Performing music with technology

Music performance is an important element of music in our culture (Western culture). Since we have developed our music around a specialized segment of society, quality standards are technically and artistically high, and a high degree of proficiency is required within this specialized world in order to be successful. In a democratic western society, our goal as music educators, besides providing each student with the possibility of express musically, must be to also provide our students with the necessary skills to be successful if they were to decide to become professional musicians or to follow any profession related to music and music industry.

In the field of music performance, these skills are highly technical, and require constant practice. The development of psychomotor skills is a process that may imply time and effort, especially considering the three stages of this process: cognitive, associative, and automatic stages (Psychomotor Learning, 2010, as cited in Bauer, 2014). The development of self-efficacy and intrinsic motivation are key to a consistent development a set of good practices necessary for success (Bauer, 2014).

Luckily, technology can be our ally, since it offers more affordances than ever as a tool to practice with. Desktop and web based metronomes and tuners can help to optimize a practice session. Access to video and audio recordings can be used as a tool for modeling, which is crucial for the development of standard technical skills (Bauer, 2014). Audio tracks, MIDI files, MIDI capable software, notation software, and special software designed to generate accompaniments can be used either to enhance the practical of technical exercises or to simulate the presence of a live accompanist, which can prove to be essential for students and schools without enough resources to have an accompanist.

On the stage performance aspect, technology can also provide new possibilities. It is important to understand that the traditional ensemble setting is not all encompassing, and that an estimated 80% of students do not participate in them or any other music class in high school (Bauer, 2014). To remain focused exclusively in the remaining 20% is an undemocratic practice. It would be naive to assume that the 80% of students that do not participate in school music have interest in music what so ever. Music is there and students are part of it, and the 80%-20% is not reflect of music participation or music interest, but of a systemic failure to become relevant in the musical life of the majority. The creation of new ensembles accord to the musical practice of our students is imperative. Technology might provide the means to implement these new ensembles and to encourage self-efficacy in their participants.

The creation of digital ensembles might offer new aesthetic possibilities that can be of interest to our students. This type of ensembles may offer students the chance to perform without having the need of a high proficiency level in a traditional instrument (Bauer, 2014). Also, since the standards of quality of such ensembles is not yet defined, technical proficiency might not be the main focus.

One constraint to this technological approach can certainly be the access to adequate software and hardware. Software might be expensive and, if used with low quality hardware, it may behave in a faulty way. The purchase of powerful computers and audio devices might prove out of the possibilities of many schools. The implementation of a digital ensemble might be unpractical if there is no access to adequate amplification. In order to become a democratic community, music educators should develop networks to promote the use of the best software possible at the lowest cost. Programs with plenty economic resources will not have issues in finding appropriated software and hardware.

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In contrast, teachers from schools in which the budget is limited can find the implementation of the above discussed technological elements very frustrating. One example of a counter measure is the creation of a database of free software, and discussion forums on cheap and creative hardware solutions.

We must never forget that education is a right for everybody, and that it is our task to make education as democratic as possible.