The COVID-19 pandemic has brought about dramatic changes in popular music education, underscoring the importance of technology in both practice and transmission. Nevertheless, the celebration of technological integration as a one-stop solution has led to some challenges remaining overlooked and unsolved, resulting in an increasing mismatch between popular music education and the growth of online musical engagement among young people. Framed by the notion of digital musicianship, this position paper presents an overview of the adoption of technology in popular music education within the lockdown period, in the process raising concerns about whether such revisions can adequately address the challenges faced by popular music education. This leads to a discussion of a potential revamp of digital musicianship as a response to the continued and expanding presence of technology within popular music education and the post-pandemic teaching and learning environment. The authors assert that digital musicianship should encompass learners’ ability to perceive and adopt technologies for online and remote music-making, and critically evaluate their validity and quality in various contexts. Additionally, there is a need to critically address the homogeneity of musical cultures and technological determinism embedded within the design of music technology, alongside tackling the issues of inequality and accessibility.

中文翻译：

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疫情后流行音乐教育中的数字音乐素养


COVID-19 大流行给流行音乐教育带来了巨大变化，凸显了技术在实践和传播中的重要性。然而，将技术整合作为一站式解决方案的庆祝导致了一些仍然被忽视和未解决的挑战，导致流行音乐教育与年轻人在线音乐参与度的增长之间日益不匹配。以数字音乐的概念为框架，这份立场文件概述了封锁期间流行音乐教育中技术的采用，在此过程中引发了人们对此类修订是否能够充分解决流行音乐教育所面临的挑战的担忧。这引发了对数字音乐的潜在改革的讨论，作为对流行音乐教育和大流行后教学环境中技术持续和扩大存在的回应。作者断言，数字音乐素养应涵盖学习者感知和采用在线和远程音乐制作技术的能力，并批判性地评估其在各种情况下的有效性和质量。此外，需要批判性地解决音乐技术设计中嵌入的音乐文化的同质性和技术决定论，同时解决不平等和可及性问题。