Music technology is a catalyst for opening new doors to creativity!
Innovation in digital audio, looping and sequencing software, music players, MIDI performance tools, and mobile computing has made music accessible to new and broader audiences. New creativity experiences open even for those who do not have traditional performing or music reading skills. A wide range of coaching and speaking options are available for these music tools and more with individual coaching; lectures, workshops, and inservice training; and consulting and planning. Please feel free to browse and use the variety of resources on the website. You are free to refer to, download, and use these with your students and classes with appropriate credit provided.
I'm often asked this question. Here is a short list for starters:
- Drill and practice of music skills
- Multimedia experiences
- Alternatives for instrumentation
- Intelligent accompanist/arranger
- Aid to music creativity: sequencing & looping, notation, and digital audio editing
- Access to music making at any level of expertise
- New forms of musical expression
- Opening new doors to creativity and performance using music technology
- Non-traditional music students (NTMS): Reaching the other 80%
- Making mobile computing and laptops work in college and K-12 music
- Defining and integrating technology core-competencies into the undergraduate music curriculum
- Music futures: Technology planning for music educators and administrators
- Hands-on workshops to introduce various music software titles. Recent titles include GarageBand, SoundTrap, Sibelius, Audacity, HyperScore, MusicFirst Classroom software, Rising Software's Auralia & Musition, and various web-based and tablet based music apps
- Music Technology Leadership Academy program (2012 through 2023): funded with NAMM Foundation Grant with co-instructors R. Dammers, V.J. Manzo, and William Bauer, San Antonio (TMEA/TIME), Cincinnati (TIME), and Louisville (TIME/JEN)
- Long Beach CMS/ATMI 2022: Profiles in Collaboration: Creating a Music Technology Textbook At Distance (Handout)
- ISME 2022 World Conference: Music Education Technology Resources for Visible Voices. Slides from Poster Presentation.
- CMS/ATMI Virtual 2020: Reflections on Thirty-Five Years of ATMI Presentations and Trends Toward Equity of Technology Access for Diverse Music Experiences in Education. Handout and Video Script
- Vancouver BC 2018: Creative Applications of Music Technology in College Teachers: ( Handout and Slides )
- Santa Fe 2016: Pre-Conference Keynote: Technology's Role in Achieving Creativity, Diversity, and Integration in the Undergraduate Music Curriculum ( Slides & Handout )
- Indianapolis 2015 Music Technology Competencies: An International Perspective: Continuation of Multi-year Study (PDF of Slides) Status of Online Collegiate Textbooks for Music Teaching and Learning (PDF of Slides)
- St. Louis 2014: Defining Undergraduate music technology competencies and strategies for learning: A Fourth-year Follow-up with Exemplars. (PDF of slides)
- Cambridge 2013: Defining Undergraduate music technology competencies and strategies for learning: A Third-year Progress Report. ( PDF of slides )
- San Diego 2012: Refining a National Survey on Music Technology Competencies: Active Ways to Engage Students. ( PDF of slides )
- DuPage County, Illinois Music In-Service Workshops (2008 to 2014)
NTMs (Non-traditional Music Students): The Other 80%.
Current personal research focuses on teaching strategies for a population of students I refer to as "non-traditional music students" or NTMS. These students represent the "Other 80%" of grades 7-12 students not being reached by the traditional, performing ensembles in secondary education. Check out the website for this project maintained with Dr. Rick Dammers (Rowan U): www.musiccreativity.org.
Core Competencies for Music Technology in the Undergraduate Music Curriculum
Collaborating with Dr. Peter Webster (Northwestern U Emertus), our goal is to help define the core competencies all music major should acquire during the undergraduate music education and examine the strategies currently used to integrate these competencies into the coursework in all subdisciplines of music. We have conducted two surveys and working on a third to bring this project to fruition. The results of the technology competencies research have been reported at ATMI-CMS conferences (2011 to 2020), shared on our website TeachMusicTech.com, integrated into the most recent 4th edition of our Experiencing Music Technology textbook, and published in the Journal of Music Technology and Education (August 2018).
