Technology and Computers in Music and Music Education

Abstract

Abstract. The use of computers in music education is investigated from a historical perspective that draws parallels to the use of computers in education generally. Drawing upon a study into the musical compositions of primary school children working in electronic environments this paper presents approaches to the use of ICT in music education that appear at odds with approaches in other education areas. The paper provides reasons for this and offers ways in which ICT can be used differently in music education research.

Application of MIDI Software and Controller in Music Teaching

“…I). How to determine whether the actual key is the primary key Without loss of generality, it is assumed that i-1 keys before the i-th actual key have been judged, and now it is judged from the i-th key whether the actual key is the primary key (Nicholas, 2010).…”

“…Case 1 is the i-th key as the primary key; Case 2 is the i-th or i+1-th key that is the primary key, which will be judged based on the specific key condition; Case 3 is the i-th and i+1-th key is the secondary key, i +2 keys are primary keys; case 4 is i, i+1, and i+2 keys are secondary keys, i+3 keys are primary keys; case 5 i to i+3 keys are secondary keys, and no The primary key corresponding to this standard key (Nicholas, 2010).…”

“…In addition to the overall evaluation F* of the performance of the appraiser, and the reference to the construction of the optimal solution of the SA algorithm, the algorithm can be used to infer the right and wrong of each button, the timing, the length, the keystrokes, whether the button is pressed, the buttons are less, etc. This will guide the appraisers to improve their playing skills (Nicholas, 2010).…”

“…Abbreviation for Interface. For most people, the terms "computer music" and "MIDI production" are no strangers, but there are not many people who truly understand and master Nicholas, 2010). However, the birth and development of computer multimedia technology has had a tremendous impact on areas such as education, arts, entertainment, tourism, communications, and publishing, and has been deeply involved in all aspects of social life.…”

El Conocimiento Y El Uso Pedagógico Del Sintetizador en La Educación Musical De CataluñA

“…Para centrarnos en las potencialidades de estas herramientas y su utilización en la educación musical, hemos tomado como base el modelo creado por Puentedura (2013): SAMR (Tabla 1), acrónimo que responde a las iniciales de sus cuatro niveles (Sustitución, Aumentación, Modificación y Redefinición), que representan los cuatro modos en los que las TIC pueden cambiar el diseño de actividades educativas. Es importante tener presente este modelo a la hora de analizar las propuestas educativas con las TIC, ya que como señala Reynolds (2010), un gran número de estudios acerca del uso de estas en la educación musical se han limitado a presentar las habilidades melódicas, armónicas y rítmicas del alumnado dentro de unos cánones musicales tradicionales (Barrett, 1996;Jennings, 2005;Seddon y O'Neill, 2001;Wilson y Wales, 1995), lo cual solo implica una mejora, pero no una transformación (Puentedura, 2013).…”