Melbourne Conservatorium of Music - Research Publications
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Item[Conference report] Zelenka Conference Prague 2021: Seventh Edition Velkoprevorsky palac, Prague, 16 October 2021(CAMBRIDGE UNIV PRESS, 2022-09-01)
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ItemNo Preview AvailableEthical considerations for sustainable music training using VR technology: a case study of performance anxiety.( 2022-04-08)Presentation given at the 2022 Teaching Music Online in Higher Education (TMOHE) and Music, Education and Technology (MET) online international conference. INTRODUCTION Simulation training is used to develop performance skills in various disciplines, particularly where in-situ training is either impossible or unsafe to implement (Renganayagalu et al., 2021). Such training enables learners to acclimatise to real-life stressors and anxiety-inducing scenarios in a physically and/or psychologically safe environments, to protect against performance decrements which reveal themselves in high pressure contexts rather than low-stress practice sessions. BACKGROUND Recent work using immersive virtual reality (VR) provides preliminary evidence of the capacity of this technology to evoke music performance anxiety (Fadeev et al., 2020; Fanger et al., 2020). In this study, we explore the capacity of VR to assist music students to develop technical and psychological competence to perform at their best under pressure implemented within tertiary music institution settings. METHOD Richie’s Plank Experience (Toast VR, 2016) was used to approximate the physiological symptoms of high-stress performance in a single case pilot study with a highly trained violinist. Prior to exposure, a performance psychologist taught the participant a pre-performance routine with demonstrated utility in musicians (Osborne et al., 2014). The psychologist subsequently guided the participant remotely through the routine via Zoom, whilst the participant was immersed in the VR environment. Heart rate, subjective units of distress, and confidence measurements were taken across five levels of exposure which varied the integration of instrument and intervention. FINDINGS The plank task induced a notable stress response. Additionally, the musician was receptive to pre-performance routine instructions to downregulate their stress response. This created a performance focus when in the VR environment, demonstrated by decreased anxiety and increased confidence ratings across performance tasks. IMPLICATIONS/RECOMMENDATIONS We provide preliminary evidence for the capacity of immersive VR to induce the situational stress required to trigger a cascade of physical and psychological responses. The benefits of this technology need to be considered alongside areas such as privacy, storage, access, and accessibility
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ItemNo Preview AvailablePedagogies of difference: a framework for pedagogical adaptation and creative climates(University of Southern Florida, 2021)Instrumental music tuition in schools is a powerful way teachers can guide students to immerse in detailed and specific aspects of learning. Regular lessons with a music teacher are a ubiquitous school activity where students engage with expert learning, practice, reflection and discourse of learning processes. This qualitative study examines teacher experiences in instrumental music education in Victoria, Australia. Investigating teacher perspectives to pedagogy that connect, engage and nurture instrumental music learning and exploration, this study of instrumental music teachers across four diverse schools in Victoria phenomenologically analysed teacher reflections on learning events with students. Analysis of interactions, pedagogies and adaptive behaviours between teacher and student revealed a dynamic social context spanning the instructional relationship between student action and teacher direction, the subject matter and substance of what is taught, and the connection between the student and the teacher as master musician. Looking beyond music teachers as adaptors that utilise generic descriptors of critical thinking, communication, creativity, and collaboration (4C’s of creativity) this study identifies and redefines the qualities of recognition, empathy, insightfulness and responsiveness outlining a (REIR) framework to which all teachers can shape pedagogical approaches that engage and educate learners in the future. Findings outline relationship-building and connective teacher-student relationships fostering multiple creativities in music learning. The study posits a recalibration of teacher practice on building positive collaborative learning climates, a relational adaptivity that emphasises effective interpersonal strategies that enhance student learning and potentially enculturate richer teacher understanding and more sophisticated musicianship in students.
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ItemNo Preview AvailableEmpowering Caregivers of People Living with Dementia to Use Music Therapeutically at Home: Design Opportunities(ACM, 2020-12-02)Human-computer interaction researchers have explored how to design technologies to support people with dementia (PwD) and their caregivers, but limited attention has been given to how to facilitate music therapy in dementia care. The use of music to help manage the symptoms of dementia is often guided by a music therapist who adapts the intervention to respond to the changing needs of the person living with dementia. However, as the incidence of dementia increases worldwide, individualised therapy programs are less feasible, making it valuable to consider technology-based approaches. In this paper, we analyze data from case studies of home-based music therapy training interventions with two families. The findings show that embodied interactions supported the therapist in responding to the needs of the PwD and built an empathic environment that empowered the caregivers' learning. We discuss opportunities and challenges for designing technologies that support family caregivers' therapy-informed music use in dementia care.
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ItemDeveloping Digital Literacy Skills Through Online Music Orientations(ISME, 2021-03-23)The adoption of a faculty or department orientations for students can be a supportive tool for those students new to university learning, as well as students returning to university studies. Focused orientations can decrease attrition as well as help students better navigate the institution and its offerings for enrolled students. Further, orientations that help student develop technological skills have been found to support stronger overall student learning outcomes as they can focus on course work rather than learning technologies required during the semester.