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Music Theory For The 21st Century Classroom
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By Kenneth Y. T. Lim Kenneth Y. T. Lim Scilit Preprints.org Google Scholar 1, * , Kim Mai Truong Kim Mai Truong Scilit Preprints.org Google Scholar 2 and Yuxuan Wu Yuxuan Wu Scilit Preprints.org Google Scholar 2
Covid 19 And School Closures: What Can Countries Learn From Past Emergencies?
Received: March 22, 2023 / Revised: May 2, 2023 / Accepted: May 9, 2023 / Published: May 12, 2023
This paper examines the use of escape room puzzles and educational platforms to teach beginning students basic music theory. This study uses the idea of epistemic layers in games as an experimental basis, and uses techno-technology. We see how effective it is to engage and motivate new students when they are made role models of music professionals and solve problems using knowledge and skills in the subject. We found a positive response from the participants’ attitudes towards music theory and their ability to retain knowledge of the subject, with evidence showing that games can have a significant impact on motivation in learning programs.
Music theory is essential to understanding musical composition. Not only a concept but also a function, providing a means to play and compose music. For music students, music theory can be a challenge because it is informational and technical. Leaving some students with a bad experience of music education, which prevents them from following the whole program [1]. New students can become unmotivated, which is a challenge for educators.
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The author [2] presents some challenges that prevent students from learning music theory, one of them is their own unique characteristics, while another is “hands-on students who struggle with material concepts”, others lack interest and confidence in music. program. In the face of these challenges, one of the ways educators use to create teaching methods is through play. Gamification can be defined as “the use of game design elements in a non-game context” [3]. It includes “game methods, aesthetics and game ideas to engage people, motivate work, promote learning and problem solving” [4], in a non-spatial context [5].
This paper was written by two high school students in Singapore under the supervision of a Senior Research Scientist in [blind to review]. The paper describes an independent research project proposed and decided by students from April 2022 to December 2022. The school protocol prohibits independent research projects due to the time period and country without cash. This-in one-limited scope of the project. Within these limits, the goal is to motivate the students by making them more objective and objective in their studies, using games as our media.
We created an escape room with puzzles based on music theory using an epistemic framework, focusing on ways of knowing through the perspective of a community of practice [6]. An escape room is a game where the player must rely on the information provided by their environment to solve puzzles and ultimately escape from the environment. The main goal of our game is for players to understand basic musical concepts (notes, symbols, scales, chords), demonstrated by the ability to identify concepts and their functions. This is part of the objective of the Singapore O-Level assessment for Music Studies, which requires students to “identify, explain and describe musical concepts” [7]. Players are also taught musical skills: reading and playing from sheet music, and playing by ear (doing songs they’ve heard but not seen the cues for).
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Educators are increasingly using breakout rooms to increase student engagement and the learning process today. Ref. [8] reported that 30.9% of studies on escape rooms from 2009 to 2019 reported primary education achievement [9]. Improving student motivation and participation is also evident [9, 10, 11]. Therefore, we expect good learning and ideas from the players during the game, as well as learning from experience and self-motivation.
In our game, Melody Mystery, we ask our friends to take on the role of a music expert and justify this role by applying musical concepts in context (puzzles). We combine it with technical scaffolding, to see how effective this technique is for self-learning.
The rest of this paper contains the concepts and theories used to set the direction of the game, details about the Melody Mystery escape room, and the effects that can be determined after interviewing the game participants.
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The epistemic field is defined as “the way of knowing and the relationship with the community of practice” [6], “knowing and” means knowing the subject in “the visible context, where the situation is interpreted and determined” [12] .
The authors [6] investigated two school-based games. The first was a girl who participated in Escher’s World, “a game where high school students can become graphic artists in a computer-based design studio” [6] during the summer. In the second game, The Pandora Project, students take on the role of professional mediators to learn about human immunobiology and biological processes. The author [6] shows a change in beliefs and attitudes towards the subject, which is a good method for both cases. Students are more interested in the knowledge gained through playing, inside and outside the classroom [6]. They were also found to be more likely to use technical information in subsequent interviews with their own classes. This shows that the rich experience in technology-supported simulation of real activities helps students to better cope with real situations and academic subjects beyond the interactive environment.
“… (a) a process that enables a child or stranger to solve problems, perform tasks, or achieve goals beyond unaided efforts” [13].
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A more detailed definition of scaffolding is: ‘a dynamic interaction between a new learner and an expert source of knowledge, either a senior or a more experienced peer’. However, today, the definition of scaffolding needs to be expanded to match the modern conditions of the world. It is not limited to the interaction between people, but it can also refer to techno-technological devices [14]. These tools can provide structural support for difficult tasks, providing key clues and hints that lead students to the correct solution, although they must state that they cannot provide a direct assessment of the student’s skill level. can not see when to remove their support system.
The effectiveness of scaffolding is choosing learning activities to ensure that students use skills that are within and beyond their abilities, and can still be completed with assistance [13]. It takes effort and motivation to keep students motivated [15]. That’s why the creator of the exercises should also understand the mistakes that the students will make during the problem solving process so that the students’ thinking goes back to the right way [16].
It can be understood that setting goals is effective in motivating students to progress in a task [17]. The concept of the game and the learning process are similar in purpose. In games, goals drive the player’s progress. In learning, the goal is acquired knowledge and skills or good performance in academic assessments [18]. Therefore, the goal is a tangible reward at the end of the learning process or a side achievement during the student’s journey. Specific and challenging goals can be linked to motivation and engagement
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