MusCoDA - Musical Communities in the Post-Digital Age

MusCoDA analyses songwriting processes as an example of collective creativity in post-digital communities. The Paderborn sub-project focusses on informal bands, while the Erfurt sub-project looks at songwriting in schools. Collaborative and cooperative learning in divergent educational contexts will be researched, the intertwining of informal and formal self-learning processes in digitally networked communities will be reconstructed, the constitutive role of digital and analogue technologies will be identified and design principles for future informal-formal educational practices will be derived.

In digitally networked collectives, creative, self-directed learning and pedagogical practices are part of everyday life. Music education takes up such practices, for example in the form of collective songwriting, and attributes many positive effects to them. Musical practice with digital technologies creates identity, ensures participation, democratisation, collaboration, creativity and self-learning, thus promoting not only musical skills but education as a whole. In contrast, there is a nationally sparse and internationally dispersed research landscape and the observation that digital innovations in informal artistic contexts today often encounter a post-digital hybridisation of digital and non-digital practices. In this phase of advanced digitalisation, the joint project of the University of Erfurt (UE) and Paderborn University (UPB) examines songwriting processes as an example of collective creativity in (post)digital communities. Based on music lessons in schools (UE) on the one hand and informal bands (UPB) on the other, collaborative and cooperative learning in different educational contexts is being researched. The interplay of informal and formal self-learning processes in digitally networked communities is reconstructed, the respective constitutive role of digital and analogue technologies is identified and design principles for future informal-formal educational practices are derived.

Informationen, Programm & Abstracts der Abschlusstagung

Term

12/2020 - 02/2025

Funding

Federal Ministry of Education and Research (BMBF): 476,888.76 euros

Further Links

„Songwriting im Unterricht gilt noch immer als höchst innovativ“ - Bericht zur Umsetzung des ersten didaktischen Designs Website of the partner project at the University of Erfurt