Technology-mediated haptic interactions in Dhrupad vocal music pedagogy: what next?

Stella Paschalidou

Proceedings of the International Conference on New Interfaces for Musical Expression

Abstract:

Acknowledging the importance of embodiment has prompted a recent shift in music teaching methods, emphasizing a holistic, multi-sensory approach involving the entire body. However, the education of oral music genres, traditionally reliant on live demonstration and imitation, is undergoing a contrasting transformation by rapidly embracing online means. This study explores challenges in the embodied aspects of synchronous distance Hindustani music pedagogy, with a special focus on tactility. Taking an ethnomusicological perspective, the paper presents an analysis of interviews with Hindustani music practitioners, which is guided by the principles of the 4E Cognition framework. The findings suggest that, while the adaptation to technology aims to broaden access to music content, it does so at the expense of limiting opportunities for multi-modal interaction among participants. The results highlight constraints in conveying non-verbal, embodied, and multi-sensory cues, as well as disruptions in visual and acoustic, but most importantly tactile elements, that contribute to an otherwise shared spatial and physical context. These challenges hinder meaningful interaction and immersive experiences, crucial elements in music education. The study expresses concerns about the appropriateness of conventional videoconferencing platforms and offers valuable insights for developing alternative technologies, better suited to meet the embodied demands of these pedagogical practices.

Citation:

Stella Paschalidou. 2024. Technology-mediated haptic interactions in Dhrupad vocal music pedagogy: what next?. Proceedings of the International Conference on New Interfaces for Musical Expression. DOI: 10.5281/zenodo.13904790

BibTeX Entry:

  @article{nime2024_13,
 abstract = {Acknowledging the importance of embodiment has prompted a recent shift in music teaching methods, emphasizing a holistic, multi-sensory approach involving the entire body. However, the education of oral music genres, traditionally reliant on live demonstration and imitation, is undergoing a contrasting transformation by rapidly embracing online means. This study explores challenges in the embodied aspects of synchronous distance Hindustani music pedagogy, with a special focus on tactility. Taking an ethnomusicological perspective, the paper presents an analysis of interviews with Hindustani music practitioners, which is guided by the principles of the 4E Cognition framework. The findings suggest that, while the adaptation to technology aims to broaden access to music content, it does so at the expense of limiting opportunities for multi-modal interaction among participants. The results highlight constraints in conveying non-verbal, embodied, and multi-sensory cues, as well as disruptions in visual and acoustic, but most importantly tactile elements, that contribute to an otherwise shared spatial and physical context. These challenges hinder meaningful interaction and immersive experiences, crucial elements in music education. The study expresses concerns about the appropriateness of conventional videoconferencing platforms and offers valuable insights for developing alternative technologies, better suited to meet the embodied demands of these pedagogical practices.},
 address = {Utrecht, Netherlands},
 articleno = {13},
 author = {Stella Paschalidou},
 booktitle = {Proceedings of the International Conference on New Interfaces for Musical Expression},
 doi = {10.5281/zenodo.13904790},
 editor = {S M Astrid Bin and Courtney N. Reed},
 issn = {2220-4806},
 month = {September},
 numpages = {7},
 pages = {84--90},
 presentation-video = {https://youtu.be/NMJpbFoFl8E?si=_17P5I8TxLOP5fuK},
 title = {Technology-mediated haptic interactions in Dhrupad vocal music pedagogy: what next?},
 track = {Papers},
 url = {http://nime.org/proceedings/2024/nime2024_13.pdf},
 year = {2024}
}