Music technology classes designed to use the latest in music software to develop music compositional skills within high school students are becoming more prominent in K-12 education. The purpose of this case study was to describe the development of creativity in high school students through their participation in a music technology course at one Midwest high school. The central research question for the study was the following: How do music teachers and students describe the students' development of creativity through their participation in a music technology course? Purposeful samplings of two teachers who were instructors of the course plus high school students (N = 10) enrolled in the class were surveyed and interviewed. A set of four themes illustrated the creative process of the music students using technology.

Teacher evaluation is a current hot topic within music education. This article offers strategies for K–12 music educators on how to promote their effectiveness as teachers through archival documentation in a teacher portfolio. Using the Danielson evaluation model (based on four domains of effective teaching practices), examples of music teaching instruction and assessment practices are provided for each domain. The goal is to demonstrate what great music teachers do to promote student learning in music. Teacher reflection via journaling/blogging is a crucial element of the teacher evaluation process. The music teacher portfolio offers a link for teacher and evaluator to engage in meaningful conversations about effective teaching.