Girls’ And Boys’ Technological Toys: Music Composition In The Computerized Classroom

Victoria Armstrong


This article explores 15 to 18-year old boys’ and girls’ compositional processes as mediated by music technology. Adopting Sherry Turkle’s theory of ‘hard’ and ‘soft’ styles of mastery, I assert that a compositional approach that emphasizes technological control and manipulation may be more conducive to the working styles of boys than girls. In drawing this conclusion, I focus on three female composers, examining to what extent they were able to transcend or reconfigure the hard mastery expectations that had been imposed upon them.

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