Free Access to “Hybrid spaces and hyphenated musicians: Secondary students’ musical engagement in a Songwriting and Technology Course”

I’m not sure why, but my article “Hybrid spaces and hyphenated musicians: Secondary students’ musical engagement in a Songwriting and Technology Course” is currently available with free access regardless of institutional membership to Music Education Research journal. If you are interested in songwriting, technology, music education, musical engagement, and curriculum, download it before it goes back behind a pay wall! It is always a bit frustrating when research is unavailable to most practitioners so thank you to Taylor and Francis and Music Education Research journal for opening access to whoever wishes to read this article.

More information on “Hybrid spaces and hyphenated musicians: Secondary students’ musical engagement in a Songwriting and Technology Course” here.

Here is the abstract:

This case study investigates how secondary students (three individuals and three groups) engaged with music and acted as musicians in a Songwriting and Technology Class (STC), a course involving the creation, performance, recording and production of original music with instruments and music technology. The following research question guided the study: In what ways are students engaging with music in the STC? Findings suggest that students engaged as ‘hyphenated musician[s]’ by thinking and acting as songwriters, performers, sound engineers, recordists, mix engineers and producers in ways that were recursive and often overlapping. Students’ engagement in these roles was particular to their individual and group contexts. Music education might broaden curricular offerings and reconceptualise classrooms as hybrid spaces to address the shared and idiosyncratic ways of knowing and doing music that students encountered through each role and holistically as hyphenated musicians.