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Integrating Technology into Your Music Curriculum

Author - TI:ME, Technology for Music Education

Instruments have, and will continue to have, their place in school music programs. But with so many advances in music technology, teachers have started to realize the importance of integrating these modern tools into their music curriculum. TI:ME Technology for Music Education is a non-profit organization that offers in-service teacher training and certification in this area. From electronic instruments to software to multimedia pieces to productivity tools, TI:ME helps you develop strategies to teach you and your students how to become competent in all of the following categories.

Electronic Musical Instruments

  • Operate electronic instruments.
  • Understand unique characteristics of each piece.
  • Use them in the classroom.
  • Connect instruments to computers and other instruments using MIDI.
  • Create layered and split keyboard sounds for performances.
  • Choose and edit sounds from stored libraries.
  • Create sounds using an electronic instrument.
  • Create simple to complex musical pieces.
  • Teach dexterity and technique.
  • Teach musical processes with electronic keyboards.
  • Integrate electronic instruments into existing ensembles.
  • Create entirely new electronic ensembles.
  • Operate sound reinforcement equipment
  • Set up and connect a variety of electronic instruments for use in school concerts.

Music Production

  • Use music production software and hardwareto record and edit music.
  • Learn sequencing, looping, signal processing, and sound design for recording and editing music.
  • Understand the types of data involved in music production.
  • Store and convert digital audio data.
  • Store and convert MIDI data.
  • Understanding different applications and capabilities of audio and MIDI data.
  • Use software synthesizers to create digital audio under MIDI control.
  • Actively apply technology tools in the music production process.
  • Enter notes in a MIDI sequence either one at time (step-time) or by performing (real-time).
  • Enter musical expressions by changing controller values to produce a more musical performance.
  • Produce transcriptions in standard music notation.
  • Use advanced editing and production techniques.
  • Perform complex mixing processes.
  • Integrate digital audio with MIDI data in the sequencer environment.
  • Demonstrate orchestration and arranging techniques that allow students to hear the example immediately.
  • Change tempos, transposition, timbre, and dynamic.
  • Teach musical concepts using music production software and hardware.
  • Using a MIDI sequencer as accompaniment to traditional acoustic instruments.
  • Learn how software tools operate.
  • How to access music data in loop form.
  • How these loops are imported into the production process.
  • How to guide students in the crafting of musical phrases using loops.
  • How to put all of this into the larger context of music production processes.
  • Expose students to music of different cultures
  • Understand building blocks of musical style and form through the use of looping tools.
  • Understand how to enhance audio in the production process with sound and various signal processing techniques.
  • Add effects such as reverb, chorus, and echo.
  • Improve clarity of a mix using equalization.
  • Supervise students in their production projects.
  • Use music productions in live performance
  • Improve sound quality of student performance recordings with music production techniques.

Music Notation Software

  • Create a score for any musical ensemble or instrument.
  • Enter notes using various approaches including typing, point and click, step entry, and real-time entry.
  • Edited scores.
  • Transpose songs.
  • Cut, copy, and paste music.
  • Add expression markings.
  • Layout a complete musical score.
  • Extract parts.
  • Integrate notation files into word processing software for text handouts and exams.
  • Integrate notation software into classroom activities.
  • Demonstrate relationships between symbol and sound.
  • Guide students in the use of notation software as a creative tool for composition.
  • Guide students in learning the basics of notation.
  • Teach students to hear what they write.

Technology-Assisted Learning

  • Have a broad familiarity with available instructional software.
  • Taking full advantage of record-keeping, evaluation, and instructional support CAI software provides as well as understand how to install, use, and integrate these programs into your music curriculum.
  • Recommend instructional software to provide students with a patient practice partner to allow for self-paced progress.
  • Monitor class work and record progress using CAI software.
  • Integrate practice tools into curriculum.
  • Guide students on how to use these tools in their personal practice sessions.
  • Integrate practice tools with music notation and sequencing programs.
  • Create additional materials for student practice to complement the school’s curriculum.
  • Connect computers to the Internet.
  • Share files between computers of varying platforms.
  • Effectively search and retrieve information.
  • Encourage students to use the Internet to find answers and become life-long learners beyond the classroom.
  • Encourage students to use this vast information resource to research any topic.


