The impact of technology in music and musical education has increased quite dramatically throughout the last 20 years. The positive and negative impacts of technology have been researched with a range of outcomes being discovered. Technology raises many questions of which there no obvious right or wrong answers. Examples might include, if technology enhances or disadvantages students, if technology should or should not be used, or how to teach music in the 21st century. As a experienced teacher, who specialises in music education I like to think that a range of techniques should be used to enhance the learning experience.
In our daily lives we are constantly surrounded by technology that plays a significant role in the way we function. Music listening happens everywhere, in different forms but all the time (Hagen, 2015). Everyday tasks are often enhanced, linked to, connected with or even help to move us through the changes in our daily routines. We use music to energise us and for relaxation. Danielsen states that music can define our “relaxing and exercising, falling asleep and waking up, being alone and being together, as is evident in the many user-generated playlists that relate to everyday activities” (Danielsen, 2017, p.16). I am guilty of relying on technology to get through my day, the ups and downs as well as to keep me up to date with new music and engage students in learning.
However, with the impact of STEM continuing to grow throughout the education community, the importance of creativity can be overlooked. As a music educator, perhaps the ideal of STEAM is more inclusive for our 21st ideals and outcomes for students working towards the future. The big ideas which connect provocations for students to ponder are connected for students to add their skills in literacy and numeracy but often don’t include the creativity presentation. But these big idea activities (small group problem solving or big questions which need to be dissected to answer the question) don’t always include all students, the traditional methods (short answer, multiple choice, or true or false questions) can be more effective.
With the technological advancement, music has changed since my education, but the digitisation of music has completely changed music. The recording and the accessibility of music has advanced so dramatically. Music is now heard throughout the world, which allows new and exciting music to be spread but also discovered through YouTube, social media and simple through Spotify or google music. The way we are able to listen to music also allows for composers to hear a range of cultural styles which in turn allows for cross cultural music to impact on new music. Hip hop has become a common form of dance and music however it was once foreign and unacceptable in some countries. The way music is listened and analysed can have correlations or influences with a range of genres.
The use of technology in the music classroom broadens possibilities for students learning and teaching. A composition process enhanced by technology can allow students to hear the notes, pitch, and get immediate feedback through self reflection or peer reflection. Students and teachers can use research to get clarification and cement the learning through the wonderful resources available. The instruments available with technology allow interest, creation and communication levels to be enhanced through the ease to play and present. Technologically enhanced instruments also allow for a more communal approach and greater connections to popular music which students might be more eager to connect with.
Electronic instruments and electronic music can springboard into different genres and musical concepts to teach. Sastre et al. (2013) states that “music education in many elementary or secondary level classes generally revolve around classical music and are orientated towards the acquisition of knowledge and skills related to traditional musical language and the conventional use of instruments like flute, piano, etc”. This relates to Polish classrooms where music is essential to the learning. Through the Don’t stop the Music with the ABC, music has become a talking point with the two school communities in which I teach. Colleagues, parents and even students have enjoyed the progress and research demonstrated through the program. It has been wonderful to share some of Dr Anita Collins research with the school community to enhance the importance of music and its positive impacts on all areas of education.
Music can be taught in wide variety of ways and the amazing amount of resources available can only enhance the learning journey for all students. While technology can be frustrating and difficult to overcome, it can also be pleasurable with diversity and genre. The ability to use technology in the classroom is a fabulous opportunity however we need to use all resources for the best outcomes for our students.
Danielsen, A. (2017) Music, media and technological creativity in the digital age. Nordic Research in Music Education, Vol. 18 2017, 9-22. https://brage.bibsys.no/xmlui/bitstream/handle/11250/2490532/Music_media_and_technological_creativity_in_the_digital_age_Danielsen.pdf?sequence=1
Hagen, A.N. (2015) The playlist experience: personal playlists in music streaming services. Popular music and society, 38 (5), 625-645. https://www.tandfonline.com/doi/abs/10.1080/03007766.2015.1021174
Sastra, J., Cerda, J., Garcia, W., Hernandez, C. A., Loretta, A., Murillo, A., Pico, D., Serrano, J.E., Scarani, S. (2013) New Technologies for music education, DOI: 10.1109/ICeLeTE.2013.6644364}
Conference: Conference: Second International Conference on e-Learning and e-Technologies in Education (ICEEE2013), At Lodz (Poland), Volume: Conference Proceedings https://www.researchgate.net/publication/259900796_New_Technologies_for_Music_Education
Is music really that important? 