Digital Little Music Makers
Designing and Implementing an Innovative Educational Music Proposal Embodying the Concept of “Making”
DOI:
https://doi.org/10.21240/constr/2025/41.XKeywords:
Music education, Hands-on learning, Digital music-making, Constructionist learning, Emerging and immersive technologies in Music Education, Creative education.Abstract
The evolving landscape of digital technology has transformed music engagement, offering unique opportunities for expression and creative education. In this context, music education is undergoing a significant transformation that challenges traditional teaching models while creating new avenues for creativity, engagement, and learning. This study explores the design and implementation of the “Digital Little Music Makers”, a pedagogical music proposal reflecting a constructionist lens that integrates advanced technologies and innovative teaching strategies – music production, maker movement, coding, AI, and immersive technologies (VR/AR) – and examines the teaching and learning impact of a practical intervention conducted over 30 weeks at Pierce, The American College of Greece. The study adopted a qualitative approach, utilizing a Design-Based Research methodology, and data were collected through semi-structured interviews, field observations, informal discussions, and student-created musical artifacts. The ultimate aim was to investigate how these methodologies integrated within a transdisciplinary STEAM-based perspective could improve students’ musical creativity and collaborative skills. Findings revealed high levels of student engagement, autonomy, and creativity through diverse technological tools and teaching strategies that enabled participants to compose music, build interactive installations, and design immersive experiences. Emerging and immersive technologies fostered hands-on learning, enhancing problem-solving skills connecting formal and informal music learning beyond the classroom. By positioning students as makers, the intervention appeared to cultivate skills like computational thinking, artistic expression, and peer collaboration skills, which are essential for the 21st century. Overall, the study underscores the transformative potential of STEAM-driven and constructionist perspectives in reimagining and redefining music education through technology-enhanced creativity, challenging traditional teaching methods by emphasizing learning through “making” as a catalyst for an educational paradigm shift.References
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