@article{58351, author = {{Godau, Marc and Maxelon, Dominik and Neuhausen, Timo}}, journal = {{Auditive Medienkulturen. ‘The Evolution of Sound’? Soundkulturelle Praktiken in Social Media-Mikroformaten}}, keywords = {{Algorithmen, Musikpraxis, Postdigitalität, Songwriting, TikTok}}, title = {{{Algorithmische Hyperawareness im Songwriting von Plattform-Musiker:innen. Postdigitale Subjektivität und die Transformation musikkultureller Praktiken auf TikTok und Co.}}}, year = {{2025}}, } @inbook{64793, abstract = {{The article explores the role of teachers in self-directed songwriting in school music based on the informal learning approach. It investigates a didactic design that was implemented in six schools and was empirically researched utilizing si-tuational analysis. Based on tensions, that emerge due to conflicting expectations, it can be shown, that the teacher's role extends beyond the dichotomy of directive instruction versus open facilitation. Instead, it encompasses an interplay of six divergent roles which are discussed in their positions in relation to each other. These considerations enrich the understanding of teaching practices in popular music education, emphasizing the redefinition of teacher-student relationships for song-writing in school music.}}, author = {{Godau, Marc and Barreiro, Julia and Hermann, Katharina and Neuhausen, Timo and Maxelon, Dominik and Weidner, Verena}}, booktitle = {{46. Jahresband des Arbeitskreises Musikpädagogische Forschung/46th Yearbook of the German Association for Research in Music Education}}, editor = {{Frey-Konrad, Ute and Hofbauer, Viola Cäcilia and Blanchard, Olivier and Bugiel, Lukas}}, isbn = {{9783818800710}}, publisher = {{Waxmann}}, title = {{{"Wofür bin ich denn hier, wenn ich nicht in irgendeiner Weise auch helfen kann?" Zur Rolle der Lehrkraft beim selbstständigen Songwriting im Unterricht}}}, doi = {{10.31244/9783818850715.13}}, year = {{2025}}, } @inbook{64792, abstract = {{The role of institutionalized standards for the hybridization of musical practices. On the socio-materiality of songwriting-producing in the bedroom studio This study examines the socio-materiality of hybrid music practices in bedroom studios, focusing on the interplay between traditional music education institutions and YouTube education. A single case situational analysis reveals how standardized instrumental and music production practices are combined to form a hybrid practice. It shows that traditional music education institutions, such as music schools and conservatories, specialize in the selection of chord tones, while You-Tube videos focus on sound design. Using an actor-network theory approach, the study demonstrates the permeability of informal and institutional learning spaces. The findings suggest that songwriting-producing is not simply a sum of different practices, but rather a process of negotiation and compromise between different standards and goals, as well as the distribution of practice between humans and technology.}}, author = {{Neuhausen, Timo}}, booktitle = {{46. Jahresband des Arbeitskreises Musikpädagogische Forschung/46th Yearbook of the German Association for Research in Music Education}}, editor = {{Frey-Konrad, Ute and Hofbauer, Viola Cäcilia and Blanchard, Olivier and Bugiel, Lukas}}, isbn = {{9783818800710}}, publisher = {{Waxmann}}, title = {{{Die Rolle institutionalisierter Standards für die Hybridisierung musikalischer Praxen. Zur Soziomaterialität von Songwriting-Producing im Bedroom-Studio}}}, doi = {{10.31244/9783818850715.19}}, year = {{2025}}, } @inbook{60558, author = {{Neuhausen, Timo}}, booktitle = {{Popular Music Songwriting as Cultural, Creative, and Economic Practice / Songwriting von populärer Musik als kulturelle, kreative und ökonomische Praxis}}, editor = {{Ahlers, Michael and Herbst, Jan-Peter and Holtsträter, Knut}}, pages = {{89–110}}, publisher = {{Waxmann}}, title = {{{Die Übersetzung von Inspiration in Songs. Referenzielle Songwriting-Praktiken in Bedroom-Studios}}}, year = {{2025}}, } @inbook{60559, author = {{Godau, Marc and Neuhausen, Timo}}, booktitle = {{Rollen und Funktionen von Musik in der digitalen Ära}}, editor = {{Fuhrmann, Wolfgang and Herr, Corinna and Mackensen, Karsten}}, pages = {{185–220}}, publisher = {{Rombach Wissenschaft}}, title = {{{Becoming a One-Person-Band. Zur soziomateriellen Konstitution informeller Bildungspraxis als zirkulierendes Referenzieren}}}, year = {{2025}}, } @inbook{53624, author = {{Neuhausen, Timo and Ahlers, Michael}}, booktitle = {{Musik – Digitalisierung – Bildung}}, editor = {{Neuhaus, Daniela and Keden, Helmke Jan}}, pages = {{77--96}}, publisher = {{kopaed}}, title = {{{Modellierungen außerinstitutioneller Aneignungsprozesse digital-materieller Interfaces und (musik-)pädagogische Anschlüsse}}}, year = {{2024}}, } @inbook{49807, author = {{Haenisch, Matthias and Godau, Marc and Barreiro, Julia and Maxelon, Dominik and Neuhausen, Timo}}, booktitle = {{44. Jahresband des Arbeitskreises Musikpädagogische Forschung / 44th Yearbook of the German Association for Research in Music Education}}, editor = {{Göllner, Matthias and Honnens, Johann and Krupp, Valerie and Oravec, Lina and Schmid, Silke}}, isbn = {{9783830947646}}, pages = {{305--322}}, publisher = {{Waxmann Verlag GmbH}}, title = {{{Die Plattformisierung des Songwritings. Musik erfinden unter Bedingungen des short video turn am Beispiel von TikTok}}}, doi = {{10.31244/9783830997641.18}}, volume = {{44}}, year = {{2023}}, } @misc{49809, author = {{Neuhausen, Timo}}, booktitle = {{Beiträge empirischer Musikpädagogik}}, title = {{{E-Assessment zwischen Kompetenzorientierung und Technologieskepsis:Entwicklung eines Tools zur Messung musikalischer Fähigkeiten im Unterricht}}}, volume = {{13}}, year = {{2022}}, } @article{49891, abstract = {{This case study looks at a self-directed learning process of a professional classical-trained musician adopting a previously unknown digital-material musical device. In order to achieve the desired artistic result, the musician has to modify his music-related action in favour of the device’s calls for action, which are shown to him by a preset session. For this purpose, a specific interface relation must be established in the connection between the user and the device. The case study is contrasted with data from its framing research project. Findings include aspects as affirmation or degrees of unfamiliarity and their respective impacts on the subject’s action repertoires. A model of learning in the context of digital media or interfaces is introduced and discussed. It offers a specific potential for identifying particularities of how meaning and functionality of digital-material musical devices are embedded into everyday artistic contexts.}}, author = {{Neuhausen, Timo and Wernicke, Carsten and Ahlers, Michael}}, issn = {{1752-7066}}, journal = {{Journal of Music, Technology & Education}}, keywords = {{Music, Education, Music Technology}}, number = {{2}}, pages = {{287--304}}, publisher = {{Intellect}}, title = {{{Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets}}}, doi = {{10.1386/jmte_00027_1}}, volume = {{13}}, year = {{2021}}, }