Jacinta Stevenson

2743044

1712QCM

The Impact of Digital Notation Software on

Music Education
Words: 999
 2 Jacinta Stevenson

The Impact of Digital Notation Software on

Secondary Music Education

Abstract
Digital notation software has created many opportunities for music composition,
such as it’s inclusion in secondary music education (Kayali). As the benefits of
students learning composition have been recognised, its feasibility in general
music education has also become apparent (Berkley, 2004). Block considers
that since the introduction of this software, students who did not have the
knowledge base, ability or patience to attempt composition previously, now
have the opportunity to learn and utilise such skills (2008).

Introduction

Kock, Sleegers and Voewten state that technology is a vital component of

secondary education, and is becoming increasingly employed as an educational

tool (2004, p.146). Music technology, specifically digital notation software, has

provided many opportunities for the development of music education (Seddon,

2006, p.273). Digital notation software’s time saving abilities have made it

practical for composition, a time consuming project, to be taught to a high

standard in secondary schools. Students’ engagement in the activity of

composition is beneficial to their general education, as well as their creativity

and musical knowledge (Kennedy, 1999; Berkley, 2004; Major, 2007).

Literature Review

In the past century, secondary music education has been adapted to incorporate

new music related technology (Seddon, 2006, p.273). Digital notation software

is one of the new technologies introduced into secondary school classrooms

(Pitts & Kwami, 2002, p.61). The software is designed so that composition is

more achievable for people who lack in compositional training (Prairie, 2010).
 3 Jacinta Stevenson

Prairie describes the digital notation software finale, as a “revolution in saving

time” (2010, introduction). Evidently, this has made a great impact on

secondary music education, making composition a practicable component.

According to Sloboda (1985) (as sighted by Kennedy 1999, p.157), prior to the

introduction of this software, composition was the “least studied and least

understood of all musical processes”.

The inclusion of digital notation software in secondary schools has instigated a

range of opportunities for students to engage in the practice of composition

(Berkly, 2004). Composition is a beneficial skill to study in secondary school,

as students are at their prime age for this type of learning (Block, 2008,

paragraph 1). The skill of composition is beneficial to the students’

development, as it utilises both critical and creative thinking (Kennedy, 1999;

Berkley, 2004; Major, 2007).

Importance of Composition

Composition study develops students’ ability to problem solve and think

critically (Berkley, 2004; Major, 2007). Berkley (2004) examines the process of

composition, when the composer is constantly assessing and reassessing their

work in its progressive state. This is a process of perfection, requiring the

composer to think critically about their work. Throughout this process, melodic,

harmonic, rhythmic, stylistic and aesthetic issues will arise, requiring the use of

problem solving skills. Major (2007) discusses the examination process of the

work, when students will communicate their ideas and issues to the teacher.
 4 Jacinta Stevenson

This discussion requires an understanding of the issue, and the use of

appropriate musical vocabulary.

Murry, (1997) (as sighted by Pitts & Kwami, 2002, p.61), defines music

technology as “any situation in which electronic technology is used to control,

manipulate or communicate musical information”. Pitts and Kwami discuss

how this use of technology is being utilised by music teachers, raising the

standard of work produced by students. However, they are not ignorant to the

fact that much time during class would need to be dedicated to resolving

technological issues unrelated to music. The time is not wasted completely

though, as the technological skills are beneficial to the students, although

perhaps not directly musically educational.

Notation Software- The Ease of Composition

Technology is easily understood and valued by secondary school students. This

is apparent in Pitts and Kwami’s survey, as it is evident that digital notation

software is the preferred method of composition for adolescents (2002). The

time saving tools in finale discussed by Prairie (2010, introduction), simplify the

composition process for students. The software is understood easily because of

their regular interactions with technology. As a result of this, less time is

dedicated to notation techniques, and more time is spent on understanding chord

structure, melody, rhythms and timbres.

The appeal of composition is much greater to students with the functions

provided by the notation software. They appreciate the instant gratification of

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playback, cut/paste, undo and other automated functions, enabling them to make

small alterations to their piece without re-writing the composition (Prairie,

2010). However, although the time saving techniques are of use, Kayali argues

that this will result in the students will producing “poor quality” compositions.

They will not learn to use their inner ear, instead listening to their composition

played by a MIDI orchestra through the software playback. Nevertheless,

Kayali maintains that composers believe the positive aspects of digital notation

software outweigh the negatives.

Opportunities of Composition Education

Digital notation software makes it achievable for composition to be taught in

secondary schools to a high standard. As composition is a very time consuming

process, it would not be realistic for students to complete their work within the

restricted time limit deposited to the class. Now that it can be facilitated, many

new opportunities arise for music students that are not involved in the practice

of a specific instrument (Block, 2008). Composition is a valuable and important

aspect of music education, which students may not recognise as a significant

component until taught in class. Also, students who did not have the patience or

dexterity for composing prior to the software may realise their interest in it

(Block, 2008).

With an uprise in interest and ability to compose, the level of competitiveness to

succeed will increase. Composition has become a simplified process (Pitts &

Kwami, 2002; Kayali), and therefore notation and inner ear abilities are not

required to create a simple composition. However, arguing against Kayali’s

 6 Jacinta Stevenson

statement, it is probable that this will increase the level of difficulty to be

successful in the field of composition. There will be an increase in the demand

for originality, higher quality and aesthetically pleasing pieces in order to be a

successful composer.

Conclusion

It is evident that digital notation software has made a positive and negative

impact on music education in secondary schools. Composition benefits the

general development of secondary school students’ education, and the software

aids their ability to compose. This creates opportunities for students who may

not have had the capability to compose prior to the introduction of this

technology, to experience this component of music. It is apparent; however, that

composing using MIDI playback will weaken the inner ear of composers.

Nevertheless, the introduction of the software allows students to benefit from

the influence that composition has on their general development.

 7 Jacinta Stevenson

Bibliography

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