ICT in public Music Education

Literature study (Viktor Kurucz)

Abstract

The recent concept of music education does not offer many opportunities to the teachers to raise the interest of students who do not show musical talent in the regular sense. ICT tools will support these students to pronounce their musical and intellectual talent and to develop musical skills.This paper is based on others' ideas: our aims was to collect and point out logic and well-known things and sort the ideas and experiences of others; to make clear starting-points for didactic or software development. Therefore, didactic issues are not considered thoroughly here. The focus is on the role and the nature of the ICT-tools; the implementation of these tools in the music lessons in public education.

Three main issues will be discussed in details:

ICT as a supportive Tool in the Music Lessons

ICT contributes positively to music education in several areas.This chapter focuses on the factors where ICT affects the lesson or the educational process positively. The chapter is divided into two sections: the first one consists of factors that can exist in every lesson on high standard, depending on the attitude of the teacher; but ICT can in any case be positively influential. The second section consists of factors where the use ICT affects the education positively in every case, irrespectively of the actual situation, the attitude of the teacher.The term 'Information and Communication Technologies' refers not only to computers and software: it also includes the Internet and digital instruments; these will also be discussed.

General factors

Students' motivation

The motivation of the students is essential in every lesson, in every subject. So is it with music. Didactical and pedagogical methods are always combined in a good lesson. ICT, as part of the didactic concept, can enhance students' motivation.In the high quality technical environment that computers and software provide, children are able to do activities that are not possible (or very difficult) without ICT; the same activities can also be worked out on a different way. Computers are also natural and 'friendly' tools for them, it is easier and more comfortable for them to work with he computer. This environment makes the children want to achieve more. The immediate feedback the children receive from the computer makes them want to work further and work even better. This feedback can be different of nature: in music history or ear-training it is basically a yes/no answer, while in composition it is that the children can see all composed parts together, and, more importantly, they can also hear all parts played together. This feedback makes them conscious and demanding about their own works. The personal feedback creates a situation where they are more able to work independently. The possibility of working independently (or in small groups, but in any case without direct and constant supervision) gives the children comfort to work and develops their confidence in music. The music that the children work with (in composition, as well as in ear-training, etc.) is played on high performing quality (and often also on high sound quality) in a computer-based music lesson. This, especially (but far not only) in composition, is also very motivating. An important side effect is that this sound automatically makes the composition simpler: "I've been getting into sounds lately…realizing that if something has an interesting enough sound, you don't have to play as much on the instrument. If you get a keyboard that has an interesting sound, you don't have to play a lot of notes on it. The sound takes over…" (Markus Miller, jazz musician)
The high quality performing and sound reproduction, and the fact that they can hear each other now, makes the children interested in other works as well; it enhances co-operations. Children understand quickly that there are more and more possibilities in composing and arranging with the computer. Different techniques are available even for less educated or less talented students to improve and develop their compositions, or to get to a higher level in e.g. ear-training.

More enjoyable lessons for the students

In a computer-based environment students are given a variety of tools that not only allow but also instigate them to take an active role and (in certain cases) work independently in the music lesson. Computers offer the children self-exploration and (not only in musical terms) more diversity in the lessons. As it was mentioned, computers are also natural and 'friendly' tools for children. Active participation, independent working, self-exploration, diversity, and a comfortable, friendly learning environment: all are important characteristics of an enjoyable lesson. Certainly, a more enjoyable lesson is a motivational factor itself for the students.Challenge increases students' achievement

Children learn fast with computers, because, as it was already mentioned, it is a natural and the same time a challenging tool for them to work with computers; the diversity provided by the computer also offers the students a wider range of ways to learn. This is why, according to experiments in the subject, the musical performance of the students remains at least the same; but very often it is higher.Besides this, the students are able to play and work with each other; they can do different kind of (musical) activities. These are also challenging. In short, students do musical activities in an environment that support them to achieve 'more music' and 'more in music'.