  • Understand basic multimedia authoring strategies including slide show presentations, electronic portfolios, and/or internet web sites.
  • Create materials for use in their classes.
  • Guide students in learning multimedia authoring.
  • Guide students in collecting multimedia materials from Internet.
  • Guide students in compiling media rich reports.
  • Record and edit sound.
  • Capture video.
  • Acquire images from digital cameras.
  • Scan pictures and drawings.
  • Learn technical issues in creating and manipulating media elements.
  • How to capture and digitalize information and transfer it from the real world (analog domain) into the virtual world (digital domain).
  • Analog to digital conversion technique.
  • Using digital cameras or scanners to digitize graphics so images convert into pixels (picture elements).
  • Discover how each pixel is a dot on the computer screen and represents one of up to a million possible colors.
  • Learn how to produce the thirty frames per second quality commonly required for analog video pixelswhen digitizing video.
  • How image, sound, and motion quality is based on the amount of memory, storage, and processing power of the computer in the digitization process of any media type.
  • Understand how computers process data, how data is stored and retrieved from disk, and how to balance sample or frame rate, bit resolution, data transfer rates, data compression schemes and various file formats in which digital media can be stored.
  • How to use various editing tools available for digital media, as well as edit and process media file types.
  • Learn to use various tools that allow files in one format to be converted to another so that files can be combined into multimedia authoring environments.
  • At advanced levels, teachers should be able to use authoring tools which allow them to integrate digital audio, video, graphics, and text into a single document to help enrich various musical activities.
  • Strategies for digitization, editing, storage, and distribution of electronic media for the 21st century teacher.
  • Know how to combine media into meaningful learning experiences for students.
  • Help students learn to express themselves in this new media, as a literacy requirement for their future.

Productivity Tools, Classroom and Lab Management

  • Create, edit, and store information or data in digital form.
  • Operate and configure operating systems as needed.
  • Take data from one program to another converting file formats as needed.
  • Manage the work of being a teacher.
  • Manage a technology facility, be it a single computer and MIDI workstation in a classroom or a full music technology multi-station lab.
  • Understand the basic functionality of the personal computer, various input and output peripherals, and variety of media used to store, transport and retrieve information.
  • Know basic software tools used to manage a music program.
  • Use word processing software to enter, edit, format and print text-based documents.
  • Create concert programs, class handouts, tests, and various office-related documents using word processing software.
  • Use spreadsheet programs to store, manage and retrieve records for instrument and music inventories, class lists, attendance, budget management, bookkeeping and grades.
  • Use graphics to integrate illustrations into classroom presentations or word processing documents.
  • Learn how presentation software can be used to create overhead transparencies and slides for class lectures, presentations made to administrators, funding agencies, and parent groups.
  • Discover how personal information management (PIM) programs allow teachers to schedule rehearsals, meetings, and concerts, as well as print customized calendars for students and parents.
  • Install and run various applications programs.
  • Enter data, format pages, and print out reports.
  • Manage class activities and lab systems.
  • Provide for storage of student files.
  • Protect against computer viruses.
  • Develop strategies for maintaining facilities that ensure effective use of the workstations while accomplishing program needs and goals of the curriculum.
  • Understand the way multiple systems work together in a networked lab environment.
  • Understand how audio, MIDI, and computer data is managed and distributed between systems.
  • Operate networked server computers so you can store classroom materials, and students may post assignments for review.
  • Specify equipment needs for their classroom or lab facilities.
  • Understand interaction and configurations for electronic instruments, sound and data networking,computers, MIDI interfaces, sound reinforcement and projection systems.
  • Manage music technology installations.

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