Lisa Stulberg started off Culture Of Learning class this morning with some Hamilton. She wants us to learn how to write, and Lin-Manuel Miranda is her current source of writerly inspiration.
I contributed a chapter to a soon-to-be-released book, Learning, Education and Games (Volume One): Curricular and Design Considerations. I wrote about the potential value of video games in music education. The book will be out in October 2014. Here’s the table of contents.
We’re having a launch party on October 9th at the NYU Game Center, with a panel on games, featuring the contributors to the series. In addition to myself, the panelists will include Elena Bertozzi and Gabriela Richard. The book’s editor, Karen Schrier, will be moderating.
Update: here’s a drawing of Elena, Gabriela, Karen and myself by Jay Boucher.
I’m currently working on a book chapter about the use of video games in music education. While doing my research, I came across a paper by Kylie Peppler, Michael Downton, Eric Lindsay, and Kenneth Hay, “The Nirvana Effect: Tapping Video Games to Mediate Music Learning and Interest.” It’s a study of the effectiveness of Rock Band in teaching traditional music skills. The most interesting part of the paper comes in its enthusiastic endorsement of Rock Band’s notation system.
The authors think that Rock Band and games like it do indeed have significant educational value, that there’s a “Nirvana effect” analogous to the so-called Mozart effect:
We argue that rhythmic videogames like Rock Band bear a good deal of resemblance to the ‘real thing’ and may even be more well-suited for encouraging novices to practice difficult passages, as well as learn musical material that is challenging to comprehend using more traditional means of instruction.
From from Sagan’s highly-recommended 1977 book The Dragons Of Eden:
There is a popular game, sometimes called Pong, which simulates on a television screen a perfectly elastic ball bouncing between two surfaces. Each player is given a dial that permits him to intercept the ball with a movable “racket”. Points are scored if the motion of the ball is not intercepted by the racket. The game is very interesting. There is a clear learning experience involved which depends exclusively on Newton’s second law for linear motion. As a result of Pong, the player can gain a deep intuitive understanding of the simplest Newtonian physics – a better understanding even than that provided by billiards, where the collisions are far from perfectly elastic and where the spinning of the pool balls interposes more complicated physics.