High school music classes in the United States are varied. Traditional band, orchestra, and chorus classes have been augmented by a variety of music classes and including classes that focus on the use of technology as a tool for music creation. Since 2005, these classes are being offered in more and more schools around the United States. The focus for many of these classes is to use music composition as a teaching tool. Research has been conducted on student composers of all age groups from elementary school through high school but mostly focus on the compositional process. This qualitative study sets out to explore the experiences of some students who have taken one of these music classes, music composition with technology, at a high school in the United States. Ten students completed a survey that included open-ended question asking about their experiences using technology to create music, some for the first time.
Freedman, B. & Reeder, E. (2017). First time music creators: A glimpse into high school students’ reactions to creating music. Approved and awaiting publication in The College Music Society journal Symposium.
The Oxford Handbook of Technology and Music Education critically situates technology in relation to music education from a variety of perspectives: historical; philosophical; socio-cultural; pedagogical; musical; economic; policy, organized around four broad themes: Emergence and Evolution; Locations and Contexts: Social and Cultural Issues; Experiencing, Expressing, Learning and Teaching; and Competence, Credentialing, and Professional Development.
This chapter argues that music teachers should focus less on having students become readers and writers of standard music notation (i.e., literacy) and more on teaching whatever music “language skills” will allow them to freely communicate their ideas in music—that is, to have them become fluent in the language of music. The chapter also demonstrates how, when using software to facilitate music creation teaching, the piano keyboard and various graphical visualizations of sound help to teach and understand chord progressions, accompaniment patterns, bass lines from chords, melody writing, and music theory in ways more meaningful than traditional instruction. Through the intelligent use of technology, students who have never played piano or studied another instrument suddenly create, of their own volition, music of increasing sophistication.
Freedman, B. (2017). Music fluency: How technology refocuses music creation and composition. In R. Mantie & S. A. Ruthmann (Eds.), The Oxford Handbook of Technology and Music Education (367-381). New York, NY: Oxford University Press.
A reflection chapter in The Oxford Handbook of Technology and Music Education on three themes in the books Core Perspectives. First, it argues that preservice teachers should be trained in music technology and technology pedagogy as one would train preservice teachers on brass, woodwinds, percussion, or piano. Second, it suggests that in-service teachers are the experts in their classrooms, regardless of their preexisting competence with any individual subdomain—brass, percussion, or, in this case, technology. Just as experienced band teachers have no problem asking their advanced trumpet player students to help the beginning trumpet player students, teachers can similarly capitalize on students with technological competence. Third, the chapter argues that the U.S. music education system, K-university, is implicitly skewed toward middle to upper economic class culture and, by nature, disinherits those who seek to engage in other musical cultures. Technology, Freedman suggests, is an excellent way to better meet the needs of all students.
Freedman, B. (2017). Why isn’t music education in the United States more 21st century PC. In R. Mantie & S. A. Ruthmann (Eds.), The Oxford Handbook of Technology and Music Education (649-654). New York, NY: Oxford University Press.
This study compared the scores on the imaging acquisition and evaluation section of the American Registry of Radiologic Technologists (ARRT) national examination for two radiography programs in Texas before the implementation of CR equipment and after to determine if the addition of equipment had an impact on student scores.
Wagner, J. B., Freedman, B., Getchell, S., Reeder, E., & Killion, J. B. (2017). Effect of computed radiography lab equipment on ARRT image acquisition and evaluation scores in two undergraduate radiologic technology programs. Radiologic Science & Education, 22(2), 33-38.
A technical article aimed at providing information and resources to music educators who have limited knowledge of creating contemporary sound systems. Published in the Texas Music Educators journal Southwestern Musician.
Freedman, B. (2016, November). Sound systems for the 21st century classroom. Southwestern Musician, 49-51.
This is the Final Paper assignment for course LTEC 6260: Creating Technology Based Learning Environments. This paper explores the incorporation of multimedia instruction in an LMS in a high school music class.
A video tour of the multimedia instructional material created in the LMS can be found on the Creative Works page of this website.
A literature review of significants works over the last seveteen years that address the The Community of Inquiry (CoI) framework. CoI is the assertion that learning in an online environment is enhanced when care is given to the development and delivery of the course at the intersection between the existence of three presences, social, cognitive, and teaching.
The interactive multimedia adventure game Beetle Bug Fire Safety Adventure Game was developed as a group project assignment for course LTEC 6210: Interactive Multimedia Theory and Design. The game aims to help parents teach children ages 2 - 5 the importance of developing a fire safety plan for the home and training children on the concept of leaving the home in the event of a fire. In the game, children are asked to imagine they are in their home and are given basic choices they might encounter in the event of a fire. All choices eventually lead to the ultimate goal of leaving the home safely and convening at a location outside the home with other family members. Developers envision the game to possibly be used in a research project by preschool educators on the efficacy of a multimedia tool to teach concepts of safety to preschool children. A video tour of the Beetle Bug Interactive Fire Safety Game can be found on the Creative Works page of this website.