Case Study 4 School D

INTRODUCTION

Information and communication technologies (ICT) transforming approaches to teaching in primary and secondary schools are part of a much larger social and cultural change driven by the arrival of these technologies (Savage, 2007). The use of digital technology1 as part of the resources used to support learning in a music classroom is today accepted in a number of countries around the world such as the United States, United Kingdom, New Zealand and Hong Kong, and is considered a necessary and desirable part of the teaching and learning environment (Beckstead, 2001; Edwards, 2005; Ho, 2004; Mills & Murray, 2000). These countries have spent considerable time and money implementing this technology in music education. Implementation has been accompanied by research into how this form of technology is being used in music lessons and how effective that use is in respect of students learning about and appreciation of music (Button, 2006; Crow, 2006; Edwards, 2005; Hargreaves, Marshall, & North, 2003; Ho, 2004; Mills & Murray, 2000; Pitts & Kwami, 2002; Savage, 2007; Westerlund, 2006).

Students now attending our schools are products of the digital age and they have spent their lives surrounded by and using computers, videogames, digital music players, cell phones and all the other tools and toys of the digital age (Prensky, 2001) It has been
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Digital technology for the purposes of this paper refers to software that can be used in music education and includes sequencing and notation software and video streaming services such as YouTube

argued that a universal aspiration for all music educators is to improve the quality of musical learning and its relevance to the young learner and as such we need to rethink how a teachers capacity to use technology effectively matches the students needs. Teachers are under pressure to accept that they do not know everything, nor are they the holders of all musical knowledge. The challenge of technology is to find ways of bringing knowledge students have in digital music composition and production developed at home to school and in the process move technology from being an addon to being embedded rather than integrated in the music curriculum (Burnard, 2007)

This case study is one part of a larger project examining the use of digital technologies in music classrooms in four New Zealand secondary schools and focuses on the perceptions of both teachers and students of the technology available to them.

Introducing School D

School D is located in one of the eastern suburbs of the city, the population of which is around 350,000 people. The school is classified as a Decile 2 state co-educational school and has a roll of around 600 students. The school has a high proportion of Maori and Pasifika students attending and in the last few years has been struggling to maintain numbers. The school has one of the most modern music suites in the city and successive Heads of Departments have worked hard to incorporate a very high level of technology into a range of courses offered in the music department. The school has a record of innovation with various academies running in parallel with traditional school courses. These academies were established in an attempt to keep students in school who would otherwise leave with no formal school qualifications. Initially the

academies were set up for sport but in recent years they have included one in music. In this academy the students work towards completing specific Unit Standards2 in both performance and composition as well as in audio engineering and recording. The academy has direct links with a local Polytechnic3 providing a pathway for students to follow if they wish to pursue a career in this area.

Physical Resources

School D has a very modern music suite attached to the rear of the assembly hall. It comprises of the following:

Two classrooms Five practice rooms One specialist computer room with 25 iMac computers One specialist room equipped with mixing desk, monitors, other associated devices and Mac computer for digital recording used by the academy

One office

Two of the practice rooms have full rock band equipment including electric guitars, bass guitars, keyboards, amplifiers and drum kits. The main teaching room is equipped with similar gear and a number of keyboards. This room does not have Internet access. The specialist computer room is located between the two teaching spaces and is attached to the schools network system allowing individuals to store

A competency-based task based on authentic activities from the music industry Local tertiary provider offering industry training

their work on a network hard drive.

Teaching Staff

The music department has two fulltime teachers and one part-time teacher. Their personal details are summarised below:

Table 1 School D Age (between) Gender Teaching Experience (between) Qualifications Specialism in Degree Instruments Specialism in School Music Teacher 1 31-40yrs Female 11-15yrs Diploma Performance Jazz Performance Jazz/Rock Saxophone, Guitar, Keyboard, Drums Concert, Jazz & Rock Bands Teacher 2 31-40yrs Male 11-15yrs Diploma Performance Jazz Performance Jazz/Rock Drums Rock Composition Teacher 3 21-30yrs Male 6-10yrs Bachelors Performance Jazz/Rock Guitar Rock, Jazz Composition

METHODOLOGY

This research utilised a range of qualitative methods based around a case study model. A useful definition of a case study is the study of an instance in action (Cohen, Mannion, & Morrison, 2000). Cohen et al (2000) suggest that a case study provides a unique example of real people in real situations and that it can enable readers to understand how ideas and abstract principles can fit together. In particular, a case study can penetrate situations in ways that are not always susceptible to numerical analysis. A strength of a case study is that it observes effects in context and recognises context is a powerful determinant in both causes and effects. Case studies investigate and report the complex dynamic unfolding of events, human relationships and the factors in a unique instance.

