Research Log

How have music genres changed with the rise of technology and how concepts of music theory

are transferred between these genres? A comparison on the efficacy of learning piano through

different music genres.

Source 1:

Tardy, C. M. “Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical

Framework.” Vol. 37(3) 287-321, 2020 SAGE Publications, pp. 300-301, DOI:

10.1177/0741088320916554.

Tardy describes recontextualization as “as a process through which writers draw on and

adapt existing genre knowledge…each time they perform a genre” (p. 300)

Source 2:

Webster, Peter R. “Creative Thinking in Music, Twenty-Five Years On.” Music Educators

Journal, vol. 102, no. 3, 2016, pp. 26–32., www.jstor.org/stable/24755702. Accessed 16 Feb.

2021.

B) UCF Library database, JSTOR

C) searched “Multimodal music composition”

D) “We are responding actively to our social context by considering a broader and a more

nuanced world of music that more honestly reflects the sonic experience of our young

learners. We are also responding more democratically to the variety of students before us,

and we are attempting to harness the powerful affordances of technological change that

affect learning in and outside of the school environment” (Webster). “Part of the narrative

about the new age of creative music engagement lies in broadening our conceptions of
 musical understanding. For example, teacher and researcher Matthew Thibeault reviewed

the development of media from the 1930s to modern times, placing emphasis on the

challenges that face music education in what he terms a "post-performance

world” (Webster). “The role of music technology in both formal and so-called informal

teaching environments has vastly increased in recent years to include "cloud-based"

software programs that are inexpensive or free of cost. Devices like smartphones and

tablets on which children can make and listen to music are now common

place” (Webster).

E) This journal sets the underlying theme of my research question, that the rise of

technology has changed how music is learned and created. This source will be useful in

setting the main idea of my paper and explaining how my research question came to mind

This source offers a positive view to the changing technological environment for learning

music by saying how students can be more creative in musical compositions.

F) February, 15, 2021

Source 3:

Gall, Marina, and Nick Breeze. “Music Composition Lessons: The Multimodal Affordances of

Technology.” Educational Review, vol. 57, no. 4, Nov. 2005, pp. 415–433. EBSCOhost,

search.ebscohost.com/login.aspx?

direct=true&db=eric&AN=EJ721764&authtype=shib&site=ehost-live&scope=site.

B) UCF Library database, Eric (EBSCOhost)

C) searched “Multimodal music composition”

 D) “Cope and Kalantzis (2000) suggest that modes can ‘work together’ and that there can

be a process of ‘transduction or transcoding between modes’ which Kress (2000) terms

‘synaesthesia’.” “Theories of multimodality have become increasingly prevalent in

contemporary society. Modes of communication, encountered in everyday life, are richer

for young people today perhaps than ever before; these include speaking and writing,

gestures, sounds and images, perceived through the senses simultaneously. Multimodality

embraces the view that ‘… common semiotic principles operate in and across different

modes…’”

E) This source will help my research question by providing information on multimodality

and music, and how the two correlate. Since I will be analyzing different genres of

learning music, such as PIANO and synthesia, understanding the different aspects of

multimodality will help me in understanding these genres more and being able to

describe their use.

F) February, 15, 2021

Source 4:

Muller, Meinard, et al. “A Multimodal Way of Experiencing and Exploring

Music.” Interdisciplinary Science Reviews, vol. 35, no. 2, June 2010, pp. 138–153. EBSCOhost,

doi:10.1179/030801810X12723585301110.

B) UCF Library database, Academic Search Premier (EBSCOhost)

C) searched “Multimodal music composition”

D) “In particular for Western classical music, three prominent examples of digitally

available types of music representations are sheet music (available as digital images),
 symbolic score data (e.g., in the MusicXML, LilyPond, or MIDI format), and audio

recordings (e.g., given as WAV or MP3).” “Symbolic score data, which can be parsed by

computers, is typically used for triggering synthesizers to create music performances or

for supporting larger scale analysis tasks that could not be done manually. Finally, an

audio recording encodes the sound wave of an acoustic realisation, which allows the

listener to playback a specific interpretation.” “In the musical context, music

synchronization denotes a procedure which, for a given position in one representation of

a piece of music, determines the corresponding position within another representation,

thus coordinating the multiple information sources related to a given musical work”. “In

the design of synchronization algorithms, one has to deal with a delicate trade-off

between robustness, temporal resolution, alignment quality, and computational

complexity”.

