Technology-based music educators are uniquely situated within the shifting landscape of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education. This dissertation investigates the lived experiences, perceptions, and teaching practices of secondary music teachers who teach through technology, exploring how they navigate the interdisciplinary connections between music, science, and technology. By employing a phenomenological methodology, the research reveals a transformation from an initially structured inquiry into a rhizomatic exploration, uncovering STEAM’s potential to challenge and transcend traditional educational paradigms.
Drawing on metaphors of the tree and skunk, this dissertation contrasts hierarchical, binary models of knowledge with the rhizomatic thinking advanced by Deleuze and Guattari. Music technology educators thrive in these fluid, interdisciplinary spaces, which resist categorization and require constant adaptation. Situated in the epistemological ecotone between music and STEM fields, these educators embody a philosophical challenge to modernist, arborescent models of learning, embracing a post-humanist perspective that recognizes the interconnectedness and relationality of knowledge.
The findings highlight how STEAM education, particularly within music, dissolves rigid disciplinary boundaries, offering students new ways to engage with music beyond traditional frameworks of performance and composition. Technology-based music educators serve as agents of change, creating opportunities for innovative teaching and learning that reflect the complexity of the contemporary world.
Ultimately, this dissertation argues for a re-envisioning of music education as a liberal art through the lens of STEAM, one that acknowledges the philosophical and post-humanist implications of our rapidly evolving, interconnected world. In doing so, it positions music technology educators as vital contributors to a new renaissance in education, leading the way with their rhizomatic, transdisciplinary approaches to teaching and learning.
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| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/9z8m-0g36 |
| Date | January 2024 |
| Creators | Mangum, Charles Christopher |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
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