Technology, particularly that of computers, is always changing. Software updates occur almost daily, while major updates occur every few weeks or months. This can be a good thing. As features are constantly updated, software becomes more efficient at handling tasks and becomes more stable, more user friendly, and more visually appealing and organized. However, constant changes also result in users having to keep up with these changes. For instance, I based much of my curriculum project around GarageBand '09 (www.apple.com/ilife/garageband) which has several great features for composing and performing music. There are a few great lessons to get users started with piano and guitar as well. Today, while writing this essay, I decided to upgrade to the new version of GarageBand '11 only to discover that there are several great features that I could have incorporated into my project. Instead of around twenty basic lessons, there are now forty, as well as the new "How Did I Play?" feature that allows users to get instant feedback in the lesson. There's also a chord trainer, something that I would have to have found in a separate application. Of course, this is a great advancement for future projects and students, so in the end it all works out as a benefit.
I have discovered at least fifty music iPhone (iPad) applications in Apple's app store. The iPad has become a springboard for creative uses of the technology, and has thus become a huge benefit to education. The touch based platform has been great for students who are just beginning or prefer a simple tactile approach to learning; the platform is also great for students with disabilities such as autism or emotional disorders who can use apps like Beatwave and Bloom. However, the market has been absolutely flooded with these apps, resulting in some pretty low-quality work. I won't name specifics in this essay, but an example of this is the several apps that allow you to play guitar. Ads for free apps, often the only sort of revenue that developers can gain, always get in the way, thus hindering the learning environment. But moreover, the response of the guitar strings, or the layout of the app results in frustration and demotivation. So its important to do some research (and spend the cash) on some good applications. Apps like the iPad version of GarageBand for instance, offer an extremely user friendly guitar interface, and thus benefits music students.
Perhaps the greatest use of technology has been the invention and application of the internet to our daily lives. It can be a powerful tool for research, communication, downloading software and upgrades, and viewing multimedia. The internet provides a gateway into the world, a gateway that was previously shut to much of the world and our students. In music, we can now view prerecorded and LIVE performances of virtually every style, historical period, composer, and artist imaginable (I am currently viewing a live performance of a Sibelius Concerto for Violin performed by the Indianapolis Symphony Orchestra!) We can research the history of these people and genres (NSME 9), examine relationships within the music and other arts and disciplines (NSME 8), and analyze and describe this music (NSME 6) as well evaluate the music we hear (NSME 7). With the invention of internet based music applications, students can now notate and compose music with such programs as NoteFlight (www.noteflight.com/) (NSME 4, 5), and participate in their online community and share creations. In the age of music program cuts, free theory programs like www.Teoria.com, www.8notes.com, and www.good-ear.com make learning written and aural theory, as well as history and other resources accessible to students and school districts who many not be able to afford it otherwise. Teacher designed WebQuests are also a great way to emerse students in the world of specific topics; communication with students is very easy as well.
However numerous the benefits of the internet are to music students, there are drawbacks to the internet. The internet and other technology makes us lazy. The only time we have to get up is to actually grab the laptop or move to the computer (and occasionally use the bathroom or grab a snack). This also means that students are less likely to pick up a book, or visit the library. And while major resources such as WikiPedia are becoming more well documented, students are losing the ability to do proper research. There are also several distractions, particularly with socialmedia websites like Facebook and MySpace (this author has probably checked Facebook 4 or 5 times by now). The internet is also filled with more inappropriate material than you can shake a Melody Wave baton at. However, when used responsibly the internet is probably the greatest resource a teacher and student could have.
Software like Apple's GarageBand and Avid's Protools has allowed both beginners and professionals the ability to produce high-quality music in the comfort of their own homes. Sequencing, audio recording, and as mentioned before, lessons from GarageBand allow users to experience and create the music they love while learning the fundamentals of music theory and performance. Educators like Barbara Freedman use GarageBand as the core curriculum in their general music classes. Freedman says that, "Technology allows us the opportunity to teach students with very little musical background by having them create music and compose music," She goes on to say that, "It allows us to take them through the process of understanding music and what goes into creating music--things that students would typically learn in a performance class--like harmony, melody, and rhythm. It's applied learning. They apply themselves to the practice by actually composing" (Demski, 2010).
Classrooms like these allow music teachers to reach "the other 80%," those students in our schools who do not participate in the traditional performing ensembles and music classes (Williams, 2006). These students are also referred as "non-traditional music students (NTMs). Most students who do not participate in the traditional ensembles (band, choir, orchestra, jazz) create music at home using software such as GarageBand, or perform music in actual garage bands. Using technology opens the door to real learning in music: taking music that students already love, and helping them to understand it and learn from it. Such software allows students to pace their own learning, developing students as independent learners. Of course, this process starts with the educator, who must shake their attitudes (often smug) of classical related literature as the only means to learn music. Imagine a world in which every student, not just the band or choir kids, were educated in music. The seeds of diversity would certain plant an interesting garden!
One could argue that price is a disadvantage, and they would probably have a fairly decent one because of the current economy. However, as computer software becomes more widely disseminated, the average price comes down. A Macbook laptop today costs around $1000; I remember my computer ten years ago costing nearly three times as much, and not having even close to the processing power and software capabilities. Sitting in front of a computer too long can cause adverse effects to your health, so its important to balance the use of technology with real, physical activities. Also, if students get very involved with computers, their may become so preoccupied with it that their social or communication skills diminish. Just remember that everything is good in moderation!
Technology is much more accessible now than it ever has been, and it seems the future is bright for its use in the field of music education. It is impossible to examine every aspect of music technology in one essay, however it seems that the advantages of using technology far outweigh the disadvantages. It is important to examine the benefits of each piece of technology for yourself. The learning curve itself could be considered a disadvantage, so give yourself enough time to learn how to use it. And however amazing technology might be, don't become dependent upon it. Good technology should work in tandem with good teaching!
Sources:
Advantages and Disadvantages of the Internet. (2006). Retrieved from http://www.pondered.org/the_internet.html
Benefits of Technology. (2011). Retrieved from http://benefitof.net/benefits-of-technology/
National Standards for Music Education. (2011). Retrieved from http://www.menc.org/resources/view/national-standards-for-music-education
Noteflight, Music Notation for a Connected World. (2011). Retrieved from http://www.noteflight.com/login
Williams, David Brian. (2006). "The Other 80 % Music Home." Retrieved from http://musiccreativity.org/
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