Cohen et al (2000, p.182) identify some of the key characteristics of case study as follows: Rich, vivid description of events relevant to the case Blends description of events with an analysis of them Focuses on individuals and groups and seeks to understand their perceptions of events Highlights specific events that are relevant Researcher is integrally involved in the case An attempt is made to portray the richness when writing up the case

Case studies are particularly useful in providing the fine detail in a coarse grain picture provided by associated survey data (Cohen et al., 2000)

Investigative Strategy

Initial data was gathered via teacher and student questionnaires and research notes. Interview questions were developed from responses from the teacher and student questionnaires. Teacher interview questions focussed on the following:

1. The software that they use regularly and why they use it 2. Their impression of loops associated with sequencing software 3. Their pedagogical processes in utilising the technology they now have available and if they have changed their way of teaching as a result

Student interview questions focussed on the following:

1. Current activities the students liked and disliked 2. Activities they would like to do in their classes 3. Computer use at home related to music 4. Their perceptions of loops associated with sequencing software and how they may use them in composition

DATA FROM TEACHER QUESTIONNAIRES

Teacher 1 indicated a good personal use of technology in her questionnaire responses. She indicated that she used computers of both platforms (PC and Apple Mac) on a regular basis both at school and at home. She indicated she was a confident user of technology and used some sort of computer software for all activities associated with music in the classroom. Logic and GarageBand (Apple Mac software) were the programs identified as being used most often for a variety of tasks including recording students work in composition and performance. In her responses to questions about teaching she felt technology was very useful in teaching performance and composition, useful for theory, aural skills and music works. She believed that technology helped students achieve at a higher level in all areas of music education as described above and that numbers had increased in elective classes because of the use of technology. She considered students were more engaged as a result of the technology used in the classroom.

Teacher 1s responses to the open-ended questions provided some very interesting information. She wrote that she had only ever taught contemporary styles of music and as such the activities she employs have a strong focus on those genres. She was clear that students didnt need to have an understanding of music theory and notation before commencing composition tasks.

A computer literate student can achieve just as much as they are aiming for in an unwritten style of music

She described re-writing some of her tasks to suit the technology available to the students at School D making specific mention of how she uses GarageBand in these tasks. She mentioned students using iLife to add video to their songs and also how the students use a range of music software to help with music for activities outside of the classroom such as Pasifika Beats, a music festival for Pasifika students and Play it Strange, the national high school song-writing competition.

She felt that technology was suited to all styles of music and made specific reference to using technology as a vehicle to teaching traditional music theory. Finally she made mention of using digital technology as a way for students to write songs, record them and then teach them to other students they may be playing in a band with before an important performance.

Teacher 2s responses showed that he was a confident user of technology both at school and at home. He indicated he was comfortable using both PC and Apple Mac platforms and had a high skill level using a Mac system with his work with the academy students. He described using computer technology on a regular basis with both junior and senior classes. He felt that technology was very useful when teaching composition, useful for teaching performance skills, aural skills and music works but not useful for teaching theory. He felt that students were able to achieve at a higher level because of technology in composition, performance and aural skills but not with music theory. He felt that their level of engagement was higher when using technology and that most students coming to School D were showing higher levels of computer literacy than in the past.

His answers to the open-ended questions showed that he had changed the balance of some of the activities he used with junior classes have become more flexible to incorporate performance and music theory activities. He was very clear that students did need to have an understanding of music theory and notation before commencing composition work and explained this as follows

It gives the student a clearer and deeper understanding of the task at hand

He indicated that he hadnt changed his teaching style because of the technology available. He felt that some students coming to School D were expecting to work only in contemporary styles of music but this depended on what styles of music and related activities they had been exposed to at a previous school. He was clear that teachers do need to provide a range of activities for students in junior classes

I believe that students prefer to do practicals over sitting behind a computer

Finally he believed that music technology is more suited to teaching contemporary styles of music.