Musical communication

Teachers report and personal experiences confirm that children are much more willing to hear and work with each other in a computer-based environment."They sit side by side at the computer and keyboard and help each other. Something they maybe would not have done quite so much before."- says a teacher

Special factors

Music becomes accessible to a wider range of students. Teachers agree that the technological development has greatly increased pupil's access to music education. In fact, ICT is considered not only a catalyst for the increased access, but indeed it is one of the main reasons. It is obvious that not every student has the chance to learn an instrument; because of the use of ICT tools in schools, the poorer or less talented students have today more chance to be involved in music. It is also important that the children who learn an instrument also become more involved in the public music education and can deepen their knowledge and develop their skills by the combination of the learning of the instrument and the active participation of the music lessons.

More interesting and more diverse lessons for the teachers

As long as the music lessons are more challenging and more enjoyable for the students, it is also more interesting for the teacher to teach.With the support of ICT, the same material (e.g. music history or ear-training) can be taught in different ways; ICT also offers activities (e.g. composition) that make the lessons more diverse and more interesting not only for the students but also the teachers. A teacher who is motivated in different ways is indispensable in a music lesson where the emphasis is on the increase of involvement in music and of musical achievements of the students.

Better presentational possibilities

Computers are able to record (save) the works and activities of each student; these can be compared with their earlier achievements as well as with others' works.In case of composition, students are able to present a professional score (based on MIDI), and they are also able to record and then present their compositions live to any kind of audience (based on WAV or MP3).The possibility of well-presented works, again, is challenging, which - as it was seen - provides more enjoyable lessons and increases students' achievements.

Easier evaluation and administration

In certain parts of music such as music history or ear-training that are clearly measurable, the saved files of students' activities gives help in luation. A tracking system helps to compare their performances with each other, as well as with their previous performances. Certain music software include such a system, but this can be used only within the software; a more general system (a separate software that interrelates with any used software) provides the chance for a general tracking of the activities and development of the students. Although composition in its broad range is rather subjective and not really measurable, compositional techniques and the development of given tasks can be recorded and these can be measured and administrated.Broadened resources

The rapidly increasing database of the Internet provides an unfailing resource for teachers as well as for the students in many case. Supplementing data for music history, supporting material for ear-training or music analysis, several kinds of software, or plug-ins for certain software are always available. (and legally available!)Emails can support independent activities, homework, or co-operations with, for example, other schools. Server-applications can also be very supportive in communication.

Midi possibilities

Although audio recordings can be worked out in several ways and can be very exciting and challenging, it is useful to bear in mind that midi recordings offer an even wider range of utilization (e.g. change of rhythmization, change of features of effecting of notes or series of notes, etc.) A midi recording can be controlled more precisely and more easily in several cases. Certainly, the only instrument that is widely used for midi recording is the midi-keyboard, but in fact every instrument can be used as a midi-instrument with a (not very expensive) midi-transformer.

Regular musical activities can be strengthened by ICT

It has been stated that ICT applications broaden the possible musical activities in school, mainly playing (and improvising) and composing. But we should not forget that regular musical activities in schools such as listening, music history and especially ear-training can also be supported by ICT. Musical activities of children in and outside school can be balanced and related to each otherMore and more families buy home computers, therefore children can work with music at home, too. Many children make some kind of music at home on their computers. It is a logic step to introduce ICT tools and ICT-based activities (especially composition) in schools because of the following reasons:- it helps the children develop the skills and categorize the musical knowledge they attain at home- comparable activities in school and home decrease the gap between music in and outside schoolComputers increase instrumental usage. One may say that computers and composition take time from instrumental playing. In fact, ICT doesn't decrease instrumental playing, on the contrary, it even increase it. When students use the piano keyboard, they - unintentionally - learn how to play on it.Children who learn an instrument can use their own instruments for recordings; afterwards they can mix, recompose, or put effects on their own recordings. This activity helps these students to understand their instruments on a different level.

Composition

In the previous chapter it was theorized how the use of ICT can contribute to music education in general. This chapter attempts to analyze the role of one specific feature of music: composition. Why is it important in music, why is it important for students who will probably never work with music on a professional level; why is important thus in public music education; and how can ICT enhance compositional activities in the music lesson?It is important to state at the beginning that the structure of music education today is basically based on, in terms of musical activities, listening to and singing music; and focuses, generally speaking, on measurable factors. Composition, by its nature, is very different from any other kind of musical activity: this is the only activity where the participant plays an active role in the musical process, where the participant's position is within the music, not outside of it. The participant is not a receiver of an already existing entity, but instead, the creator of it.This factor makes the participant think of music on a different level, on a different way; it changes (modifies) the musical thinking. In comparison with other school-activities, composition is the only one, which is not measurable by undoubted standards. ICT will seriously contribute to composition in music lessons. Every child is able to compose on a computer; numerous writers have theorized that the ability to compose music is present in all people. The cut, copy and paste functions make a simple but important form of composition, available to everybody. "Musical composition is not just for the chosen few but for every normal person." (P. Creston)

