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Software for Kindergarten Beethovens
Olsen, S. (2007). Software for Kindergarten Beethovans. Retrieved February 16, 2008, from CNET News.com Website: http://www.news.com/Software-for-kindergarten-Beethovens/2009-1027_3-6183340.html
SOFTWARE FOR KINDERGARTEN BEETHOVENS
“I wish I had this kind of software when I was young”, Olsen (2007) quoted college students studying music at the University of Vermont, USA. After reading and understanding this article posted on the CNET News website, I have also come to the state, that I also wich I had this kind of software when I was young, when I was learning music in primary school.
“As a result of technological advances, music education is changing and adapting to a generation of kids who are growing up with the Web… (Olsen, 2007). The article explores the great shift and emergence of music composition softwares in schools and colleges, primarily across the Unites States and United Kingdom, however in this present digital and the apparent “ripple effects” on an already transforming industry, we can only be optimisitc and see effects and continual emergences in other countries. “Students can use technology to compose, perform, and learn music making it an ideal medium for music education (Rudolph, 1996, p. 5)”. Innovative software such as Sibelius, Apple’s Garageband, Fruity Loops, MakeMusic, Groovy, allows budding musicians and composers create their own music in a fun game-like experience. I believe that when students learn in a fun manner, they not only enjoy the learning experience, but they are more likely to learn more and remember what they learn. Educational researchers have promoted active participation for effective learning in schools for decades. Music teachers have supported the theory of “learning by doing” (Rudolph, 1996).
As students are provided with tools to enhance their learning, especially in such a practical subject, McLeod states that “I think we’re going to see more students interested in creating their own music”. Composition software can also see the endless opportunites for students to really learn music and appreciate it. It can also be ingtegrated with other learning areas such as writing a piece of music to go with a poem or book report (Steel).
I can see the endless possibilities of composition software in the classroom. Students do not need much music background of actually knowing how to play an instrument, as all these softwares allows student to hear the different sounds of different instruments, and then just create a musical piece. A program like Sibelius, can even display all the notation automatically. Also, teachers who do not have a solid musical background can easily learn music for themselves. These programs only need minimal teacher assisstance as they are self-explanatory and very simple, therefore teachers can allow students the freedom to also learn for at their own pace and “take risks”. The contructionist learning theory clearly comes into play with composition software as students produce their own works, and are then able to share it with their desired audiences, be it their immediate peers, or a music teacher on the other side of the globe.
Rudolp, T.E. (1996). Teaching Music With Technology. Chicago, IL.: GIA Publications, Inc.
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