ABSTRACT
In this chapter I begin by exploring constructions of ‘technology’ in relation to a postmodern notion of the hyper-real (Baudrillard 1981). Following this I will form a critical lens through which to view technology as a framework that underpins the formation of new relationships with music and how it functions within time and space, sound and silence. At the same time I will observe key attributes that underpin what we might call the ‘synthetic’ worlds (Smith, Kisiel, and Morrison 2009) that lie within and in relation to musical technologies. Bringing these aspects together, I will present recent developments in our understanding of individual musical development (Kirkman 2012a) and in the light of these will critically examine the potential and dangers of positioning technology as central in educational spaces which seek to foster ethical and democratic values. I will end by suggesting three ways in which technology-mediated educational spaces may be made ‘safe’ for learners: comprehending, constructing, and connecting. ‘Comprehending’ involves understanding the nature of the technologies being used. ‘Constructing’ is the process of creating novel environments that can allow an individual to build on their existing knowledge and understanding. ‘Connecting’ means engaging in a meaningful process of dialogue between the members of a community of musicians in order to share creative developments.
