1. ECA409 - Primary Arts Education Applications of Information and Communications Technology to Music Teaching and Learning

2. Interactive and non-interactive educational media

3. Continuum of classroom teaching styles Descriptions: traditionalprogressive autocracticdemocratic directindirect formalinformal teacher-directedpupil-directed vocational/neo-classicalliberal/progressive constructivist Dominant variable: teacher-centrednesspupil-centredness Characteristics: non-participantparticipant receptive l earningdiscovery-based learning dependant learningindependent learning passive learningactive learning convergentdivergent non-creativecreative more highly-structuredless highly-structured closedopen-ended Underlying theories of teaching & learning: Pavlov, Watson, Piaget, Bruner, Skinner, Thorndike,Gardner etc. Gagné etc.

4. Continuum of educational computing software styles Dominant variable: program controluser control Description: Computer-Assisted Instruction Computer-Based Learning Environment Computer-Managed Instruction Learning Tool Information Environment Production Tool Formats/strategies: tutorial (with testing)Logo / MicroWorlds drill and practiceword processing instructional gamedatabase applications instructional model’HyperMedia’ information environment --------------> simulation* Underlying theories of teaching & learning: Skinner, Thorndike, Gagné etc.Piaget, Bruner, Papert etc. * Because of the high level of user control, simulation programs are more aptly located more towards the right-hand side on the continuum than to the left

5. A representation of the segregated ‘streams’ of music education pre-CSF Specialist musical trainingGeneral or classroom music Curricular activities: instrumental technique/class instrumental interpretation performing vocal techniqueclass singing music history & literaturemusic appreciation theory of musicmusic notation aural traininglistening skills sight-readinggeneral music literacy compositioncreative musicimprovisation Extra-curricular activities: orchestra/band/chamber ensemble/class ensemble performances etc.choir

6. A representation of the integrated ‘streams’ of music education – CSF1, CSF2, VELS Creating, Making andCriticism and Aesthetics Presenting Past and Present ContextsCSF1 Arts PracticeResponding to the ArtsCSF2 Creating and MakingExploring and RespondingVELS -------------------> ========= <--------------------- Curriculum experiences: instrumental performinglistening skills vocal/choral performingmusical styles and genres aural perceptionmusic history and music writing and literacy literature composition/creative musicmusic appreciation/ improvisation aesthetics sight-readingmusic criticism musical analysis general music literacy music in relation to other arts and other KLAs

7. A representation of the applications of computers / technology to music education Computer technology as anComputer technology as a instructional mediumlearning/production tool - - - --------------------------->======<-------------------------- - - - Computer-Assisted InstructionInformation environment Computer-Managed InstructionCreative music tool Computer-Based Teaching AidMusic production processing tool Learning style: program-controlled learning user-controlled learning receptive learning discovery-based learning Underlying learning theories: behaviourist (Pavlov, Skinner, cognitive-developmental Ausabel, Thorndike, Gagné etc.) (Piaget, Bruner, Gardner) Music curriculum areas where computer technology may play a role: theory of music musical analysis aural training music sequencing keyboard performance music synthesis music transcription/ printing

8. Moore’s ‘Approaches to computers in education’ (1992, p. 31) Computer-Assisted InstructionTechnology-Based Education The Technology Specialised view Global/comprehensive view Computer and instructional Computers and software, software synthesisers, digital instruments CD-ROM, compact discs, video The Learner Self-paced, single-style approach Multiple style considerations (students differ in the time needed (students differ in several ways to learn) including need for structure and sequence, perceptual strengths, and processing abilities) The Music Focus on analysis Synthesis and higher-level Curriculum thinking processes Specific musical concept or skill is Concepts and skills are applied target to real music situations such as composition and improvisation The Teacher Concern for the dehumanisation of Desire for accountability learning or fear of ’Big Brother’ through assessment and evaluation The Learning School-based School-based Environment Home-based Technology in the Product approach Process approach Curriculum Focus on programming and View of technology as resources learning about computers that require new kinds of thinking Software primarily drill and Addition of application software practice in areas such as music composition and performance (sequencing/printing) Research and Individual development of Team approach to software/ Development software by either computer hardware development of Technology specialists or educators with programming abilities Hardware development driven Partnerships created and by industry with little input from educators fostered between industry and education

9. Applications of Technology to Primary Music Education 1. Technology as a Music Information Resource 2. Technology as a Music Production / Creative Tool 3. Technology as a Music Teaching and Learning Medium

10. 1. Technology as a Music Information Resource Examples: MicroSoft Musical Instruments (CD-ROM) program Melbourne Symphony Orchestra's 'Music Encounter' Web Site -- http://www.mso.com.au/edu/front.html http://www.mso.com.au/edu/front.html San Franciso Symphony Orchestra Kids' Web Site -- http://www.sfskids.org/ http://www.sfskids.org/ New York Philharmonic Symphony Orchestra Kids' Web Site -- http://www.nyphilkids.org/main.phtml http://www.nyphilkids.org/main.phtml Dallis Symphony Orchestra Kids' Web Site -- http://www.dsokids.com/2001/rooms/musicroom.asp http://www.dsokids.com/2001/rooms/musicroom.asp Music Education Centre -- http://www.geocities.com/Athens/Marble/9607/intro.htm http://www.geocities.com/Athens/Marble/9607/intro.htm

11. 2. Technology as a Music Production / Creative Tool Examples: Finale NotePad (Coda Music) – free music notation software available for download from http://www.finalemusic.com/notepad/index.asp http://www.finalemusic.com/notepad/index.asp Music Sculptor – free music sequencer software available for download from http://www.sonicspot.com/musicsculptor/musicsculptor.html http://www.sonicspot.com/musicsculptor/musicsculptor.html Morton Subotnick's Creating Music Web Site -- http://www.creatingmusic.com/ http://www.creatingmusic.com/ Bash the Trash (using recylced materials to make musical instruments) -- http://www.bashthetrash.com/http://www.bashthetrash.com/

12. 3. Technology as a Music Teaching and Learning Medium A typical CAI drill-and-practice format adapted from Steele & Wills (1981, p. 200).

13. 3. Technology as a Music Teaching and Learning Medium Examples: Musical Mysteries Web Site -- http://www.bbc.co.uk/northernireland/schools/4_11/music/mm/i ndex.shtml http://www.bbc.co.uk/northernireland/schools/4_11/music/mm/i ndex.shtml Introduction to Music Theory and Aural Skills -- http://www.murraystate.edu/qacd/cfac/music/MUS109e/intro/ch apter_index.htm http://www.murraystate.edu/qacd/cfac/music/MUS109e/intro/ch apter_index.htm Auralia and Musition (Rising Software) – demonstration programs available for download from http://www.risingsoftware.com http://www.risingsoftware.com

14. Online Reference / Resources Stevens, R.S. 1994, Technology and Music Teaching and Learning – http://education.deakin.edu.au/music_ed/Tech&MusEd.pdf http://education.deakin.edu.au/music_ed/Tech&MusEd.pdf Web Sites for use as Classroom Music Teaching and Learning Activities – http://education.deakin.edu.au/music_ed/web_sites.html http://education.deakin.edu.au/music_ed/web_sites.html