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Introduction Introduction
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Debates in Digital Music Education Debates in Digital Music Education
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The Economic Reality of Digital Technology The Economic Reality of Digital Technology
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Global Scapes and Rhizomes in Digital Music Global Scapes and Rhizomes in Digital Music
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Implications for Music Education Implications for Music Education
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Conclusion Conclusion
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References References
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33 Creativity and Commerce in Social Media, Digital Technology, and Music Education
Get accessDavid Lines is an associate professor of music education and director of curriculum development at the School of Music, University of Auckland, New Zealand. He has edited and co-edited two books: Music Education for the New Millennium: Theory and Practice Futures for Music Teaching and Learning (Wiley, 2005), and Intersecting Cultures in Music and Dance Education: An Oceanic Perspective (Springer, 2016). He has written research articles on music education philosophy, music technology, early childhood education, and music improvisation.
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Published:08 October 2020
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Abstract
Digital music and social media technologies continue to be embraced with a positive sense of optimism in music education, and a broad range of technological and pedagogical innovations and insights have been celebrated and affirmed in the research literature. Despite this, there has been relatively less scholarly discussion on the broader contextual aspects of music and social media technologies, especially within commercial contexts of contemporary education and corporate technology production and consumption. This chapter suggests that a materialist perspective of digital technology and social media is important for raising a greater awareness of the different commercial, cultural, and other dimensions that converge in music and music education. It is suggested that global technologies in education can be questioned through Appadurai’s notion of scapes, and that creative directions in digital technology can be conceptualized through Deleuze and Guattari’s image of the rhizome. These concepts are important for music educators as they become attuned to, and more discerning of, the economic forces that impact on their work with students and as they suggest creative practices that have transformative value for their students.
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