Modern education has recently developed and adapted in ways which many educators might never have expected. Technology has become increasingly integrated in schools, and music educators can benefit from these resources. While musicians have traditionally relied heavily on face-to-face interaction for rehearsing, performing, and other activities, digital music continues to find prevalence in pop culture and modern-day music consumption. Music teachers must be adequately prepared to deliver this type of instruction. Having a comprehensive education of traditional and technological music learning would undoubtedly benefit students and enable them to choose their own trajectory of musicianship outside the classroom.
Though most educators have incorporated technology in their daily instruction, many integrations can be categorized as administrative rather than centered around the students’ learning experiences (Bauer, 2020). While these uses of technology are beneficial, there are more avenues to explore. With the rise of Digital Audio Workstations (DAWs), music can be created, remixed, and distributed from household devices such as personal computers, laptops, and smartphones. This accessibility allows those with limited formal training to compose or synthesize music (Bauer, 2020). For instance, users can select pre-recorded clips and arrange them in unique ways to create pieces in looping programs. Similarly, users can auto-generate chord progressions or percussion patterns when creating music with software like GarageBand. While these processes might seem to be a simplistic form of composition or arranging, music technology undoubtedly allows for more individuals to express themselves.
As an elementary music teacher, I have experimented with including varying amounts of technology in my classroom. Any time that I mention digital music resources or activities, the class begins buzzing with excitement. Students are eager to use technology. While many of the resources I have used will not replace traditional music curriculum, most digital activities afford students the opportunity to apply prior knowledge. More importantly, however, it gives students a chance to produce their own unique works. Students that might be hesitant to improvise in front of a class might be more comfortable arranging loops on a laptop. Those who have performance anxiety for playing tests could possibly have better results if they submitted a video from home using Flipgrid on their mobile device. While software usually has both benefits and limitations, researching and experimenting with programs can help teachers decide what is suitable for their classroom (Bauer, 2020).
In order to effectively teach units using new technological resources, educators must have appropriate Technological Pedagogical and Content Knowledge (TPACK). For instance, I recently created a composition using Incredibox (see composition below), an online looping program that I plan on using in my curriculum. My pursuit of musical knowledge, inspired by my own passion for music performance and history, provided adequate content knowledge for me to understand the purpose of the program. Throughout my high school years, I had a deep interest in digital music production. I spent many hours experimenting with different looping or digital music creation programs. Content knowledge requires a comprehensive understanding of the subject, one that I was able to quickly gain by experimenting with Incredibox. Through pursuing music education concentrations for my Bachelor and Master degrees, my background in education (college degrees, experience, observations, research, etc.) provides pedagogical knowledge for structuring lesson plans, sequencing activities, and creating assessments. Since pedagogical knowledge can usually be applied across disciplines, knowing strategies for education enables me to teach music (Bauer, 2020). Finally, TPACK includes a knowledge of technology. Incredibox requires the user to navigate the internet on a laptop or mobile device, selecting different characters to create loop patterns. This software is relatively simple and user-friendly. My prior learning enables me to use, and eventually create lessons for, Incredibox using the TPACK model. While I still have much to learn about other music software and the TPACK model, I felt adequately prepared to complete an arrangement on Incredibox.
Overall, technology can provide many opportunities for students to demonstrate creativity and individuality. For the music student, digital programs can enable the user to compose, notate, arrange, and perform music using many different instruments and sounds. Teachers play a critical role in preparing students for these musical pursuits by being well-educated in content, pedagogical, and technological areas. With more creative tools at our disposal in music education, teachers can provide students with greater possibilities for innovative musical composition and performance.
References
Bauer, W. I. (2020). Music learning today: Digital pedagogy for creating, performing, and responding to music (2nd ed.). Oxford University Press. https://doi.org/10.1093/oso/9780197503706.001.0001.
Comments
Post a Comment