The Role of Technology in Music Education - Report Example

The Role of Technology in Music Education Instruction The Role of Technology in Music Education Introduction In the century we are living in, the use of technology in learning intuitions has completely redefined music education. This has been contributed by the demand to have new learning models, creativity and innovation in the world. It is now possible to access school from home, home from school, as well as, the rest of the world, thanks to technology. Technology each and every day continues to remodel how music educators convey music lessons in the classroom. For instance ten to twenty years ago, phrases like Educational Technology, eBook, Multimedia learning, On-line Streaming, Digital Literacy, Digital Portfolio, Computer-Mediated Learning, and Teleconferencing were not as common as they are today. Technology is evolving tremendously melting down the traditional ways to do thing and developing new and up to date ways of doing things. Today, the literature research and educational materials that can be accessed online it is limitless (Bauer et al., 2003). Using just a mere phone, one can download academic books, send voice messages, download music , manage his or her bank account, watch video, give direction, read messages and emails, and also remind on personal issues. On this note, it is clear that technology is one of the most influential supplements to music education. Therefore, music educators need to continue embracing technological innovation in coming up with new and unique techniques of integrating technology and music classrooms. Music technology allows higher level of effective learning for music students through simplifying and amplifying the effectiveness of conventional teaching methods pertinent to the field of music. This essay will critically evaluate music technologies that are currently put into practice in different music classrooms and specifically at Schulich School of Music in Canada. The main focus will be to underpin how the use technology in music has improved student’s learning as well as teaching methods of music teachers. In addition, this essay will also analyze how technology implication in music education introduced new approach of teaching within the sphere of music education, and detailed examples will be extracted from the researched articles to provide credibility to the argument. Moreover, comparative evaluation will also be included to critically compare the quality music education with and without the highly advanced music technologies (Carruthers, 2009). Finally, brief history of music technology development will be included in the introductory paragraph to define “music technology” and to clearly illustrate its chronological order of development. Music Technology History Addition of computers and internet into music has led to rise of new styles in music composition, listening, preferences and performance. Therefore, music teachers need to acknowledge the fact that the type of music that children and students are engaging in is totally different from their own. Not until recently, that technology has been used in learning and developing music (Bauer et al., 2003). For many years technology was only engaged in improving the hardware and technical techniques and not in learning and teaching. However, although not as extensive as to day, computer-assisted instruction is and has been a significant aspect in music technology and development of software mainly those that develop literature. This is actualizing, especially, with more music educators getting to know of the benefits engaging music into software development. Hardware The period between1970s to date, is considered the period that technology evolved and still evolving in computer hardware with different versions of computers. This can be seen by the increased number of smaller electronics with amplifies performance ability as compared to earlier versions. For instance, the most popular device developed in late 1970, was the Apple IIe personal computer followed by the IBM personal computer, in 1980s and finally today we have thousands new versions of computers. The first version that was used in music learning and teaching was the CD-ROM drives to play music audio CDs. However, CD-ROM had no great effect because music could not be recorded. In 1980s a more advanced music program, the Music Instrument Digital Interface, was introduced (Carruthers, 2009). This interface enabled music devices to transmit sound codes and record them. All through1990s, music teachers have used MIDI-based devices in music composition, presentation, and listening but this technology is fading away. Instead most of people today prefer software. Software Advancement in hardware for the last 20 years has greatly contributed development of new softwares in music especially with the developments in literature. The commonly software that is impacting on music tremendously is the internet, for example, Internet-based delivery of musical instruction. The first software was the automated practice program. This software is more efficient and effective in since it is flexible to meet individual needs. The second softwares were the cubase and performer software that enabled students experience music production. The third software was the hyper card program that enabled recording songs in CDs (Bauer et al., 2003). This program did not only crate a breakthrough in production industry but also allowed music producers and educators to experience the interaction of sound, graphics and texts. The fourth software was famed electronic music composer, it enabled students and music teacher come up with musical structures by drawing metaphors. The fifth softwares are such as Audacity, Pro-Tools and Audition software that allowed individuals to record and play music. Lastly, the iTunes software that does not only allow recording but also allows distribution of recorded music via internet. Schulich School of Music in Canada Schulich School of Music beliefs that encouraging technology integration in music defines the interaction between musical research, creation, and technology .The school main goal of introducing Music Technology program in Schulich is to give students a conducive learning environment for advance musical training programs. These training programs include courses in New Media, Computer Science, Acoustics Computer Music, Human-Computer Interaction, Digital Signal Processing, and Psychoacoustics. Their also aim at developing new and flexible approaches for processing, synthesis and control, sound analysis, auditory display, melodic pattern recognition, cognition, formal music representations of symbolic, and music perception (Depalle, 2012). With this kind of training students are prepared to meet the demand in the music industries