A constructivist approach to music education with DAWs

Increased interest in music technology education recent years has prompted teachers, educators and theorists to reconsider both the human technical processes rendered by creative work digital sound media. Music learning environments range from more structured classroom informal, autodidactic practices, where student identity agency are paramount. However, there is a need develop specific teaching strategies that move beyond basic instructional or blended for digitally literate students (Darlis & Sari, 2021). This chapter discusses common practices of Digital Audio Workstation (DAW) users, dangers superimposing conventional when style, participatory culture multimodal affordances inherently different. article draws on study involving constructivist approach with secondary school Aoteaora New Zealand via creatively navigating “blocks” students’ processes. Some findings reported before some initial ideas how teachers can incorporate aspects individual (e.g., cultural, social, political contexts) into DAW offered.