Teacher report that the use of ICT has considerably changed the students' attitudes toward inventing activities. Whereas before, students were less than thrilled at the prospect of inventing, now it is seen as 'one of the most exciting things that they really want to do."whenever you mentioned inventing their faces fell now there is a feeling that, even using something as straightforward as "Band in a Box", inventing has for some become the icing on the cake." - says a teacher

In composition it is especially important that the high quality sound is a motivational factor in itself, and it also gives the students confidence to work with music. The variety of sound also provides confidence; besides this, it creates a situation where demanding and precise work can be done. Certainly, too many options are rather confusing then helping. The same applies to the software (or software-package) being used: the diversity of musical features is motivational, but too many features will the students (especially the beginners) 'lost in the forest'. Regarding the software, it is crucial that the compositional activities should not focus on the features of the software, but on the features of music. Certainly, it is essential to know the software, but the activities should always be considered from a musical and not from a technical point of view.Not the music should be used to work with a software, but the software should be used to work with music; the technical features of the software should be learnt by working with music.Since the children begin the compositional activities without any pervious experience, it is also important that there is a kind of supervisor who can discuss the musical features, musical problems with them. This supervisor is naturally the music teacher. Therefore it very helpful, if the teacher has not only high standard musical knowledge, but also some experience in composition.Experiences confirm that the chance to record the compositions on CD makes the students exited about their work. (This is what they are used to hear around themselves outside school.) They are willing to be more demanding, more precise. Similar motivation comes from the fact that the students can hear immediately what they compose; they want to re-think and redraft their works to meet higher requirements, they are now not only willing but also able to be more demanding, more precise. The fact that at the end students can hear and introduce what they have created also encourages and motivates them. This also encourages them to work together.

The Teacher

Educational innovation and the implementation of ICT can be successful only if every participant of the process possesses the necessary knowledge and skills. Therefore it is very important to see what the successful implementation requires from the teachers.

Competence

Researches state that ICT competence of teachers is critical to the success of the implementation of ICT.It has been observed that the teachers' attitudes and beliefs about ICT have been very influential in determining student approaches to the use of ICT in the classroom. Therefore the development and performance of students can differ very much from each other.Consequently, it is useful not to include ICT in the compulsory curriculum at once, but offer ICT courses as supplementary music subjects. It is in the meanwhile also important to draw the attention of teachers to the benefits of using ICT in music lessons. Different researches state that the resistance to the use of ICT in the classroom may be because of - fear of the unknown;- lack of proficiency in using the technology; no perceived benefits;- fear of technical misuse of technology;- insufficient understanding of its potential;- threats to the status quo such as a need for pedagogical changes- fear of being replaced by the computer and the feeling that one's self esteem is threatened.When communicating the advantages of ICT to teachers, these factors, which can be seen as disadvantages, must be discussed and solved.

Teachers' education

It has been observed that the competence of teachers has a significant role in the implementation of ICT in music education, therefore the teachers need to know the most important software of different kinds and they need to be trained to get to know the upgrades and newer ones. Technical and musical fluency on the software being used in schools are both indispensable.The school has to employ somebody who is familiar with the hardware environment. This can be the music teacher or a computer expert.Didactic materialIt is necessary to provide teachers with didactic courses that are usable in every school for the following reasons:- teachers often do not have time or ability to develop specific courses for their students - it is in every sense more comfortable to use existing courses;- teachers often don't know how and when to use computers in their educational practice;- the musical development of students is more controllable and measurable if working with the same material.However some teachers use ICT in schools, the methodology is often excluded from using ICT applications. The emphasis is on the technical skills instead of the pedagogical practice; teachers show their students what sort of things they can do with computers and then they let them play at home. Therefore it is also important to 'control' the use of ICT, to develop didactic material.

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