This article is based on a case study of how the Rocksmith entertainment music video game can be used in the context of studying electric guitar and bass as part of music teacher training. In empirical terms, we were interested in how music teachers’ knowledge becomes articulated in the pedagogical discourse of our participants. As conceptual points of departure, we used play theory, game studies, and the Technological Pedagogical Content Knowledge (TPACK) model of teacher's knowledge. Four ways of approaching the potential role of Rocksmith in music teacher education stand out as a result. In the discussion, we suggest that music gaming can be conceptualised as an activity that expands the reach of what can be considered as ‘playful’ and ‘serious’ in music teacher studies. Such an approach can guide our thinking about how different areas of music teachers’ knowledge merge into multidimensional competence, paving the way for further discussion about how ‘music educatorship’ can be constructed in the digital era.

中文翻译：

---

玩学还是学玩？PlayingRocksmith 在北欧音乐教师教育中学习电吉他和贝斯

本文基于一个案例研究，该案例研究如何将 Rocksmith 娱乐音乐视频游戏用于学习电吉他和贝斯作为音乐教师培训的一部分。从经验的角度来看，我们感兴趣的是音乐教师的知识如何在我们参与者的教学话语中得到表达。作为概念出发点，我们使用了游戏理论、博弈研究和教师知识的技术教学内容知识 (TPACK) 模型。结果，有四种方法可以接近 Rocksmith 在音乐教师教育中的潜在作用。在讨论中，我们建议可以将音乐游戏概念化为一种活动，以扩大音乐教师研究中被视为“有趣”和“严肃”的范围。