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Deanna Sorge

Critical Pedagogy II
MEJ Critique #2
11/16/15

The use of technology in the music classroom is a huge debate within the world of
teachers today. The use of Ipads, Tablets, Laptops and smartphones have become a part of most
people's everyday routines, so many are wondering if they should be allowed in the classroom.
The big question music educators face today is, can students benefit from using technology to
make music in the classroom? In the article Another Perspective The iPad Is a REAL Musical
Instrument? the author David Williams discusses how the Ipad has had a positive impact in the
world of music education. The author talks about a school ensemble that makes music with Ipads
only, and shows us how integrating music making with technology can really benefit a lot of
students. Teachers of today and teachers of the future must be willing to adapt to society's
culture in order to honor their students world, and to not marginalize students who wish to not
participate in the concert choir or band. Technology in the classroom is a step in the right
direction of the future.
Teachers must always be in touch with the students culture, and also be aware of the
culture their society dwells in. According to Mclaren, culture is defined as the particular ways in
which a social group lives out and makes sense of its given circumstances and conditions of
life (74) In our society part of our culture relies heavily on technology in order to get us through
our daily routines. David Williams states Electronics expanded music possibilities in the 1980s,
but not for music education, and now digital music has changed how music is made, performed
and heard; but again, our profession wants to look the other way (94, 2014) Teachers must be

willing to bring what is popular to society's culture instead of waiting until it is accepted by
every school or faculty around them. Williams also discusses that when rock music became
popular in the 1960s schools were not open to teaching the genres that were popular in the time
period. Educators must realize that in order to connect with the students they must be in touch
with the culture they are surrounded by daily.
Most people believe that music education focuses on learning band instruments, and
creating the perfect choir sound. The author of the article tells readers that people associate
music making with instruments such as the oboe, clarinet, voice, and the tuba. What many fail to
realize is that students may love making music, but do not enjoy being in a band or choir. There
are students who have accelerated skills in garageband, and technology. Why should these be
students be marginalized for not wanting to play a traditional instrument? David Williams
compares and contrast the oboe and the Ipad. He comes to conclusion that The oboe, after all,
is a piece of hollowed wood with holes drilled in it. The iPad is basically aluminum, circuits, and
glass. Neither is really very mystical. The magic is supplied by the performer (94,2015) The
students, and what society considers an instrument should not be marginalized, but rather
accepted, because everyone should have the opportunity to make music in a way that feels
comfortable to them.
In most schools students are taught how to play the recorder, and raise their hand when
they hear a certain instrument. One major thing that teachers need to realize is that students want
to make music in ways that they can relate to. For example An eleven-year-old I know creates
music using a software program that connects him to a peer he may or may not know and from
whom he gets feedback. Sometimes they collaborate on compositions. At his school, they play
tunes on recorders, and he is just not interested. In fact, he insists on playing the recorder with

his hands reversed. (Abrahams, 2015) Students want to be challenged in their musical studies,
and want teachers to adapt to what they are interested in learning and doing. It is important to for
teachers to be able to take what is important in the student's world, and apply it when teaching
the class. Students will become bored if they are being taught things that they cant relate to or
dont find interesting.
In Abrahams and Johns Planning Instruction in Music they discuss the ten good
elements of teaching within the first chapter. The first element is that Good Teaching is student
centered. It begins in and honors the students world. This can also connects to how important it
is to be aware of the culture students live in as well. Abrahams and John's states students strive
to engage their students and help coalesce the interests and goals of each student with the
valuable knowledge bound up in the school curriculum (10,2014) This connects to back to
Another Perspective The iPad Is a REAL Musical Instrument? because the author has a musical
ensemble called Touch that is strictly made up of Ipads, the teacher realizes that the Ipad is
something that students use in their world, and helps the students use different applications to
make all types of music.
The ensemble focuses on multiple genres and collaborate with different people. For
example the members of Touch work very hard to incorporate various collaborations in
performances. To date, we have worked with vocalists, rappers, dancers, poets, actors, and visual
artists. Future plans have the ensemble collaborating with engineers and architects in realizing
new musical works. (Williams, 2014) This is important because the author is honoring his
students world by bringing the ipad in the class, and also bringing in music and people from their
world to collaborate with.

Another way the use of technology can help honor a studens world is that students can
take classical pieces of music, and use the Ipads to arrange a new version. In the article Williams
talks about musician autonomy, and states an assignment might ask students to select one or
more classical music pieces and to arrange them in a new performance piece. To realize the
assignment, one group of students might take the theme from Beethovens Fur Elise, add
lyrics, and work it into an electronic dubstep piece performed on various digital instruments.
This is a clear example of how the use of technology can help students learn about famous
composers, but in a fun way that connects to their societys culture. This is a great lesson that
everyone should consider using, and a great way to introduce technology in the classroom.
Another Perspective The iPad Is a REAL Musical Instrument gave great insight on
how technology can be a great way to engage students in the classroom. I thought the Ipad
ensemble was really great idea, not only did it honor the students world, but it also helped
students enhance their aural skills, music autonomy, and they also had the opportunity to
showcase their work in a performance. One thing I really loved was how the Ipad ensemble was
able to have the audience engaged in their performance. I thought this was a great idea, because
having the audience singing, dancing, and even have an active twitter board showcased at the
performance will show how important technology is to music.
Having the audience engaged might also help convince those who might not appreciate
technology in the music classroom become more open to using technology in the future. As
educators we must not marginalize students who are interested in music technology, and not
interested in playing the oboe. We must honor the students world at all times, and give them the
tools they need to succeed. As the world changes around us, so must the way we teach our

students. A teacher must always recognize the culture the student lives and thrives in, and
bringing technology is only the beginning.

References
Abrahams, Frank, and Ryan John. Planning Instruction in Music: Writing Objectives,
Assessments, and Lesson Plans to Engage Artistic Processes. Chicago: GIA Publications,
2015. Print.

Abrahams, Frank. "Another Perspective: Teaching Music to Millennial Students." Music


Educators Journal, n.d. Web. 15 Nov. 2015.
McLaren, Peter. "Pedagogy Ponderings Section 730." : Critical Pedagogy: A Look at the
Major Concepts. N.p., n.d. Web. 15 Nov. 2015.
Williams, D. A. "Another Perspective: The IPad Is a REAL Musical Instrument." Music
Educators Journal 101.1 (2014): 93-98. Web.

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