Teacher 3 described a high level of technology use both at home and at school. Teacher 3 was comfortable using both PC and Mac computers in both locations and used a Mac at home. He indicated he was a competent user of ProTools, Sibelius and GarageBand. He described himself as a very competent user of technology in all aspects of his work at School D. He showed that he used technology for nearly all his activities in the music classroom and used technology with both junior and senior

classes. He felt that technology was very useful for teaching performance, composition, theory, aural skills and music works and also very useful when working in co-curricular activities. He felt that students were able to achieve at a high level in composition because of technology and that technology assisted them to achieve at a good level in performance, aural skills and music theory. He believed that students coming to School D were coming with a higher level of computer literacy than in the past.

They are more familiar with computers and technology in general

He responses to the open-ended questions were more detailed than Teacher 2. When asked about the balance of activities he responded as follows

More experimentation with sounds and composition on computers at all levels. Easier to achieve the genre students are aiming for

He indicated that he had started to teach more contemporary styles than previously and made specific reference to the loops available on GarageBand as being particularly useful for teaching a variety of styles, particularly R&B and Hip Hop. He felt that students didnt need to have an understanding of theory and notation before commencing composition tasks and explained this as follows

Software like GarageBand allows for great composition without any previous music theory knowledge. Obviously some theory knowledge will allow for more complex, advanced and musical composition though.

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He showed that he hadnt changed his teaching style because of technology as he said he has always tried to incorporate technology in his lessons. He believed that students coming to School D were expecting to use technology to compose contemporary styles of music, as this was something School D was recognised for being able to provide. He felt that teachers were going to look at the choice of activities to meet the needs of more technologically aware students but added this

A good balance is important though eg technology/rehearsal on own instrument/theory/group work. Technology can be integrated into all these activities

He believed that technology was suited to all styles of music and he used technology on a regular basis to support activities outside of the classroom to record demos for school bands and in the recording studio and for live performances by school group.

TEACHER INTERVIEWS

Teacher 1

Interviews with individual teachers took place a month after collecting the questionnaires. The three teachers were happy to be interviewed individually and fitted the interview around their teaching during the day. All interviews took place in the Head of Departments office.

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The first question asked about the technology that she used on a regular basis. In her response she described how they used GarageBand with all classes including Year 7 and Year 8 students that come into the school for special music instruction. She described an increasing level of complexity as they proceed through the year levels. Year 9 students start with using the loops and sampled sounds available in the program and as the year progresses they are encouraged to write their own riffs and bass patterns. This is revisited in Year 10 where they are students are encouraged to write more of their own parts in their compositions.

When asked what she perceived was the benefit of using GarageBand she had this to say.

I think, for composition, at a school like School D, they are not that.probably good at writing out compositions..it is almost like doing it in reverse, their ears are so good, that they will naturally write things that have great form and good ideas and extension of ideas, but, they tend to do it by ear.

The next question was a follow-up question asked her to elaborate a bit more on her thoughts about the students aural skills and in particular how they are able to write music relying only their ear. Her response was as follows

Their ears are so good. Sometimes when your ears are particularly good it is quite hard to do theory, because you feel like you dont need to because you are hearing it. You just want to get on and do it. And breaking it down into tiny little bits, makes them think that they dont understand it.

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The final question asked about her pedagogical approach with the classes she was working with. Her response was comprehensive and is as follows

Yeah, I think I have. But, then I always.before at my old school, I almost had the same thing, without the technology. So, the difference would be, if we were working on riffs, we would sit around and play riffs on keyboards. We would just use those little keyboards to loop them. So, basically you are using technology, but the very basic version of it and we were still doing things on tape decks and stuff. So, I think I havent had to change a lot about the actual lessons, I think it is just the technology that we are using, is at a greater level and it is quicker to use and more effective.

Teacher 2

The first question asked Teacher 2 to describe the technology he used on a regular basis with junior classes. His response to this question started with a detailed explanation of what he felt was the importance of practical music-making and as such he made specific reference to keyboards, electric and bass guitars considering these to be part of technology in the classroom. He was very clear about the importance of these practical sessions.

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I still believe that the way to go, to keep a class interested and have fun and retain numbers for the following year at the junior levels is practicals. Okay, so I am still a believer of hands-on, keyboards, everything make a racket!

