![]() At the core of the project is the idea that students consolidate their theoretical knowledge and link it with their aural skills when they use their voices in an ensemble, rather than relying on their instrumental skills. This project investigates the aural and musicianship skills of students enrolled in a Bachelor of Jazz Studies Course, with the ultimate goal of improving their improvisation skills. ![]() Results suggest there is a strong potential for the framework for CMLT to positively enhance creative music learning. ![]() In the second phase, six middle school students reported increased confidence after using the prototype for four weeks. In the first phase, seven expert music teachers and eight middle school instrumental students participated in user testing, revealing that the prototype effectively engaged users in learning many key objectives of improvisation pedagogy. A two-phased study of middle school instrumentalists and expert teachers examined the effectiveness of the prototype. The software is at once a tool for developing musical understanding and for exploring creative freedom in music. As a result, a prototype application was built for iPad and iPhone based on the principles of the CMLT framework. An examination of existing technologies reveals a lack of available tools for cultivating a creative disposition to musicianship. Theoretical analysis of improvisation pedagogy and technology for learning to improvise provide the foundation for creative experimentation. This dissertation reports a research-creation approach for the development of a framework for Creative Music Learning with Technology (CMLT), which emphasizes a process of learning to interact creatively with music. ![]() If music education is to respond to the skills and needs of 21st-century music learners, innovative learning paradigms must be explored. ![]()
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