Music education and digital design:

Background in Music Education. Musical structure is regarded as an integrated part of the music education curriculum. Nevertheless, understanding structure is generally considered a subject area for more advanced students, especially when it comes to complex pieces of music. From a pedagogical point of view, it is a basic assumption that the act of listening to music is linked to understanding music (Helms et al 1997). Thus, analysing the structure for its basic compounds and details is an important task during music lessons (Lemmermann 1978). Students can achieve this deductively (“Which instruments do you hear? Where do you find contrasts?”) or inductively (taking a detail as a starting point for more complex observations). Language is often considered an important medium to describe music. Therefore, many professionals try to teach a richer vocabulary to their students. Yet other means of analysing music exist: dance, acting, painting etc. (Colwell et al 2002). Repeated listening is the basis for a better understanding as well as the ability to actively listen to music. The latter is often in contrast to listening habits of students, as they would rather consume music than listen to it actively. Background in Musicology & Digital Design. A lively debate on music that describes non-musical contents began in the 18th century and is continued until this day. Composers of programme music have traditionally had to stand harsh criticism of their work. “More an expression of perception than a painting”, states Beethoven beneath the first edition of his sixth symphony in an attempt to ensure that nobody interprets his symphony as “Malerei ” (Painting)