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Making Music Technology Work
In the Higher Education Music Curriculum
Dr. Wes Golightly
1. Incorporating Music Technology
In the Music Curriculum
Many music faculties feel very unconfident about the subject
of music technology. For some, MT is what "other" faculty do.
For others, it is a matter of "doing what we can", adding MT
instruction to various music courses as we develop the knowledge and skills
ourselves, applying MT in a fairly haphazard way.
Before we get depressed and submit our resignations from the curriculum
committee, I think it is valuable to look back at the last 15 years of
music technology in the college curriculum.
2. Where We Are Coming From
Music Technology fifteen years ago:
(yes, that is a "blank" space)
3. Where We Are Coming From, the early 1990’s:
o Early 1990’s: some tutorial software available
(mostly Apple platform)
o Finale: notation available, but complicated and limited in capability
o Other professional software mostly relevant for commercial (popular)
music purposes
o No World Wide Web
4.Where We Are Coming From: 1995-2000
o The Web becomes available:
– Communication (email)
– Information (WWW)
o Tutorial software becomes more effective
5. Where We Are Coming From:1995-2000
o Professional software developed
– Music education
– Composition
– Church Music
– Performance
6. Where We Are Coming From: The Result
o Colleges begin "technology spending race"
o Music departments begin to see need to address music technology in
instruction
o Professors create primitive MT "labs"7. Problems faced:
o Everything is outdated every 3-5 years
o MT has no budget.
o No standards developed.
o Professors have no training and/or are unmotivated.
o Buildings have no delegated space.
7. Approach to a Solution:
o Consider the different categories of MT
o Consider possible basic strategies
o Develop a comprehensive plan
8. Categories of MT:
o A teaching tool (power point, class web materials,
tutorials)
o A tool for class organization (Blackboard-like class web sites)
o An area of study (Finale, sequencing software, sound editing software,
etc.)
9.Technology Uses:
o A tutorial-like tool for individual student development
o An information source (the world-wide-web, various electronic resources,
databases, etc., a field related to bibliography)
10. Basic Strategies:
o Provide an introductory course in MT
o Integrate MT instruction in regular music classes
o Model MT (professors)
o Make MT available to both professors and students
11. Developing a Plan:
o Identify skills for each program
o Identify skills for all music students
o Identify courses in which these skills will be taught and practiced
12. Developing a Plan:
Determine equipment/software needed and personal and
classroom equipment for instructors:
o classroom equipment (projectors, network connections)
o labs and student-used equipment/software
13. Developing a Plan:
Develop plan for purchase, location, installation and maintenance of equipment.
14. Developing a Plan:
o Computers
o Electronic musical equipment
o Furniture
o Software
Include replacement and upgrade schedule.
15. Developing a Plan:
o Develop plan for faculty training.
o Phase in the curriculum plan in a realistic timetable.
o Update/revise plan frequently to account for new standards, software
and skills as standards change.
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