to support efforts to reach more students through technol- ogy-based music classes. Bringing allies on board in your school may be easier than you think.
You and your allies will need to address three main issues when proposing a new class: 1. Where it will be taught? 2. How it will be scheduled? (for students and the teacher), and 3. How will hardware and software be purchased? The specific challenges vary by school, but are often surmountable over time with resilience and creative thinking. With the availability of grants and separate school funds for technology, budget concerns are often easier to address than space and scheduling issues.
Once approved, you’ll have the unique experience of being able to think creatively in the process of develop- ing a course from scratch. Across the spectrum of TBMC, classes vary widely in focus and activities. Your develop- ment process should be guided by two principles: design- ing a class that best meets the needs of the students in your school, and providing deep and meaningful musical experi- ences rather than focusing on teaching students how to use a specific program. (Software programs will change in five years; the fundamentals of music will not.) The website
MusicCreativity.org provides profiles of classes (and other resources) that you may find useful for creating your own class.
When your class is up and running, I hope that you will share a profile of your class as well.
References
Dammers, R. (2010). Technology-based music classes in high schools in the United States. Paper at the As sociation for Technology in Music Instruction Con ference, Minneapolis, MN
Elpus, K. and Abril, C. (2011). High school music students in the United States: A demographic profile. Journal of Research in Music Education, 59(2), 128-145.
*Versions of this article have appeared in the TI:ME news- letter and TEMPO, the journal of the New Jersey Music Educators Association.
Rick Dammers (
B.MEd. Northwest- ern University;
M.MEd. University of Illinois; Ph.D. University of Illinois) is an Associate Professor of Music Education and Chair of the Music Department at Rowan University. His research interests include compre- hensive musicianship, and technol- ogy in music education.
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