Εικονικά μουσικά όργανα: από την χρήση στην εικονική «κατασκευή», με αξιοποίηση των παρουσιάσεων Google Slides

Abstract

The use of new music technologies has created a new perspective for education. The acquisition of knowledge and skills in relation to the use of various tools of Informatics in Music, is a goal of modern music education. New media provide opportunities for creativity and new modes of expression, promote efficiency in terms of learning objectives and increase participation (Alexouda & Patio, 2018). Digital music literacy refers to knowledge and skills about new technologies and, in particular, the digital music culture of our time. Digital tools have a place in music education but in terms of music education. If technology is the way, pedagogy is always the function. The use of digital media for music teaching-learning becomes important to the extent that it is done within clearly defined educational objectives (Kokkidou, 2016). In the new Music Curriculum for the Secondary School (Zacharopoulou & Konstantinidis, 2022a; Zacharopoulou & Konstantinidis, 2022b), the acquisition of knowledge and skills that are part of digital literacy are linked to the goals, objectives and expected learning outcomes of music education and mentioned as essential. Special attention is given to the use of tools and applications that make use of digital technology. They can offer opportunities and possibilities especially in areas related to creativity, interdisciplinarity, development of motivation, stimulation of the student's self-esteem, communication with audiences outside the classroom and personalized learning. It should be noted, however, that the use of new technologies should not be an end in itself, but should be done in the context of serving the musical objectives of the Curriculum and through pedagogical approaches that promote critical, analytical and creative thinking, collaborative learning, self-action, initiative, exploration and experimentation.

Virtual musical instruments provide endless possibilities, limited only by the imagination and abilities of the performer (Blackwell & Aaron, 2015) and can contribute to the development of a new pedagogical model, different from the traditional-conventional one (Williams, 2014).

In the unprecedented, exceptional and pressurized conditions that our country experienced in the spring of 2020, during covid-19 pandemic crisis, distance education was the most suitable tool for our students to keep in touch with the educational process. The teaching of music in secondary education has faced minor or major difficulties. The subject of music is practice and experience and therefore dynamic interventions in its teaching with modern and asynchronous distance education had to be immediate and decisive (Patio, 2021). Children were asked to participate en masse in online music lessons and certainly not all of them had acoustic musical instruments in their homes. The only solution was the use of virtual musical instruments, which were integrated into musical practice, incorporated into music education activities and became useful tools of musical creation in distance education.

Wigdor and Wixon (2011) identify that the development of musical applications is shaped by users' experiences, desires and behaviours of existing musical instruments, leading inevitably to the design of virtual pianos, metallophones, percussion, etc.

This paper presents the design, the objectives and the stages of virtual "construction" of a simple rhythmic musical instrument with the use of Google Slides presentations. Finally, the methodology is described, the experience of the implementation of the project in a Secondary Experimental School is presented and the conclusions and suggestions of the work are summarized.