Michael Baker Brown
Dr. Bazan
Responding to Music with Technology
Music surrounds everyone through television, radio,
streaming apps and sites, grocery stores, elevators, and shopping malls. Music can evoke different kinds of responses
in a number of ways based on their mood and background. People
passively hear music everywhere, but music educators must help students learn
to listen to music. Listening to music
is a focused practice.
Students do not
often know many other genres of music than what is presented to them culturally. Music educators should provide times that
students can hear and listen to music in the classroom.
Many times in education, the teacher is always the person
selecting the material the students perform.
This formalized form of listening usually focuses on educational musical
elements. Students need to also have an intuitive
listening experience in the music education classroom. New technologies such as Pandora https://www.pandora.com, Spotify https://open.spotify.com, or
other music streaming can be used in the classroom. Classes can create and share playlists
through these technologies.
Another tool I discovered in my research this week is
social bookmarking. I have never heard
of this before, and I think it will change my life. I focused on the social bookmarking website
diigo https://www.diigo.com. I bookmark sites often, but
constantly lose track because they get cluttered. Diigo is a site that I can use to organize my
bookmarks, and makes everything easy to find.
This site could be used to facilitate the music education experience for
students. An educator can create a group
on this free website, and share it with the students. The students can research and bookmark
information that is useful to the content being taught. Through technology music educators can help
students become better listeners.
Bauer, W. I.
(2014). Music learning today: Digital pedagogy for creating,
performing, and responding to music. New York City: Oxford University
Press.
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