The purpose of this study was to examine the culture of an American middle school music technology classroom based in musical composition. Research questions explored students’ perceptions of how they co-create the classroom culture with the teacher and how the classroom culture influences participation in musical composition activities, if at all. Data sources for this ethnographic case study included field notes from multiple class observations, audio- and video-recordings, and semi-structured interviews. Findings determined that teacher and students’ mutual use of constructive feedback in their discourse, the teacher’s role as co-learner, his facilitation of “messiness” as part of the learning process, and his pedagogical style helped to create an affirming classroom culture that motivated students to compose. Implications for teaching practice include critical examination of classroom cultures and thoughtful inclusion of technology in music education courses.

中文翻译：

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某中学音乐技术课的课堂文化

本研究的目的是考察基于音乐创作的美国中学音乐技术课堂的文化。研究问题探讨了学生对他们如何与教师共同创造课堂文化以及课堂文化如何影响参与音乐创作活动的看法（如果有的话）。本民族志案例研究的数据来源包括来自多个班级观察的现场笔记、音频和视频记录以及半结构化访谈。研究结果表明，教师和学生在他们的话语中相互使用建设性反馈、教师作为共同学习者的角色、他在学习过程中对“混乱”的促进以及他的教学风格有助于创造一种肯定的课堂文化，激发学生的积极性。学生作曲。