In spite of my undergraduate degree being in sound recording, I would not have considered myself even remotely adept at music technology for quite a few years after graduating. It wasn't until a friend needed music for a video production that I really started to open my eyes to the immense growth of musical production oriented technology available. In the years since, I have managed to compile a pretty reasonable library of virtual instruments and plug-ins that I believe supply me with the tools I need to express myself musically in the digital realm. While not completely up to date, much of what I've composed almost completely virtually can be found on this website.
To make a long story short, my cursory knowledge of MIDI and DAWs allowed me to contribute musically to many productions I would absolutely not been able to as someone with limited proficiency on melodic instruments. It has also empowered me to accept recording and mastering projects I otherwise would have balked at, and to take on a role as a sound designer and in-house composer I've had for 4 years now with a company in Bethesda called GraphicAudio. Through simply taking the time to learn how to use some elements of musical technology, I was accepted to a Film Scoring Workshop last year at NYU, where I was able to work with renowned film composers and studio musicians in their incredible facilities. I am an example of someone who uses music technology professionally with moderate success.
While there are countless avenues to pursue in regards to using music technology in an educational capacity, the main thing that still blows my mind is the quality of virtual instruments available. With these fantastic sounding and easily used virtual instruments, composing takes on a life of its own. Years ago, well before I decided to become a music teacher, I felt that having a student sit down with an orchestra at his fingertips would be a potentially life-changing experience. I still feel that way today, and I am hopeful that I will someday find myself in a situation where bringing this experience to students is possible. As educator Scott Watson wrote in his book Using Technology to Unlock Musical Creativity, "music teachers, using a certain methodology and technology tools, can draw out authentic musical creativity from students of all levels of experience and, in the process, deliver meaningful education."* I am a firm believer in this concept, and I'm only just starting to see how to do this in the real world.
A great example of this concept put to use is in Melissa Salguero's class at an elementary school in New York City. I was fortunate to see her give a presentation at a CMEA conference this year at the University of Bridgeport. Music technology takes the front seat in her class via various interactive websites, DAWs, and remote MIDI controllers which enable her young students to sing, create, learn, and work together in new and exciting ways. In addition to having an inspiring story, she has received acclaim and awards for her approach of meeting the students where they are and building a successful music program out of nothing.
While I have much to learn and more classroom experience to gain, using music technology as part of my curriculum is potentially the most authentic thing I can provide for my students. By meeting them where they are, I believe we can make music an important part of their development and self-expression even with limited traditional musical expertise.
*Watson, Scott. Using Technology to Unlock Musical Creativity. New York: Oxford UP, 2011. Print.
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