Future Songwriting is also a research project. Digitalisation and other challenges in today’s fast-changing society require new competences from music teachers at schools. The long-term goal of the project is to equip and encourage teachers to utilise technology in teaching creative music making. The research conducted in the project generates new knowledge and understanding on technology-supported composing in the school classroom.
The research team consists of researchers from four institutes:
University of the Arts Helsinki (Finland)
University of Cologne (Germany)
University of Pompeu Fabra (Spain)
Musical Futures (UK)
Each research institute has a unique perspective on the subject. The sub-studies aim to gain knowledge for example on the ways children use and learn using digital tools, as well as the ways teacher training institutions could better prepare future teachers to utilise technology in creative ways. Research is also carried out to evaluate and improve the Future Songwriting workshops.
Data is collected in various ways. The data consists of workshop observations, surveys, interviews, screen capture videos and diary notes amongst others. Interviews are conducted with teachers and pupils attending the workshops. Research results will be published in various peer-reviewed journals and books as well as in professional publications and seminars intended for music education practitioners during and after the project.
Weber, J. & Partti, H. with assistance from Rolle, C.; Hannan, F.; Puukka, J.; Hohmann, J. (2021). Evaluation Report on Pedagogy and Methodology used in the Future Songwriting Project. DOWNLOAD
Ramirez, R. (2021). Future Songwriting Project Outcomes: Research on Technology Usage and Analysis of Pilots’ Recordings DOWNLOAD
Janne Hiedanniemi, Tuomas Hiedanniemi, Kari Saarilahti (2021). Best Practices for Creative Music Education Using Technology DOWNLOAD
Partti, H. (2018). Mapping a composing pedagogy in the Finnish music education. Keynote presentation at the Nordic Music Days – Composition Teaching Seminar, Helsinki, Finland, 8.11.2018.
Weber, J. & Rolle, C. (2019). Connecting Art and Education. The role of beliefs in the pedagogical practices of composers and songwriters. Paper presentation at the 11th RIME Conference, Bath, UK, 24.04.2019.
Weber, J. & Rolle, C. (2019). Ästhetische und pädagogische Überzeugungen von Komponist*innen verschiedener Genres im Vergleich. Poster Presentation at Jahrestagung des Arbeitskreis Musikpädagogische Forschung, Hannover, Germany, 28.09.2019.
Partti, H. (2020). Creating shared futures in a world of flux – a Finnish perspective. Paper at the “The topology of music education as a field of research, policies and practices” round table discussion at the Nordic Network for Research in Music Education (NNMPF) NNMPF 2020 Conference, Copenhagen, Danmark, 3.-5.3.2020.
Partti, H. & Puukka, J. (2020). Supporting the development of creative musicianship in a technology-enabled composing project. Presentation at the “From digital tools to digital partnerships. Research perspectives on classroom composing projects with mobile devices” symposium at the International Society for Music Education 34th (ISME) World Conference, Helsinki, Finland, 2.-7.8.2020.
Weber, J. & Rolle, C. (2020). Teachers‘ beliefs and actions regarding music and technology. Presentation at the “From digital tools to digital partnerships. Research perspectives on classroom composing projects with mobile devices” symposium at the International Society for Music Education 34th (ISME) World Conference, Helsinki, Finland, 2.-7.8.2020.
Partti, H. (submitted, 2019). Mapping the Field of Composing Pedagogy in Finland: From Musical Inventions to Cultural Participation. In J. Grow & A. Ziegenmayer (Eds), International perspectives on composition pedagogy [submitted for publication in September 2019].
Partti, H. (2018). Pääsy sallittu! Jokainen saa säveltää. [Access permitted! Eveyone may compose.] Opus 1 – Composition Pedagogy Materials databank www.opus1.fi
Partti, H. (2020). Luovuus ja teknologia – onnellisesti yhdessä? JaSeSoi Journal.
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