When asked about what he perceived were the benefits of using a program such as GarageBand his response was as follows

I think their ability to actually see how a piece of music works. Like for example, if you teach them a melody and you say lets look at the triads and okayyou teach them how to do a three fingered, two handed triad or whatever and then basically trying to merge the whole thing together, and almost to do an instrumentation assignment at a junior level type thing. That way they

start to see the relationship of instruments and how they work with each other and then every kid can actually work at there own pace. Some within a whole period might only get a melody done. Some will do the melody, then you can get them onto the chords, then you can get them onto the bass line.

When asked about what challenges he faced he described some of the students being bored with computers and that for many they preferred playing real instruments. For others he said that no matter how much teacher intervention took place, they still didnt seem to be able to grasp how the program worked and what they were required to do.

When asked about the advantages he described the following

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I think the greatest advantage is that, especially with these kids, we are talking about where they come from, their socio-economic background and all that kind of thing music is in their blood. It just tends to be more natural for them and sometimes this tends to be a way of discovering a real natural talent.

I think that, for the kids in this school, if you were to say right, this is crochet and this is quaver and you will do! They would go f#@k off. It is as simple as that. But with this, it is like hey, woo you have got a great little idea there yeah, lets find a beat, lets find this, lets find that suddenly two months later, this kid is writing his own raps and all that kind of stuff. It does mean that you can link the theory in later on, after they are hooked completely. So, I see it as a huge strength in that way.

The final question asked whether he felt he had changed his pedagogical approaches because of the technology available at School D.

In short no. Istill, that question came up in there and I thought No, I actually still teach the way I did. I still have a great passion for performing and I still have a great passion and belief that you get kids behind instruments, it doesnt matter if you are using Ode to Joy or Paint it Black or The Wall or See you, when you get there it doesnt really matter. They get a kick out of being able to play and then out of being able to play together. And it is more enjoyable, it is more interactive, it is more real.

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Teacher 3

The first question asked about technology that Teacher 3 used on a regular basis and he described using Pro Tools, an audio engineering and recording program as the software he used most often as he was working as a professional musician outside of school as well as working in the school. He mentioned GarageBand as being something newer to him as this was the first school he had worked in that used Mac computers instead of PCs.

The next question asked about what he perceived were the advantages of using a program such as GarageBand.

It is interesting, they even right from the very start, they seem to be able to grasp concepts of song structure and that sort of thing. They wont have five minutes of one loop or whatever, they start breaking it up and it is interesting, that it is already there and there is some quite good knowledge without actually having much training at all. I guess just from hearing music around them. But that is what GarageBand allows you to do, create music right from the start.

When asked about what he considered were the negative aspects of using technology he responded as follows

Personally, I have always come from a background of writing an idea on a real instrument, on say, a piano or a guitar and starting that idea and then taking it to the computer or adding in technology that will bring out the best bits in the

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song. But I think that maybe there is too much focus on composing from the very start on the computer. Rather than getting that idea.in a more creative environment, maybe.

DATA FROM STUDENT QUESTIONNAIRES

In a school such as School D, it proved to be difficult to get permission from parents/caregivers and students to participate in the study. As a result only a small number of students participated in the study in this school. Data gathered from the student questionnaires is summarised in the following tables:

n=13

Personal details

Average age Gender Computer at home Listen to music on computer Composition software at home Composition software at previous school Play a musical instrument Computers create interest in playing instruments

14 yrs m=8 y = 13 y = 12 y=5 y=7 y = 10 y=5 f=5 n=0 n=1 n=8 n=6 n=3 n = 4 maybe = 4

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I am a confident user of technology in most subjects in the school

Strongly disagree Disagree Agree Strongly agree

0 0 6 7

I am a confident user of music technology in the classroom

Strongly disagree Disagree Agree Strongly agree

0 0 8 5

I think technology is very useful in music classes in the following areas:

1. Performing Strongly disagree Disagree Agree Strongly Agree 0 0 7 6

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2. Writing music Strongly disagree Disagree Agree Strongly Agree 0 2 5 6

3. Helping understand music theory Strongly disagree Disagree Agree Strongly agree 0 2 6 5

4. Listening to music Strongly disagree Disagree Agree Strongly agree 0 2 5 6

My level of enjoyment in music is higher in activities when using technology Strongly disagree Disagree Agree Strongly agree 0 3 6 4

