-source software and programming languages based on principles of inclusion, collaboration and creative exploration.