Week 4 - Supporting Music Practice and Performance through Technology Use

This week’s video and reading gave examples of how support music practice and performance by using technology. The biggest challenge I face is the implementation of technology into the instructional setting. I faithfully use what is provided by the school district (i.e. laptop, projector, interactive whiteboard); however, I feel it is not enough to engage all students in the learning process. The use of instructional software would support making connections with the content. Instructional software is classified into four categories. The question I pose is as followed: How can each of the four types of Instruction software fulfill the challenge of integrating technology?

Tutorials are a great way to present new concepts in the introductory section of a lesson. Many would ask, why? The answer is clear, there is no prerequisite knowledge required. Since most tutorial follows the sequential, step by step approach, this type of instructional software would benefit classes such as the beginners’ band. YouTube offers tutorials on instrument assembly/disassembly, directions and modeling for proper posture and embouchure, general maintenance, and simple troubleshooting skills to solve minor problems. Tutorial could also contribute to teaching music theory concepts. http://www.musictheory.net is an excellent interactive website to help make connections for our digital natives.

Practice usually required students to have some knowledge base. Through the use of this method, students are confronted with a problem, given time to explore all possible solutions, submit their findings, and await feedback. SmartMusic and iPAS are programs that allow students to experience the above outlined process. These programs emphasis specific goals for each student, provide instantaneous feedback, but most importantly it permits the teacher to keep a record of the student’s progress to chart improvement.

Promoting creativity when using instructional software requires little to no previous knowledge. All knowledge and training are student-centered. They learn various concepts and skills through exploration and experimenting. Soundation is a good resource for students to tap into their creativity and produce musical material by manipulating loops, MIDI instruments, and digital audio clips.

Games can be used to reinforce information and/or teach a new skill of concept. This type of software can be used as a motivational tool to encourage others to learn and set competitive goals. One website that I have used in the past as an informal assessment is http://www.musictechteacher.com. This particular site is designed to be used a teaching aid.  It also has a plethora of games and quizzes to enhance student learning by reinforcing a concept previous taught by the teacher.

All in All, the implementation of instructional software into the classroom will help to create my TPACK curriculum as described in my very first reflection in this course. Not only will it boast my observational scores, but it will gradually shift my classes into a more student-centered environment. Through the use of technology, students can develop their skill and knowledge in creating, performing, and listening to, and understanding music (Bauer, 2014). The technological approach is the key in giving our students the best musical education we can offer, and creating a well-developed TPACK curriculum.

Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding to music. New York, NY: Oxford University Press.