What is possible to learn? A study of learners´perspectives of a novel technology, MIROR Body Gesture

Abstract

Aim: Previous research within the Musical Interaction Relying On Reflection (MIROR) project has underestimated children’s own voices when investigating learning enhancing music technology. This study uncovers six young children’s perspectives regarding what is possible to learn when interacting with a novel music technology known as MIROR Body Gesture (BG). Theory: The theoretical framework of Variation theory is adopted to explore the intended, enacted and lived object of learning. Method: Document analysis, video observations and interviews shed light on what the children in this study are enabled to learn when using this specific music technology. This analysis exposes a distinct discrepancy between the different objects of learning. Results: The children expressed that this technology provided them with the possibilities to; experience contrast between different sounds, become aware of the technology’s function to generate these differences or variations in the sounds and of their own movements’ function to initiate these variations. These lived experiences are distinct from the intended object of learning which aimed at increasing children’s awareness of the different sound morphology including pitch, lateralization, distortion, density and dynamic accent. The learners’ perspectives also provided insight that verified and refuted the researcher’s perspectives concerning the learning situation. This insight gives a clearer overview of what is possible to discern through using BG and presents implications for its further improvements.