Music Composition Using Technology in Middle Schools Research Proposal

Pages: 10 (3211 words)  ·  Style: APA  ·  Bibliography Sources: 75  ·  File: .docx  ·  Level: College Senior  ·  Topic: Teaching

Musical Theory and Education for Mainstream and Marginalized Students:

Literature Review Chapter:

The research conducted here pursues a direct focus on music as a media

channel through which to pursue a more holistic educational orientation for

both mainstream and marginalized students. As The Partnership for 21st

Century Skills remarks, "The framework presents a holistic view of 21st

century teaching and learning that combines a discrete focus on 21st

century student outcomes (a blending of specific skills, content knowledge,

expertise and literacies) with innovative support systems to help students

master the multi-dimensional abilities required of them in the 21st

century." (Partnership for 21st Century Skills, 1) The literature assessed

here attempts to offer a sweeping consideration of music as one such

innovative dimension for the promotion of intellectual, emotional and

psychological growth.

The bevy of indicators encountered during the literature review tend

to support the claims driving the proposal to observe a selection of

educators engaged in such educational approaches. Particularly, evidence

from the literature review suggests that the intercession of evolving

technology and a rising consensus as to the value of multimedia education

is creating a solid foundation for using music as a way to stimulate

educational growth. Indeed, the computer's capacity for appealing toBuy full Download Microsoft Word File paper
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diversity extends beyond simple lines of culture, ethnicity or gender, and

approaches learning strategies differences by virtues of the wide array of

media applications which it will have at its disposal today. With the

computer have reached a place of relatively high video/music/web/data

integration level and having done so while approaching increasingly more

accessible market prices, its capacity to provide young learners with the

multimedia experience necessary to help draw out individual learning

context preference is fairly unprecedented from the perspective of

Research Proposal on Music Composition Using Technology in Middle Schools Assignment

previously available learning instruments. As such, with today's available

elementary age education softwares, "areas of learning covered include

alphabet and letters, animals, colors, community helpers, counting and

numbers, creativity, letter-word association, memory and concentration,

music, problem solving, science and nature, and storytelling." (Cesarone,

1) The sheer array of learning approaches illustrates the unique ability

of the computer to approach the student with the sensitivity of unbiased


In particular, such instruments as Garage Band, a software developed

by Apple Computers to facilitate in music composition and education, help

to make such a mode of education both more accessible and easier for

students to acclimate to. So denotes the Apple company, which indicates

that "with GarageBand students can compose, record, and mix music just like

a professional recording engineer. Students and educators can also record

podcasts and publish them on the web, or even in the iTunes Store." (Apple

Computers, 1)

In addition to the software, Apple also makes available its own forum

for the placement of tutorials and the presentation of lesson plans or

curricular approaches that may be facilitated through such technology.

Accordingly, Apple publishes what it refers to as the Apple Learning

Interchange, which is a depository for different ideas, theories and

innovations merging such technology with classroom priorities.

Accordingly, the site presents Apple's music software as a great way to

facilitate lesson plans in areas of traditional scholastic importance. The

Apple Learning Interchange (2006) denotes that "by creating and learning

patterns through music, students get a real-world use for the mathematical

concept of patterns and sequences." (Apple Learning Interchange, 1) In

order to accomplish this goal, the site provides a number of suggestions

for how to use the software specifically to approach this goal, suggesting

that the instructor "demonstrate the GarageBand interface to students using

a projector or another presentation device. Show students how loops can be

repeated and alternated to create a repeating pattern and how they can be

used to create a growing pattern within a song." (Apple Learning

Interchange, 1)

Such suggestions help to serve as a basis for the qualitative study

to ultimately be undertaken, with such software models leading the way in

designing intervention. This approach is further justified by literature

which says that in a more general sense, the construction of an

intervention around online or software based musical workshopping is of

proven value in the attainment of educational goals.

In determining the value of such a program, our research has taken us

to the Children's Music Workshop, which provides education, education

services and individual or organizational support to music instructors and

learners alike. (Adams, 1) Common to most online resources where workshop

lessons are sponsored, there are a bevy of additional services which are

made available to the instructor and to the aspirant musician. For

example, this is an extremely valuable resource for teachers or groups who

are sponsored by organizations which desire a suitable music program for

students but which generally lack the resources to make this ambition into

a reality. The web portal in question is only one of many which by design

addresses this need for many schools to outsource the various

organizational and materials-based need of a suitable music education.

However, for our purposes, the most appealing aspect of the web

portal would be its host of workshop topics, which are organized in a

fashion demonstrative of the ease-of-use provided by this technology and

the informational clarity made uniquely possible by this context. Indeed,

it would be reasonable to employ the lessons featured at the Children's

Music Workshop portal-contained in the "Online Music Theory Helper" section-

as individual units constructing a properly sequenced education using the

foundational building blocks of music theory. The content offered here is

of indispensable importance to the development of one's appreciation for

music as well as one's ability to convey it. And its presentation is

appealingly direct, making this a constructive instrument to educators

wishing to justify an incorporation of music theory into a larger

educational mold. (Adams, 1)

Some students may especially be drawn to the opportunities inherent in

online music work-shopping, most particularly because this mode seems to

recognize the natural inclination of young internet users to independent

learning. Particularly, with examples such as the CMW, the student has the

ability to work through the school but apart from its otherwise often rigid

standards. This can be an irreplaceable experience which the younger

learner might more ably appreciate if exposed through a familiar and

comfortable channel such as the internet. Overwhelmingly, scholastic

observation on the subject determines that "when presented with the many

and manifest benefits of music education, officials at all levels should

universally support a full, balanced, sequential course of music

instruction taught by qualified teachers." (Lasco, 1) Therefore, it is

exciting and appealing to find a mode of music instruction which might

better enable a music education curriculum to achieve greater flexibility

and to stimulate greater independence for both instructors and students.

Evidence encountered during the research process also tends to

suggest that students who have been marginalized from broader academic or

social conditions in the classroom might find a greater mode of expressive

latitude or creative comfort through the channel of music. This argument

is broadly endorsed by the host of literature resources which pointed to

the proven value of musical education in the treatment and educational

strategy for students with autism. A most marginalized group to be

certain, it is also a demographic that in many regards has shown itself

resistant to consistent academic approaches, meaning that needs of such

students vary considerably in terms of emotional quotient, developmental

capability and the severity of mental impairment. Thus, the need to find

an array of approaches which may be effective in contending with this

marginalized group warrants consideration of music as an avenue for

educational innovation. Therefore, any method of therapy which succeeds in

removing some of these barriers and bridging the emotional gap which

prevents the child from forming meaningful support relationships would be

seen as a valuable opportunity to address deficiencies in many cognitive

and practical areas. This forms the impetus for this part of the

discussion, which is driven by available research contending to the value

of improvisational music therapy as a way of reaching autistic children

both emotionally and cognitively.

The subject is inducted by the implications of such study as that by

Kim et al (2008), which details the implications of improvisational music

therapy to what it calls 'joint attention skills.' (1758) These are the

recognition aptitudes that allow individuals to make complex connections

between the self, another and the active communication between them. Such

faculties, the study denotes, are often hard-won with autistic children,

who have otherwise shown evidence of responsiveness and self-awareness when

given the participatory opportunity in the context of music. (1759)

The idea considered here that music therapy could be considered of

value to those impacted by autism is based upon the initial presumptions

from which music therapy is derived as a school of thought. Our review is

provided with insight into the evolution of this field by Accordino et al

(2006), who detail the body of information currently available on the

subject of its relationship both to autism and its formative implications.

It is here that Accordino offer… [END OF PREVIEW] . . . READ MORE

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