E) This source is very reliable and useful to my research question. This source explores

more in detail the process of going from one genre of music, sheet music, to a more

multimodal genre such as a audio recording or symbolic score data. Furthermore, this

source describes the process of synchronization, the trade offs of going between one

genre to another, and the transfer of information between genres.

F) February, 15, 2021

Source 5:

Yu, Pao-Ta, et al. “Using a Multimodal Learning System to Support Music

Instruction.” Educational Technology & Society, vol. 13, no. 3, Jan. 2010, pp. 151–
162. EBSCOhost, search.ebscohost.com/login.aspx?

direct=true&db=eric&AN=EJ899873&site=eds-live&scope=site.

B) UCF Library database, Academic Search Premier (EBSCOhost)

C) searched “Multimodal music composition”

D) “However, students may not readily understand music notation because the symbols

are abstract, especially when the student is unfamiliar with music-notation symbols and

the pitch of the notes (Rogers, 1996). Generally speaking, teachers use lecturing,

metaphors, providing practical examples, or imitation activities to teach music notation to

their students.” “According to the cognitive theory of multimedia learning (Mayer, 2001),

the synchronized mechanism of the 155 multimodal presenting approach plays an

important role in helping learners build referential connections. By doing so, learners can

readily infer the music elements rather than memorize them.”

E) This source will aid my research by providing another example of how multimodal

teaching methods aid learners of music. This source provides me with information on

how learners tend to remember visual images more than just words. This source will help

me further analyze the efficacy of learning piano through different music genres.

F) February, 15, 2021

Source 6: J, Julia. “The Use of the Synthesia Application to Simplify Angklung Learning.” IOP

Publishing, doi:10.1088/1742-6596/1318/1/012040, https://iopscience.iop.org/article/

10.1088/1742-6596/1318/1/012040/meta

B) Google Scholar

C) searched “learning piano through synthesia’’

 D) “There are various publications that explain the use of Synthesia. For example,

Cremata and Powell [8] reported that four diverse media were studied concerning

learning to sound like keyboard instruments on beginning grade musical assortments.

Among these were Synthesia, eMedia, YouTube piano tutorials and standard Paper

Notation. Results showed that Synthesia was more useful than the other three learning

methods at allowing scholars to quickly mastering beginning grade songs.”

E) This source gets into the specifics of how a synthesia video is made and how it can

help students learn an instrument. This source states that synthesia is a good alternative to

learning an instrument if a student is not able to read notations or sheet music. This

source seems accurate, thorough and reliable, because it provides us with research,

methods, and results.

F) February, 15, 2021

Source 7: Weing, Matthias. “P.I.A.N.O.: Enhancing Instrument Learning via Interactive

Projected Augmentation.” UbiComp, September 2013, pp. 75-78, https://dl.acm.org/doi/abs/

10.1145/2494091.2494113

B) Google Scholar

C) searched “learning piano through synthesia”

D) “Synthesia [6] is a similar system for learning to play the piano. Unfortunately, the

offered information is quite simplistic and offers only the very basic information that is

encoded in music sheets, i.e. which note and its duration. Therefore it is not helpful in

practicing piano above a certain level.” “Therefore we propose the P.I.A.N.O. system,
which offers an alternative sheet representation to ease the introduction to piano playing,

without losing the information detail level found in traditional music sheets.”

E) This source explains a learning genre of piano, called P.I.A.N.O. This source is useful

to my research because it offers another method of learning the piano, one that doesn’t

require reading complex sheet music and one that is more detailed in theory than piano

synthesia videos. This source is accurate in its information and very detailed, as it

includes images of the system and how it works. J

F) February, 15, 2021