Apply and Discover 2.2

My short paper from Module One focused on how technology has changed how musicians and musicologists find, share, and create music. The music classrooms I have visited have generally been slow to adopt music technologies, but technology is clearly a major part of the present and future of music making.

Our class readings have recommended the adoption of technologies to help diverse learners such as those with disabilities. Technology provides a greater number of ways for music students to create music than traditional instruments do. For example, students with disabilities have often faced barriers to joining instrumental classes. Digital music programs can allow those with limited mobility or hearing impairments to create music.

Many devices, from simple to complex, exist for inputing instructions into music software or for playing music. Keyboard synthesizers are common, and there are also synthesizers with touchpads that allow those without keyboard skills to play music. Synthesizers such as the ZenDrum can act as an adaptive technology for those who cannot play a keyboard, and are easy to learn. These devices can be used real-time with other instrumentalists, or can be used more slowly when inputting commands for later playback. Giving students an opportunity to make music with others and on their own supports different learning styles and abilities, and lets students move at the pace that’s right for them.

Visual representations of music on screens help the hearing-impaired, and also people who prefer a more visual approach to learning. Technologies also give a way for less “talented” or skilled musicians to create complex, interesting music compositions.

Promoting the use of technology in music classrooms is important not only because it support diverse learners, but also because technology is a necessary part of 21st century music making. Integrating technology into music classes encourages students to use digital tools, software, the internet, and music games to improve their musical skills and knowledge.

All of my music students say that having fun is their most important reason for learning to play an instrument. Many of these programs and devices are fun to use. A half hour spent recording music in GarageBand or comparing performances of a song on YouTube is generally more enjoyable than twenty minutes of playing scales. Although scales have their place in music education, promoting technology use by students helps to tilt the balance back towards music as enjoyment.