Music Technology and the Stages of Development

There are four stages of development that represent different levels to which technology can be used in education. In order, these levels are content management, authoring, collaboration, and cultural transformation.

1. Content management:

This most basic stage constitutes accessing information. Tools in this category are commonly referred to as “courseware,” as they are mainly types of software that allow students to access information that is part of a course. My favorite example of courseware is a discussion board. I think that having a discussion board is an excellent way to solicit student participation, especially from students who are less likely to speak up in the classroom or when time in the classroom is tight. Student participation during a rehearsal of music is absolutely essential. Although the conductor or director’s ideas are very important and may be the most developed, the students are the ones playing the music, so their ideas, comments, suggestions, worries, etc. are equally as important. Rehearsal time is always tight, so I think it would make sense for every class that rehearses music to have an active discussion board where students can bring up any important points at any point in time.

2. Authoring:

            This stage is where students begin to create media content themselves. According to Dr. Domine, “Authorship is central to achieving technological and media literacies.” This is completely logical, as I believe that you must actually do or try something yourself before you can truly begin learn about it. There are countless examples of technologies that allow students to become authors in music. My favorite example, and perhaps the most common, is Garage Band, a program created by Apple that allows users to compose, edit, rearrange, etc. using prerecorded sound samples, sounds recorded using a MIDI keyboard, and sounds recorded from an external source. I remember creating my first Garage Band composition last year in my Music Technology class vividly. I was astounded by the fact that I could record myself playing six (or more!) different trumpet parts, put them together, edit them to put them in context, add other instruments using a MIDI keyboard, and finally add prerecorded effects. It was certainly an excellent and fun learning experience. I decided to title my composition “Fusion No. 1,” since it ended up being a mix of so many different styles, instruments, and mediums.

3. Collaboration:

            Working with others is pretty much what making music is all about. As important as it is to be able to interact and accomplish tasks with others in person, it is also important to be proficient at doing so using technology in this day and age. As a musician, I have found online blogs to be useful beyond belief. If ever I want to hear others’ opinions on a certain topic – be it best mouthpiece sizes to try out when upgrading from a ‘3C’ or how the seating of a brass quintet with bass trombone should be set up – I can always find a blog with opinions of both professionals and amateurs. I particularly appreciate blogging sights that allow users to rate responses or answers to questions that are given.

4. Cultural transformation:

            This final stage connects the student, teacher, technology, and curriculum. “At this level, the goal is to leverage technology to change those aspects of social and political institutions that are problematic and even oppressive,” writes Dr. Domine. Domine mentions an excellent example of music technology being used at this stage: the “Rock Our World Project.” This project was created by Carol Anne McGuire, an elementary school teacher of the blind and visually impaired. Throughout the project, students from eight separate classes on six different continents worked with their teachers to create one track of music. The students communicated with one another across classes by using eMail, web cams, and internet chat. This project has several positive influences on these young students. First of all, it gives them experiences in using both music-editing software and internet communication devices, and second, it uses music to build bridges between students in different nations and cultures.