EjSBS - The European Journal of Social & Behavioural Sciences

The European Journal of Social & Behavioural Sciences

Online ISSN: 2301-2218
European Publisher

Cadenza: An Online Tool for Transforming Music Learning


Many enthusiastic youngsters begin music lessons with expectations of quickly developing musical proficiency. But the process is long, and traditional weekly music lessons are not ideal for sustaining students’ motivation. The purpose of this case study was to describe and document the ways in which Cadenza, a digital music tool, could enable students to persist with lessons and practice, thereby achieving long-term musical success. Benefits and challenges of using Cadenza were explored using a case study methodology. Results indicated that Cadenza enabled the teacher to create comprehensive practice plans, to review progress between lessons, and to provide structured feedback between lessons. The students used Cadenza to time and track practice sessions, to reflect on learning, and to communicate with the teacher between lessons. Cadenza appears to hold promise for guiding students between lessons and for motivating them to persist with their musical studies. According to the teacher, the students learned to practice more effectively and made more rapid progress by using Cadenza. The paper concludes with a discussion of the difficulties of integrating digital tools into music study, highlighting how such tools can challenge traditional pedagogical practices.

Keywords: Digital music toolsself-regulated learningprivate music instruction

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This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

About this article

Published online: 01.01.2017
Pages: 5-14
Publisher: Future Academy
In: Volume 18, Issue 1
DOI: 10.15405/ejsbs.201
Online ISSN: 2301-2218
Article Type: Original Research
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