Learning how to make music is an integral part of our cultural education. It plays a significant role in social communities and serves as a means of non-verbal communication. In Germany, music schools are instrumental in this aspect. In a post-digital world, where changes are inevitable, these schools are searching for ways to merge traditional teaching methods with modern pedagogical approaches. The joint project is currently exploring various learning scenarios and factors that contribute to the success of technology-assisted instrumental and vocal education.
Two different approaches are being taken to improve the teaching and learning of music. Firstly, by using educational research methods, self-efficacy in instrumental and vocal learning, intervention effectiveness, and the role of digital competence are being examined in more detail. Secondly, interdisciplinary learning scenarios are being developed to promote equal opportunities and educational equity. For instance, digital assistance is being used to increase the autonomy of learners’ practice culture, which is often dependent on their parental home environment. Diagnostic eye-tracking methods will be used to investigate strategies for learning to read music and sight-reading, and the findings will be applied to music schools and individual practice.
The Chair of Music Education oversees the social science and didactic perspective. This perspective is crucial in examining and organizing self-image and self-efficacy regarding digital skills. The Chair of Information Systems Engineering is responsible for conceptualizing, developing, and researching digital educational technologies. These technologies play a significant role in analyzing and promoting sight-reading skills, among other things.
The MusiGeNuM project’s findings are disseminated to research, society, and music-making practice through a wide network of research, practice, and testing partners.