and music technology. Current Music technologies in schools Music technology is the use of electronic technology to communicate, control or manipulate musical information. For instance, through technology, individual are capable of producing enhanced and better music with organized sounds. Music technology can also be defined as utilizing technological components in a classroom environment. These components include electronics such as electronic keyboards, synthesizers, external sound speakers, multi-track recording equipment, hardware sequencers and various software applications for sequencing, noting, editing and at the same time recording the music (Carruthers, 2009). Notation and sequencing software Notation and sequencing software is software that aids students in music composition, sight reading and aural skills. This addition software amplifies the student’s ability to improvise, practice and performance (Dammers, 2012). Considering that music is an art and the numerous studies on music, it is easy to supplement it with vast online tools and software. Additionally, knowledge on notation and sequencing software can open the door to alternative music performance, commercial music, as well as, music production. E-learning One of the advantages of integrating technology in music education is the ability to stream a music lesson via internet from any corner on the world. This is known as e-learning, where one does not need to be in the same classroom as the instructor. This has materialized, especially in schools due to so many schools increasing the number of internet connected computers and internet access. This has enabled both music teachers and student to come up with more innovative and practical music project. E-learning has also led to existence of both national and internal music learning environment (Carruthers, 2009). However, due to difference in culture, e-learning environment does not happen automatically. Therefore, there is need to build a social status that is acceptable among the different cultures in the world by coming up with pedagogical practices on social needs. In music, this pedagogical practices would include acknowledging that not everyone who supports music technology. Therefore, e-learning should also include both the formal and informal instrumental music tuition. The informal for cultural purposes and the formal for equipping the educators with new teaching and learning skills and taking advantage of innovation. Social networks Internet has remarkably changed communication and exchange of information among the students in this current day. The presence of social network, wikis, and blogs has shaped their daily lives. Networking has also been contributed by easy to use, more efficient, and more flexible tools that enable student access internet. In US alone almost all secondary and tertiary schools participate in online social networking. Social media is usually used for meeting friends, dating, marketing music, expressing feelings and passing short messages. Additionally, social networks have been used by music producers, researchers, singers and song writers as platform to not only meet peoples but also pass information (Dammers, 2012). Although, social networks as a technology was not technically designed for music education they can be utilized to support a different varieties of music lessons in schools. This will not only create an online learning environment but also enable students engage with their teachers, inside and outside class. Impacts of music technology Enabling music to contribute to the economy In the current competitive world markets everyone including musicians requires technological knowledge to make it. The ability to use technology is, therefore, a very important skill for one to thrive in any economy. Education institutions play a vital role in creating a workforce that is well educated and skilled to grow a country’s economy (Crowe et al., 2004). Due to the role technology play in the economy, almost all school curricula in the world have technology as their central component and more teachers being expected to incorporate technology in their teaching. Creation of Music technology curriculums Developing a music curriculum that integrates music technology has occasionally been questioned by music educators. Majority of music educators are aware of the growing demand for technology in most America schools but still are not sure of the out came. However, with reference to Schulich School of Music success in music technology, the benefits of incorporating technology in music outweigh the risks that may be involved. In this digital world students are spending a substantial amount of their time using technology in and outside of school to experience music (Crowe et al., 2004). They cannot imagine a world without technologies, especially in music. The commonly used devices are computers, MP3 files and players, electronic keyboards, compact discs, and the internet. Students use these devices to create more music, play and listen to more music without even involving music educators. This is one of the many reasons why there is need to integrate technology in music education. Finally, music curriculum that is based on technology is the only chance for a future in music. Encourage Innovation Technology in music gives an individual the ability and opportunity to individualize the instructions and assessment procedure to follow, as well as, keeping him or her motivated. An individual can come up with realistic goals and actualize them, which is a motivation to keep on innovating. Moreover, internet enables music educator’s access more information, which they use to come up with more applicable curricula. Through technology there have been shifts in music education from instructive to constructive instructions, teacher centered to student centered curricula, local to global, and finally from simple to multimodal information (Cremata, 2010). Enhancing creativity According to researchers, music significantly impact on the creativity, especial in young children (Kardos, 2012). For example, a research on the impact of music on creativity was conducted where 45 students participated in music and another group of 45 students did not in a whole academic year. They were then tested with a creativity test at the end of the year. Those students studying music were found to perform better and with more creative answers compared to those that did not. Further studies had music students compared to experienced theatrical and visual art experts. Surprisingly, music students’ performance was better compared to that of the theatrical and visual art experts. From these examples, it is clear that incorporating technology to an already influential platform is an added advantage to music education. Technology role in enhancing creativity