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Unleashing creative synergies: a mixed-method case study in music education classrooms

2023Artigo científico Acesso aberto
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dc.contributor.authorCardoso, Mario Anibal
dc.contributor.authorMorgado, Elsa
dc.contributor.authorSilva, Levi Leonido
dc.date.accessioned2021-10-26T09:32:44Z
dc.date.available2021-10-26T09:32:44Z
dc.date.issued2023
dc.description.abstractAlgorithmic music composition has been gaining prominence and recognition as an innovative approach to music education, providing students with opportunities to explore creativity, computational thinking, and musical knowledge. This study aims to investigate the impact of integrating algorithmic music composition in the classroom, examining its influence on student engagement, musical knowledge, and creative expression, as well as to enhance computational thinking skills. A mixed-method case study was conducted in three Basic Music Education classrooms in the north of Portugal, involving 71 participants (68 students and 3 music teachers). The results reveal: (i) both successes and challenges in integrating computational thinking concepts and practices; (ii) pedagogical benefits of integrating programming platforms, where programming concepts overlapped with music learning outcomes; and (iii) positive impact on participants' programming self-confidence and recognition of programming's importance. Integrating algorithmic music composition in the classroom positively influences student engagement, musical knowledge, and creative expression. The use of algorithmic techniques provides a novel and engaging platform for students to explore music composition, fostering their creativity, critical thinking, and collaboration skills. Educators can leverage algorithmic music composition as an effective pedagogical approach to enhance music education, allowing students to develop a deeper understanding of music theory and fostering their artistic expression. Future research should contribute to the successful integration of digital technologies in the Portuguese curriculum by further exploring the long-term effects and potential applications of algorithmic music composition in different educational contexts.pt_PT
dc.description.sponsorshipThis work has been supported by FCT—Fundação para a Ciência e Tecnologia (national public agency that supports research in science, technology, and innovation) within the Project Scope: UIDB/05757/2020.
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationCardoso, Mario Anibal; Morgado, Elsa; Leonido, Levi (2023). Unleashing creative synergies: a mixed-method case study in music education classrooms. Applied Sciences. eISSN 2076-3417. 13:17, p. 1-14pt_PT
dc.identifier.doi10.3390/app13179842
dc.identifier.eissn2076-3417
dc.identifier.urihttp://hdl.handle.net/10198/24102
dc.peerreviewedyespt_PT
dc.publisherMDPI
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectAlgorithmic compositionpt_PT
dc.subjectComputational thinkingpt_PT
dc.subjectMusic compositionpt_PT
dc.titleUnleashing creative synergies: a mixed-method case study in music education classroomspt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.titleApplied Sciencespt_PT
person.familyNameMorgado
person.givenNameElsa
person.identifierAAG-7637-2021
person.identifier.ciencia-idD018-8A4E-AD57
person.identifier.orcid0000-0002-3653-7876
person.identifier.scopus-author-idID: 3012830
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublicationd126ff26-4ef2-4c4f-acb6-bbb422abcbbd
relation.isAuthorOfPublication.latestForDiscoveryd126ff26-4ef2-4c4f-acb6-bbb422abcbbd

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