3Maia Anna Chapter 11 Notes

04/08/25
Notes
Teaching and Learning Music in a Connected Classroom
-​ Are connected classroom is one that utilize technologies for all aspects of music
learning
-​ Includes interactive whiteboards, computing devices, Laptops, desktops, tablets, audio
playback and recording devices, interactive curricular resources, games, online content,
videos, software, hardware devices, and other electronic instruments
-​ Learning management systems provide an online environment for students to continue
learning and completing assignments outside of the music classroom
Far Hills Country Day School (Elementary)
-​ Virtual instrument apps assist students to make music when traditional instruments are
not a good fit
-​ Notation apps and digital audio workstation such as no flight and trap are offered to
give all students the ability to compose and create music
-​ Students in the classroom utilize technology across the curricular offering, focusing
primarily delivering the curriculum, capturing and assessing student performances, and
providing multiple opportunities for creativity
J.P Case Middle School
-​ Noteflight, practice first, soundation, O – Generator and inside music for all ensemble
students and general music students
-​ Places value on leveraging the use of technology to provide student access to the
standard centered on creating music
-​ The music program has three core elements including a general music class, elective
grade level band, chorus and orchestra classes, and an enrichment program of several
ensembles
River Hill High School
-​ Music technology lab comprises 26 iMac workstations equipped with two audio
interface, 61 note Keyboard, and an ableton push
-​ The curriculum is taught using trap, Ableton live, pro tools, and Sibelius
 -​ Projects include composing music for videos and computer games, songwriting,
remixing, as well as stylistic composition and arranging
Lebanon High School
-​ The music tech courses are about getting familiar with midi and recording editing
audio through audio projects
-​ Advanced programs are 100% student, students make design decisions for TV shows
and events they produce
-​ Focuses on the integration of Ableton live and Push into a high school music
curriculum
A University Music Education Program
-​ Technology courses offered by tertiary institutions are focused on training students on
specific software and hardware devices with an aim of either gaining certification on
those offerings
-​ The intermediate/advanced course takes a closer look at higher end, locally installed
software such as logic pro and ableton live
-​ An important aspect of the courses offered at teachers know is that there is no
dedicated music technology lab available to students
Survey of Available Software and Hardware
-​ Four broad categories, course, creativity tools, assessment software, and reference
software
-​ Assessment software allows music teachers to manually and automatically assess their
students
-​ Creativity tools or software titles that allow users to create content
-​ Reference software includes titles that can be categorized as encyclopedias and
collections of resources
Electronic Keyboards and Synthesizers
-​ Electronic keyboards and synthesizers can be invaluable teaching tools for music
educators
-​ Important features include general Mitty compatibility, type of midi interface, quality
of the sounds, polyphony, number of keys, weighted keys, touch sensitivity, audio
 output/input, and programmability
-​ In a classroom or group instructions, it is impractical to teach multiple students
simultaneously as it is extremely difficult to hear each individual student while the
others are playing
Controllers
-​ The most common type of controller is the keyboard controller
-​ Two types of wind controllers, electric wind instruments, and electronic valve
instruments
-​ Percussion controllers include electronic drum sets, drum pads, and mallet like
instruments
What Does the Research Say?
-​ Research studies have found that teachers have been in advances of technology, fewer
than half used it in their classrooms with their students
-​ Surprisingly utilization of music technology is common in non performance settings
-​ Research suggests that the use of performance assessment software is more and more
common place, as it allows for ongoing, personalized, automated assessment for large
groups of students
Performance-Based Programs
-​ From a music learning standpoint, technology to Gracian can include access to
software that teaches essential music fundamentals
-​ Teachers can assign performance ensemble students a wide variety of tasks using these
tools, such as music theory quizzes, not naming games, reading exercises, critiques of
audio and video recordings, and quizzes about their respective instrument or voice type
-​ The use of assessment technology with performance ensembles is widespread
General Music
-​ General is defined as non-performance based music class, such as elementary and
middle school general music classes, music theory classes, and music technology
classes
-​ General music teachers who include instruction on recorder, keyboard, ukulele,
boomers, and guitars have a wide range of online instructional tools available
 -​ The assessment technology in the general classroom is becoming more popular as new
assessment tools come onto the market
New Learning Environments
-​ Technology often changes the physical environment of a classroom
-​ Whether the classroom is used for performance or instruction, computers and their
related peripherals need to have adequate space to be used effectively
-​ New learning environments include interactive classroom, 1:1 classroom, and music
technology labs
Interactive Classroom
-​ Many music classrooms may have stereo system on the overhead projectors, document
cameras, microphones, assistive listening devices, handheld audio and video recorders,
and interactive whiteboards
-​ Having the ability to assign work outside of class be completed on any Internet
connected device may be a reason for purchasing these instructional technologies
-​ Reasons not to student access to these InstRuction ul technologies include student
privacy issues, equity issues, and limited budget issues
1:1 Classrooms
-​ 1:1 Classroom breaking similar to interactive classrooms
-​ Teachers can create their own music classes in Google classroom add their students to
their classes, and then use the stream area of the classroom to post relevant content,
assignments, announcements, and assessments
-​ Because 1:1 devices is such as chrome books and tablets have limited functionality,
online tools and learning environments are required to successfully integrate the
devices into a music curriculum
Music Technology Labs
-​ Up until recently labs were seen as optimal learning to effectively utilize technology in
a music curriculum, but for the majority of schools they are simply too expensive
-​ The most common type of music technology lab is a networked music technology lab
-​ Online learning management platforms are employed a network technology lab,
classroom management becomes easier
 -​ These classroom environments are geared more to the general music classroom than
other performance based classrooms
Equity, Access, and Inclusion
-​ Equity and access are problems, but great strides have been made as a result of online
solutions.
-​ Many students do not have Internet at home, therefore they are unable to complete
online assignments out of class
-​ In terms of inclusion for students with exception, there are more and more software
titles and adaptive and assistive hardware devices that can create successful music
making experiences for students with special needs

Summary
When I was in elementary school, the use of technology in the classroom was limited to the
interactive white board in each of our classrooms, and using the common room desktop
computers for assignments. It wasn't until high school that these devices became much more
prominent in my education. In music, my teacher would have us use musictheory.net for
assignments, and sightreadingfactory.com for assignments. Personally, I didn’t like
sightreadingfactory.com at all. It gave me computer generated excerpts that fit the NYSSMA
level requirements, but they didn’t make any sense melodically at all. They just gave me so
much added stress, and I think I would have been better off sight reading orchestra pieces and
what not.