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dc.contributor.authorMacCutcheon, Douglas
dc.date.accessioned2014-06-23T16:16:45Z
dc.date.available2014-06-23T16:16:45Z
dc.date.issued2014
dc.identifier.otheroai:jykdok.linneanet.fi:1437979
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/43824
dc.description.abstractThis research investigated the importance of cognitive skills learned through DJing and perspectives on the potential value of DJing for music education through two studies. The first was a qualitative investigation into contemporary perspectives on the potential value of DJing for music education. Participants were asked three questions in order to establish their perceptions concerning the cultural relevance of DJing regarding the skills that might be learned through DJing and how DJing might be incorporated into formal music education curriculums. Perspectives emerged that showed a majority of participants believed that DJs learn valuable musical skills, DJing had equal relevance with other musical forms and a high degree of contemporary relevance, and agreed that DJing lessons should be offered. These results merited further investigation into the cognitive/perceptual skills/abilities developed through DJing. The second study quantitatively investigated the cognitive abilities derived from formal and informal music learning. This study focussed on sensorimotor synchronization (SMS) in order to test the extent of cognitive abilities relating to rhythm perception among these participant groups. The SMS study therefore tested comparative SMS ability between the participant groups by having them tap along with various auditory sequences under conditions of increasing distraction in order to see if any significant differences occurred in the timing of their tapped responses. Results suggested that DJs asynchronies proved to be the least variable out of the participant groups, showing that their error correction responses (ECRs) were more stable than the other two groups even if their (negative) mean asynchronies (NMAs) were not as small as the classical performers’ asynchronies. DJs were also the least susceptible to “phase attraction” out of the three participant groups. It is hoped that these results might stimulate a greater inclusion of informal learning practises into the contemporary music classroom, and further investigation of the cognitive skills and abilities that are being developed by informally trained musicians in response to advances in (music) technology. Future research will assess the views of a wide sample group of formal music educators in order to establish how DJing might be integrated into a school curriculum.en
dc.format.extent1 verkkoaineisto (74 sivua)
dc.language.isoeng
dc.rightsThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.rightsJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.subject.otherDJing
dc.subject.othersensorimotor synchronization (SMS)
dc.subject.otherdistraction
dc.subject.othermusic education.
dc.titleTwo studies investigating the value of DJing for contemporary music education
dc.identifier.urnURN:NBN:fi:jyu-201406232127
dc.type.ontasotPro gradufi
dc.type.ontasotMaster's thesisen
dc.contributor.tiedekuntaHumanistinen tiedekuntafi
dc.contributor.tiedekuntaFaculty of Humanitiesen
dc.contributor.laitosMusiikin laitosfi
dc.contributor.laitosDepartment of Musicen
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.oppiaineMusic, Mind and Technology (maisteriohjelma)fi
dc.contributor.oppiaineMaster's Degree Programme in Music, Mind and Technologyen
dc.date.updated2014-06-23T16:16:46Z
dc.rights.accesslevelopenAccessfi
dc.contributor.oppiainekoodi3054
dc.subject.ysomusiikkikasvatus
dc.subject.ysomusiikki
dc.subject.ysodisc jockeyt


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