Supporting Self-Teaching, Hobbyist Musicians: Technology Design Guidelines for Developing Musical Literacy and Perception
| dc.contributor.advisor | Oehlberg, Lora | |
| dc.contributor.author | Hung, Michael Y-S | |
| dc.contributor.committeemember | Oehlberg, Lora | |
| dc.contributor.committeemember | Bell, Adam | |
| dc.contributor.committeemember | Jacob, Christian | |
| dc.date | 2021-11 | |
| dc.date.accessioned | 2021-09-29T18:59:12Z | |
| dc.date.available | 2021-09-29T18:59:12Z | |
| dc.date.issued | 2021-09-27 | |
| dc.description.abstract | I propose a persona framework and five guidelines for designing interactive technology tools that help self-teaching, hobbyist musicians independently develop musical understanding by leveraging and augmenting their existing musical behaviour. Using perspectives from informal music education, self-directed learning, and the serious leisure perspective, I define 'self-teaching, hobbyist musicians' as self-directed, experiential learners who build musical understanding and skills in opportunistic, constructionist ways, primarily for leisure. However, self-directed music learning inevitably produces gaps in music theory understanding, affecting musical literacy and perception, which can overall increase the difficulty of picking up new musical knowledge and skills over time. Previous HCI-Music research focuses on motor skill acquisition or augmenting expressivity, while theory-teaching systems neglect practical musical behaviours, learning context, and practices in music pedagogy. To better inform this domain, I interviewed eight musicians to learn about their resources, strategies, and challenges in their idiosyncratic learning processes of music and music theory. Given my findings, this thesis contributes (1) a discussion of hobbyist musicians as technology users and a persona framework to guide design: "The user is a {musician} who learns {music theory competency} while doing {practical musical behaviour}"; and (2) guidelines for designing technology for self-teaching, hobbyist musicians. For each guideline, I offer and discuss speculative, concept sketches of example interactive tools. Finally, I discuss the limitations of the research presented in this thesis and opportunities for future work. | en_US |
| dc.identifier.citation | Hung, M. Y-S. (2021). Supporting Self-Teaching, Hobbyist Musicians: Technology Design Guidelines for Developing Musical Literacy and Perception (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. | en_US |
| dc.identifier.doi | http://dx.doi.org/10.11575/PRISM/39311 | |
| dc.identifier.uri | http://hdl.handle.net/1880/113999 | |
| dc.publisher.faculty | Science | en_US |
| dc.publisher.institution | University of Calgary | en |
| dc.rights | University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. | en_US |
| dc.subject | music theory | en_US |
| dc.subject | self-directed learning | en_US |
| dc.subject | informal music learning | en_US |
| dc.subject | human-computer interactions | en_US |
| dc.subject.classification | Music | en_US |
| dc.subject.classification | Computer Science | en_US |
| dc.title | Supporting Self-Teaching, Hobbyist Musicians: Technology Design Guidelines for Developing Musical Literacy and Perception | en_US |
| dc.type | master thesis | en_US |
| thesis.degree.discipline | Computer Science | en_US |
| thesis.degree.grantor | University of Calgary | en_US |
| thesis.degree.name | Master of Science (MSc) | en_US |
| ucalgary.item.requestcopy | true | en_US |