manifested by the technologically developed softwares that are capable of measuring creativity, access to websites on music research and music lessons. Also active activities like sharing music files, online streaming help in enhancing creativity in music lessons Development of Perceptual, language and literacy skills The ability of an individual to deliver a speech and the ability to sing shared a number of common processing systems. This means that a musical experience has an impact to language perception which consecutively impacts the ability to read (Carruthers, 2009). Research has also shown that children that are actively engaged in music are able to encode linguistic sounds at an early age. Therefore, incorporating technology in music study will help in coming up with more simplifying, amplifying and effective music patterns specifically designed for brain development. This can be achieved by evaluating the levels of brain activities in a child’s mind when music is played. The type of music that shows more brain activity becomes the most commendable for brain development. In the case of speech presentation, the speakers extensively engage structural auditory patterns depending on the quality of the speech. Music technology will help, therefore, come up with training skills that enhance perception of structural auditory patterns. This is important in the development of phonological wakefulness which consecutively contributes in learning how to read successfully. The ability to distinguishing between tonal and rhythmic patterns in music helps to improve phonemic awareness in speech. Research shows that participants in music train tend to remember 17% more verbal information compared to those without musical training. Development of Personal and social development Music performance and playing musical instrument can give one a sense of achievement, more confidence, self-esteem, persistence, self-discipline, and self-expression. The ability to play even more technologically sophisticated amplifies ones social and personal growth. In addition, being a group member of a musical group helps interact and male friends with like-minded people. This gives one a sense of belonging, mutual support, commitment, self-confidence, team work, social skills and self-discipline. Working as a group also requires one to be trustworthy, respective and capable of negotiating in case of a compromise. In USA, about 95% of the parents believed that their children participating in a music band have better chances of doing better than those not. In this case, music technology offers a wider platform of opportunities through which students participating are able to associate with. Among the young people, music plays a major role in developing self identity and sense of belonging (Crowe et al., 2004). Therefore, an increasing in music class and development of a music curriculum based on technology, increases students social cohesion among themselves and the society. Development of Physical development, health and wellbeing Learning how to play musical any instrument and achieving rhythmic sequences has a significant impact in development of physical skill. Some of the health benefits as a result of participating in music are in relation to ones immune system, improved mood, stress reduction, adopting good posture, and better breathing (Cremata, 2010). In addition, recent research concerning health and well-being show that music has an impact in the physical development especially in children. In relation to physical development, research has it that rhythmic accompaniment can be used to physical development. Music rhythms played in gyms by trainer during a training session are good examples. Conclusion This paper supports that music technology has contributed to higher level of effective learning for music students through simplifying and amplifying the effectiveness of conventional teaching methods related music and music education. It is clear that music impacts on the development of perceptual skills that in turn influence learning, language and reading abilities. Further, clarifies that introduction of technology into music opens up an opportunity to enhanced rhythmic co-ordination in music. Skills acquired while using music technology help in building self-esteem, confidence, self-efficacy and achieving personal goal. Engaging in music is not only rewarding but also helps enhance self-perceptions. Music technology also offer flexible and conducive environment that facilitate creativity development and self-expression. In addition, internet provides a meeting avenue for music producers, musicians, student and teachers through which their social skills are developed. The paper further positions technology as the major link between classrooms music experience and real world music experience. For example, students can record or manipulate sounds and post them in the internet and get immediate feedback. Technologically designed musical softwares open new windows in music education that influences self centered learning environment where students learn music by doing music. For instance, students can develop their performance skills through listening to music. Therefore, music educators and parents need to know there is no other better time than the present to incorporate technology in teaching music. That said, it is the responsibility of the music educators to develop ample technology integration plan in ensuring utilization of technology to able to deliver authentic learning musical experience. References Bauer, W. I., Reese, S., & McAllister, P. A. (2003). Transforming music teaching via technology: The role of professional development. Journal of Research in Music Education, 51(4), 289-301. Depalle Philippe (2012). Music Technology Area. Retrieved From 3rd April 2014. Carruthers, G. (2009). Engaging music and media: Technology as a universal language. RIME: Research and Issues in Music Education, 7(1) Cremata, R. (2010). The use of music technology across the curriculum in music education settings: Case studies of two universities. (Order No. 3430388, Boston University) Crombie, D., Lenoir, R., & McKenzie, N. (2005). Accessible music technology for people with a print impairment. Journal of New Music Research, 34(2), 209-218. Crowe, B. J., & Rio, R. (2004). Implications of technology in music therapy practice and research for music therapy education: A review of literature. Journal of Music Therapy, 41(4), 282-320.  Dammers, R. J. (2012). Technology-based music classes in high schools in the united states. Bulletin of the Council for Research in Music Education, (194), 73-90.  Kardos, L. (2012). How music technology can make sound and music worlds accessible to student composers in further education colleges. British Journal of Music Education, 29(2), 143-151.  Read More