Imagine a group of children playing rhythms together.
Do they play in sync with each other? Is one of them rhythmically leading the others, and does that correspond to the social hierarchy of the group? How accurate is their individual playing compared to their joint rhythmical pulse? How do they come to a joint pulse and to what extend does direct visual and aural feedback influence the accuracy of the synchronization process?
How can digital technology provide insight in these questions?
More questions arise when the imaginary group of children is being placed in the context of music education in primary education. To what extend is technology useful for teaching concepts of rhythm and rhythmical skills in music education in primary education? What do we gain from the use of digital technology in music education in primary education in the first place? To what extend is the use of digital technology in music education for students more exiting or engaging compared to what can be accomplished without the use of digital technology?
And to what extend can technology – capable of providing insight in the complex process of 20-30 children playing rhythms together in a classroom setting – be helpful to teachers who lack confidence in music teaching? Does the use of digital technology for music teaching in primary education ask for new methodical, didactical and pedagogical considerations and approaches?
The current Ph.D. research will try to answer a few of these questions. This website presents the proceeding of this Ph.D. research.