I can create music that sounds more realistic using technology

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Strongly disagree Disagree Agree Strongly agree

1 0 7 5

General questions about music

What activity do you like most in music? Playing instruments Writing songs/pieces Listening to music Music theory 6 2 7 0

What activity do you like least in music? Playing instruments Writing songs/pieces Listening to music Music theory 2 6 0 5

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STUDENT INTERVIEWS

The interviews were conducted after the students had completed the questionnaires and were held in a classroom adjacent to the music room. The students were asked to volunteer to be interviewed and five responded. The interview group had five students, three boys and two girls. In the group two said they didnt play a musical instrument, two of the boys said they played guitar and one of the girls said she played bass guitar.

The first question was about what they like doing most in their music classes:

Listening to music and like making our own beats (Student 1)

Making tunes and yeah, going on GarageBand. (Student 2)

Playing instruments playing the guitar (Student 3)

Practicals are fun. I like going on the computer and I like theory as well (Student 4)

Listening to music and like all the different tones and that (Student 5)

The follow-up question asked the group why they liked doing the things they said they liked doing most:

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Because it just like helps me keep calm and like um, helps me relax and stuff (Student 1)

Because its good fun (Student 2)

I like playing lots, its just something that I like doing, like in my own time (Student 3)

Um, its fun, and like learning things, its fun (Student 4)

Its fun listening to music and that (Student 5)

The next question asked the students what they would like to do in their music classes:

Learn an instrument like drums and guitar and to play and write my own songs (Student 1)

To become a good guitarist (Student 2)

Get more experience. Like on how to play better (Student 3)

Really I just want to learn more instruments and like expand the variety of things (Student 4)

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Um like, just learn how to write really good songs and that, and just play an instrument (Student 5)

The next question focussed on how they used the computers in their music classes. Student 1 described a process where the students are required to learn a song that has been prepared for them with the melody written out using western music notation and with notes names. Once they have mastered performing the melody they then go into the computer room and develop their own arrangement of the song using the melody they have learnt in the previous class. Student 2 added that the next stage of the process using the computers was to

create our own beats and then make our own tune into that beat so it sounds good (Student 2)

When the students were asked what they used their computers at home for things to do with music there were a range of responses. Student 1 described using iTunes as a source of music that his family used to have as background music when cleaning the house. Student 3 discussed using YouTube to find examples of music she liked and adding these to her Facebook page. When asked specifically about using the computer for music lessons Student 2 replied that he used the internet to look up new songs. Student described using his brothers computer as it had GarageBand and Guitar Pro and he could write his own pieces using that software and play along with it. Student 5 indicated that she used the computer all the time to listen to music and to find the chords of songs she liked and printing them so she could add them to a book of songs

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that she was making.

The next question asked if the students thought that what they were doing with GarageBand such as writing their own songs using loops and samples was the same as what professional musicians might do when writing a song or working in a recording studio. A range of responses resulted. Student 1 said that he had heard on the news about computers being used to amp up voices and Student 4 added to that indicating that he felt that musicians were using computers all the time to make things pitchperfect. Students 2 and 3 indicated that although musicians might use computers, they felt that real instruments had a better sound and that although computers were used to correct pitch, music sounded better played on real instruments. Student 5 said that she felt musicians needed to know how to use technology as it was available and could add to and improve what musicians were playing on real instruments.

DISCUSSION

Teachers 1, 2 & 3

All three teachers appear to be experienced and confident users of a range of digital technologies in their teaching. All three have come from a contemporary music background with specific experience studying jazz and rock genres. All teachers were of the opinion that digital technology could be used to enhance the skills students had in a number of areas in music education. In particular they described using digital technology in composition where students could complete tasks without the need to

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have an understanding of traditional music theory and notation. All of the teachers suggested it was important that students have an understanding of theory and notation but they felt that technology allowed students to complete tasks without prior knowledge and understanding in this area.

All of the teachers involved in this study made specific reference to the aural skills of their students. They all recognised that the students seemed to know almost instinctively what to do when it came to structuring chords and creating interesting variations with pre-recorded loops in their compositions. Teacher 2 described the students as seeming to have music in their blood and how they could easily create well-crafted pieces with minimum intervention on his part.

