Music Education Can Lead All Education

I began this MOOC wanting to see how the pedagogy and use of technology at our school measured up. I’m pleased to find that we do pretty well on limited resources. We use a range of sequencing, recording and notation software and set our students real-life projects to complete using this technology.

Technology-based music has always been an important topic in all of our music programs and the musical skills and the multiple roles of the contemporary DJ are examples that we study. This topic is one where the “Open” nature of learning and information is evident. The range of music that my students bring to share in these lessons is testament to this, and their ability to “discover” the up and coming names in these genres is testament to their discernment. Certainly my better students are taking advantage of open learning but I sense that this is not as widespread as researchers such as David Price suggest – or perhaps it is that my definition of learning is too narrow. There is a fair degree of online interaction but the emphasis appears to be on the social rather than study, from the evidence available in class.

It also needs to be acknowledged that the “Information Super-highway” is a dangerous place to play. I came across one tutorial last year where the author spent a large percentage of time belittling viewers for even needing to ask for help with what he obviously considered was a simple task.

I think that there are still significant issues that have not been addressed in this MOOC. There is space here only to mention two of these. The first is money. Our storeroom contains the evidence of the pace at which Technology changes: sound modules and midi interfaces that are no longer required, boxes of pre-and post Mac OSX software are just two examples. Even the so-called Open-Source software such as Soundtrap is quick to offer you their Premium package – for a fee of course. The attraction of BYO, BAB and Open Source software is that this cost transfers from the school to the family.

In a recent article on improvements to student outcomes, School smarts push students on path to uni, the identified factors correlate strongly with those of John Hattie: parent involvement, goal setting, environment and the relationship between teacher and student. There is no specific mention of the BLs or any other pedagogical approaches.

I am affirmed by this MOOC in the approaches that I have taken in teaching Music and other subjects using technology and pedagogical approaches such as Problem-Based and Inquiry-Based Learning. I have found Lucy Green’s approach to informal learning one worth investigating and pursuing. I am challenged to be more deliberate in modelling and identifying open learning amongst my students.

The false distinction between vocation, academic and personal interest subjects that has long prevailed has lost sight of the educational as well as the individual and societal benefits of studying the Arts. The leading role of music teachers in embracing technology in learning and making a meaningful connection between the students’ culture and school should be celebrated and shared.