Abstract:

Today, the use of specialised music technology in live performance is ubiquitous. Professional musicians now routinely use equipment including laptops, looping pedals and harmonisers to augment or replace the traditional "band" setup of vocals, guitars, bass, keys and drums. Technology also affords an unprecedented level of centralised performance control that extends beyond musical devices to systems for lighting and staging. One consequence of rapid technological development and adoption in music performance contexts is that traditional instrumental tuition is becoming increasingly inadequate. As a result, we are approaching a crossroads in music education, with the evolution of music technology outpacing the educator’s abilities and knowledge, and the student experience subsequently restricted.

This paper explores variations to the traditional master and apprentice educational approach by exploring an innovative peer-learning model currently applied in the University of Canberra’s Bachelor of Contemporary Music Practice degree program. The unit, Technology on Stage, combines students proficient in new technologies with traditional band instrumentalists to create a community of practice encouraged to share and freely explore an environment filled with the latest music technologies. This paper details the design of this unit, details the peer learning strategies utilised in delivery and showcases and discusses student outcomes.

Keywords:

Music education, learning and teaching methodologies, new technology, next generation classroom, peer learning, creative industries.