Teaching with Technology

This week I chose the article, “Adapting to change: working with digital sound using open source software in a teaching and learning environment.”  While the article focuses on the benefits of open source software in the classroom, especially related to cost savings and access, what I found most compelling was the case Moore and Moore made for open-ended collaboration amongst students in the field of music composition. 

The collaboration takes place between the composer, the performer, and the developer.  The developer works to create a series of “meta-instruments and the sonic manipulations of live performers” (p.118).  The composer creates a musical composition out of these sound components, which is then played by the performer.  This “live” performance is the developer’s creation through the musical lens of the composer.  It is essentially the meeting of technology (developer) with musician (composer).  In this way, the composer gains the greatest benefit as he is given the tools to create or develop a unique series of instruments with which he can create musical compositions.  Then, he receives immediate feedback from the live performance and is able to make improvements and adjustments as needed.  This type of experimental learning creates an atmosphere of play, which is similar to the readings by Jenkins.  The composer is given a limitless number of tools and sounds to build upon and create several different musical products.  For composition students this type of risk-taking and experimental learning environment creates the opportunity for exploration of a multitude of compositional options and techniques.  Additionally, students can store their work for future reference, share with other students, and collaborate with other students for feedback and alternatives to different sound combinations.  

The implications for this type of work in a teaching and learning environment are two-fold.  One, students are engaging in a creative outlet that has limitless possibilities and combinations, which in turn create more possibilities and combinations.  This type of process mimics the very nature of musical composition, in that it continues in a cyclical manner with each idea spilling out from another.  This creates an experience of learning that is critical to this particular learning habits and patterns among musicians.  Two, students are collaborating with other students, which is not always possible for composition students.  True, their work is eventually performed and the exchange of ideas between performers and composer does come to fruition; however, in this way, composers are collaborating in “real time” through the trial and error of their creations.  This is an important element for the creative process.

This article speaks to an important issue in education:  how can we stay true to the learning patterns associated with various disciplines?  In this way, it becomes a matter of creating a learning experience that is congruous with the learning process in any given field or discipline.  This article caters to the “trial and error” component of musical composition, and the imperative collaborative element of giving and receiving feedback. 

 Moore, A., & Moore, D. (2008).  Adapting to change:  working with digital sound using open source software in teaching and learning environment.  Journal of Music, Technology, Education, 1(2), 113-120.  doi: 10.1386/jmte.1.2. and 3.113/1