ABSTRACT

Learning how to actively theorise music is a complex process which is challenging to observe and describe for teachers, students and researchers. In this study, we explore the potential of a mixed-methods research design for understanding how theorising is developed and how the different methodological approaches used in the study can improve our understanding of precollege students’ experiences of learning to theorise music. The study combines (1) qualitative methods such as observation, analysis of video and audio recordings and interviews, (2) software development as music education research, (3) eye tracking and (4) musical analysis. We suggest that a considerable advantage of a mixed-methods approach is that it can make students’ thinking visible and audible. In addition, it can improve precision in identifying novelty and surprise during the learning process. Such moments of new musical conceptualisation are particularly important in a context of abundant access to many musical genres and styles.

摘要

学习如何积极地将音乐理论化是一个复杂的过程，对于教师、学生和研究人员来说，观察和描述具有挑战性。在这项研究中，我们探索了混合方法研究设计的潜力，以了解理论是如何发展的，以及研究中使用的不同方法论方法如何能够提高我们对大学预科学生学习音乐理论的经验的理解。该研究结合了 (1) 定性方法，例如观察、分析视频和音频记录以及访谈，(2) 作为音乐教育研究的软件开发，(3) 眼动追踪和 (4) 音乐分析。我们认为混合方法的一个相当大的优势是它可以使学生的思维可见和可听。此外，它可以提高在学习过程中识别新颖性和惊喜的准确性。在大量接触许多音乐流派和风格的背景下，这种新音乐概念化的时刻尤其重要。