![]() The program has been created to start off with activities that any student can undertake, no matter what musical skill level they possess, with a finish that hopes for all students to create their own sophisticated electronic composition. Whether it be just one of the lessons with the attached worksheets/video tutorials, or even using the program provided and modifying it for your school’s needs – they hope you find the resources helpful and that your students find themselves engaged and encouraged to be as creative as they please. ![]() The internet is a vast pool of knowledge and resources, but finding ones appropriate for the classroom – especially with the pitfalls of music technology being distracting or worse, removing music as the focal point of the class – can be difficult.Ĭassandra and Sara have created this freeware and browser-based application in music technology program (a mouthful, they’re well aware) to help other music educators who might be interested in introducing more music technology in the classsroom. Music technology is becoming increasingly prevalent in our student’s musical cultures, so it’s only logical to support their endeavors and get on with learning about it ourselves. We also wanted to try and address the lack of composition being taught in high school music and provide suggestions and guides to help other music educators in introducing composition to their classrooms in a non-threatening, enjoyable manner. As well as creating lessons and music programs which cater to our student’s interests so as to keep them engaged well on into the 21st century, hopefully increasing the unfortunately low percentage of high school students who continue studying music into their senior years despite all of them considering music to be an essential part of their identity. These include the accessibility of music education – this being in regards to the various socioeconomic statuses of our students and breaking down the belief that there are “musical versus non-musical” students. This project was undertaken because two music educators held similar values and felt very strongly on particular matters in music education.
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