Teachers 2 & 3 indicated that although they use a high level of digital technology in their classes, they also believed in the importance of practical music-making. Teacher 2 made specific reference to students playing together in class and Teacher 3 described the importance of students beginning composition tasks using either a guitar or piano.

Teachers 1 indicated that she had changed her pedagogical approaches since starting teaching at School D. Initially she described teaching the same concepts but using the different technology available at the school but then she described how she was finding that the students could complete tasks without the background theory that she thought they needed before starting the tasks. Thus she was now teaching them the theory after the task rather than beforehand. Teacher 2 said that he hadnt changed what he did and made specific reference to the importance of practical activities.

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However when describing composition tasks, he too made reference to teaching theory after the task rather than before it. This approach appears to be different to a more traditional approach where students are taught a range of theoretical concepts before embarking on a particular composition task.

Students

Data gathered in the questionnaires would suggest a high level of computer use and technological literacy. All the students involved in the study have access to a computer at home and regularly use it for activities related to music, be it listening to music, using it to share music with others, composing music or as a source for finding music to play. For most, they indicated a high level of comfort in using technology in subjects they were studying in school and also in their music classes.

The data gathered in the questionnaires indicated a high number of the students enjoyed practical activities most. Somewhat surprisingly, that amongst this small group of students writing music was their least favourite activity. Learning music theory was the next least favourite activity. The data would suggest that most of the students believed that technology was useful in all of the activities undertaken in the music classroom. The data also showed that the students rated listening to music very highly as an activity they enjoyed.

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The students who participated in the group interview reinforced many of the findings from the questionnaires in their responses to the questions. They indicated how much they liked playing instruments and listening to music. They also described how they used their home computers to help them in these activities. One student described how she added music that she liked to her Facebook page. Another student described finding out information about songs he liked and downloading guitar tablature and chords so he could perform it. Student 5 described creating her own songbook with lyrics and chords she had downloaded from various music websites.

CONCLUSIONS

The teachers involved in this study would appear to be capable users of digital technology and have adopted methods of using the technology they have available to them to meet the very specific needs of the students they are working with. They have recognised that although they view traditional Western music practices and theory as important, they allow the students to use their own particular aural skills to respond to set tasks first and then, often when a task has been completed, they may explore relevant theoretical concepts rather than trying to teach these beforehand (Bolden, 2009). Particular mention is made by two of the teachers of the strong aural skills that many of the students have and how they rely on these to construct well-crafted compositions without necessarily having an understanding of traditional music theory and notation.

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These teachers also have recognised the value of practical music-making and in this school have included activities that recognise the students desire to work with contemporary styles that are most relevant to them (Spruce, 2004). They are aware of how much music the students listen to and how this music influences what the students are able to do, particularly when working on composition tasks. They have recognised that much of the informal music learning that takes place in the students lives is relevant to what they want the students to achieve in their classes (Green, 2008). Burnard (2007) suggests that a universal aspiration for all music educators is to improve the quality of musical learning and its relevance to the young learner. As such, she suggests that we need to carefully consider if a music teachers capacity to use technology effectively matches the educational needs of his or her students.

Data gathered from this small number of student questionnaires and the group interview would suggest that these students are technologically capable and are able to use technology to support a range of musical activities that they undertake both in and out of school. The data indicated they listened to a considerable amount of music and this may contribute to the welldeveloped aural skills described by their teachers, particularly in the area of contemporary music. Of particular interest are their comments about their enjoyment of practical music-making. These students enjoy working on authentic activities, they like playing instruments and enjoy the opportunities of playing together. As such music educators need to be aware of this and even though organising large group practical activities may be viewed by some teachers as quite demanding (Mills & Murray, 2000), such activities often result in a greater number of engaged and enthusiastic students in their classes. These students appear to have the ability and the knowledge, often developed in an informal learning context, to develop their own skills and understanding of many aspects of music. A continuing challenge for music educators will be how to build on the skills and knowledge students like these may posess, whilst working in a co-constructed, formal teaching and learning environment.

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While it could be said that this small study shows limited evidence of a real transformative change in the teachers practice and the students learning as a consequence of using digital technology in the classroom, it seems that the seeds of this type of change could be underway in the school. Further more comprehensive detailed research is planned. A closer look at just how these teachers are changing their practice relative to technology and how this may impact on the students learning will remain central in that continuing research.

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