---
res:
  bibo_abstract:
  - <jats:p>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.</jats:p>@eng
  bibo_authorlist:
  - foaf_Person:
      foaf_givenName: Timo
      foaf_name: Neuhausen, Timo
      foaf_surname: Neuhausen
      foaf_workInfoHomepage: http://www.librecat.org/personId=99991
  - foaf_Person:
      foaf_givenName: Carsten
      foaf_name: Wernicke, Carsten
      foaf_surname: Wernicke
  - foaf_Person:
      foaf_givenName: Michael
      foaf_name: Ahlers, Michael
      foaf_surname: Ahlers
  bibo_doi: 10.1386/jmte_00027_1
  bibo_issue: '2'
  bibo_volume: 13
  dct_date: 2021^xs_gYear
  dct_isPartOf:
  - http://id.crossref.org/issn/1752-7066
  - http://id.crossref.org/issn/1752-7074
  dct_language: eng
  dct_publisher: Intellect@
  dct_subject:
  - Music
  - Education
  - Music Technology
  dct_title: 'Technology-centred learning processes as digital artistic development:
    On the reciprocal effects of conceptual models, metaphors and presets@'
...