Balancing Innovation with Tradition: Maintaining a Relevant College Music Curriculum

By Marcel, Linda A. | Forum on Public Policy: A Journal of the Oxford Round Table, Summer 2007 | Go to article overview

Balancing Innovation with Tradition: Maintaining a Relevant College Music Curriculum


Marcel, Linda A., Forum on Public Policy: A Journal of the Oxford Round Table


Technology is a cohesive bridge to the fine arts and often changes the context of study, creation, and performance of music. Personal computers, MIDI, synthesizers and software are changing the way educators present the fundamental principles of music. As college departments strive to maintain a relevant college music curriculum, technology is a compelling factor for change and can be the imperative crux of an evolving music program. Music hardware, computer aided programs, and internet connectivity inspires curricular modernization as well as projects based on technological innovation. Lecture based instruction is shifting towards teaching strategies based on principles of student discovery and collaborative problem-based learning. This paper will address some of the projects, challenges and changes brought on by the infusion of technology. Recommendations based on a model program at Bergen Community College will be considered and may be useful in contemplating existing or absent parallels at other institutions.

The relatively recent advances in technology have had a profound impact on college music courses. The 1958 Columbia-Princeton Electronic Music Center and Robert Moog's analog synthesizer (c1960) were two innovations that paved the way for the merger of personal computers, digital synthesizers, and MIDI keyboards of today. The first-generation of software, created on large mainframe computers during the 60's and 70's was costly but proved the feasibility of Computer-Based Music Instruction (CBMI). The first music software leaders of CBMI included Fred T. Hofstetter's GUIDO ear-training curriculum and Don Bitzer's PLATO system. (1) By the 1980's, analog electronic music keyboards had given way to digital synthesizers, and the development of Music Instrument Digital Interface (MIDI) protocol which united computer and synthesizer technology. The stage was then set for interactive music making among musician, keyboard synthesizer/sampler and computer. (2) As pricing eased for computer, software, and synthesizer, collegiate music departments around the nation embarked on courses in electronic music, computer-based recording, and other technology based music courses supported with CBMI software.

For the past decade, the National Association of Schools of Music (NASM), an accreditation agency for music schools in the United States, has included technology as one of the six critical competencies necessary for Baccalaureate Degree graduation. The NASM expectation describes that, "each student must acquire the ability to use technologies current to their area of specialization." (3) It has been further explained, "Students should be made familiar with the capabilities of technology as [it] relates to composition, performance, analysis, teaching and research. (4) NASM sets a standard that two and four year colleges strive to emulate. Educators, like Deal and Taylor, have taken the time to examine this mandate, consider and delineate what is essential to all undergraduate music majors. They recommend six components in technological mastery for the undergraduate music major:

* Knowledge of computer basics including, but not limited to, file management and storage, document process ad printing, operating systems, database management and spreadsheets.

* Knowledge of the fundamentals of computer-based instruction (CBI) and of software available, especially in the areas of teaching and the testing of basic musicianship skills.

* Basic knowledge of notation programs, sequencing programs, and MIDI, as well as a more advanced knowledge of one notation program

* Knowledge of the fundamentals of multimedia including hardware, software, and basics of courseware development.

* Concepts and techniques of Internet access

* Knowledge of and experience with software designed as interactive or automatic accompaniments to performance. (5)

Although each individual institution determines the definition of competency in technology, the model above seems reasonable for college programs to consider. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Balancing Innovation with Tradition: Maintaining a Relevant College Music Curriculum
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.