Technology Integration

MUSIC 670

1. Introduction and Purpose Statement

I believe that technology integration in the music classroom is absolutely vital to the
continuous growth in all areas of music. At this point we find ourselves at a cross roads because
we (the current educators) are faced with a dilemma of doing it the way our teachers taught us, or
trying new things that could be instrumental in the education of our students. Every day we
spend a little bit more time with technology in our classroom; from taking roll, tuner/metronome,
even the instruments we play are all ways that technology is being used in our music classes
already. I believe there can be more done further integrate technology in our classrooms. From
uses by students in the practice/assignments or teachers in evaluating students using checklists
found on tablets or computers. By introducing notation software, backing track software, MIDI
input software and many more we can give our students a better understanding of not just the
music we want them to study but also the music they engage with every day, allowing them to
engage in music at whatever capacity they want, whenever they want to.

2. Product and Process Sample

In my lesson unit I want to incorporate the program iReal Pro “Programed by musicians, for
musicians” a great slogan in my opinion. This program allows anyone to input chords, and have
them played back to you in the correct style and tempo. There are many songs preloaded to the
large “forum” attached to the app which are easily downloaded and used in practice of solo
instrumental music. In the forums, you can find songs ranging from 20s swing, latin charts,
funk, gospel, and many other genres that have a popular demand. This software gives anyone
the ability to practice soloing or melody better than any other way which is why I want to
integrate it.
For the “iReal Pro” Unit, students will develop skills in ear training, improvisation, melody,
and harmony. Before beginning the study students must have a knowledge of music theory that
includes chord progression and chord identification. The outline of the unit is as follows:
 Introduction
 o Giving students time to explore on their own then seeing what they found
the software could do with the whole class.
o Introduce them to the forum and have then download the four “Jazz
Standards” playlists.
o Using a song we have already played, go through the process of how to
practice using the software, how to change chords in the song, how to
change style, etc.
 Project 1
o Introduce the chords to a song they haven’t played by having them input
the chords into their own devices.
o Have them create melodies over the chords and share with the class
 Uses melodic knowledge, chordal knowledge, and ear training
o Present melodies to the class with real rhythm section accompanying
them.
o Introduce the real melody of the piece
o Begin using their melodic ideas to form solos and discuss development of
solo ideas, furthering knowledge of melody, melodic structure, and
harmony
 Project 2
o Have them input the chords to a song that they know from any genre.
 E.g. pop, country, funk, gospel, jazz, really anything
o Students will learn this song and create an arrangement of it to present to
the class
o Student will then change the style using the software, to figure out how
changing the style of the piece effects everything about the piece except
the actual notes (e.g. articulation, rhythmic motifs, improvisation)
Using the large outline about students will be doing most of the work with the technology
with assistance from the teacher if there is a problem along the way. This software is also a great
way to complement the curriculum instead of becoming the curriculum which I believe it the
point of technology.
 3. Assessment

When talking about the technology aspect specifically, most of the assessment used in
this unit will be checklist based: “Did the student explore the software?” “Did the student input
chords in the write way?” etc. Because I want to make this supplemental to the curriculum it
most of the projects are pass or fail. The other assessment I will use through the process will be
rubric over the student’s application of previous knowledge in building melodies, playing the
right notes over chords, and changing necessary aspects of their playing when the style shifts.
That will be assessed at many points through the unit to see the students development in the
concepts over time. Both of these can be presented in a portfolio to administrators or parents to
show what the student has accomplished and individual student growth over time.

4. Reflection

A technology integration plan was an good way to get me to think about what I want
technology to do in my classroom. I had a basic understanding that music cannot be taught
entirely over technology because I believe that playing music is inherently communal.
Incorporating it through jazz was an easy step for me because that is where I use it the most
already and had pieced this project together without writing it down. I cannot believe that I have
the opportunity to be ground breaking in my field. It is a task that is quite terrifying because I
have never thought that my ideas are anything new. I don’t know who else is doing something
like this but if they are I want to meet them and follow them around because this stuff is cool and
a definite advancement of music education to the 21st (maybe more like 20th) century.