Technology Standards For Music Degrees: A Model
John J. Deal and Jack A. Taylor, Center for Music Research, Florida State University
It has become increasingly apparent during the past several years that college graduates in music must be able to deal with technology in their given area--not only as a powerful tool in their own education, but also as future developers of computer materials and curricula and as teachers capable of incorporating the latest technologies as powerful tools to assist in the process of student learning. In the United States only a few music departments in colleges and universities seem prepared to provide their music majors with adequate training in computer literacy. Furthermore, there appears to be little consensus as to the content of this training and exactly how it should be incorporated into the music curriculum.
So commonplace is this issue of technology that the National Association of Schools of Music (NASM), the accreditation agency for music schools in the United States, has included the following as one of six competencies common to all baccalaureate degrees in music:
Technology: Through study and laboratory experience, students should be made familiar with the capabilities of technology as they relate to composition, performance, analysis, teaching, and research.
As is typical with all of the NASM competencies, however, the definition of competency in technology is determined by the local institution, with final NASM approval accorded initially by visiting evaluators and ultimately by the appropriate NASM review commission. No further suggestions as to the determinants of that competency are made by NASM; nor do they propose a curriculum in computers and music.
Thus, the authors saw the need to address issues associated with the inclusion of technology in music degrees and present a model, including both what students should know and how music schools might meet the technology requirement of NASM. The model that follows is based on four central tenets, which emanated from two small surveys conducted as a part of this project, from consideration of the issues surrounding technology in music, and from the authors' combined experience in technology.
1. Technology instruction in music degrees is a "bottom up" process, i.e., as students develop greater skill and knowledge in technology, they put increasing pressure on faculty to utilize and incorporate technology in their instruction. This becomes a more effective strategy for the integration of technology throughout the entire music curriculum than any mandate that "trickles" down from the top.
2. NASM competency should be met, not by piecemeal, unrelated applications, but by a coordinated series of experiences, based upon a solid foundation of fundamental technology skills and knowledge.
3. The model should represent minimal competency standards rather than maximum capstone experiences, achievable by all schools that aspire to NASM accreditation standards, yet it should also suggest advanced standards for those who have the desire and resources to provide more than minimal technology education.
4. Because technology is constantly changing, the model should continue to evolve.
The following points, then, constitute the current model for technology standards in music degrees:
1. Computer skills essential to all undergraduate music majors should be developed by a required, one-semester, introductory technology class that:
MINIMAL: meets twice per week for one semester hour credit.
PREFERRED: meets three times per week for three semester hours credit.
2. Credit for the minimal class can be found in one of three ways:
a) add an additional hour credit to degree programs (not likely, but some units may be able to do so);
b) include a music technology class as a part of the general education component (some possibility of this);
c) take a credit from a core course required of all students, e.g., music theory (totally the prerogative of the music unit and the ONLY option available if a) and b) are impossible to do);
3. Computer technology integration (beyond the one-semester required class):
MINIMAL: skills and knowledge about computer technology should be integrated into other courses, e.g., music theory, ear training and sight singing, analysis, music methods, conducting, applied music, etc;
PREFERRED: basic level, plus advanced, elective courses available to all music students in areas such as programming, hypermedia, sequencing, etc.
4. The required technology class should be completed by students during their first year in residence;
5. A technology "expert" should teach the required class, assist faculty in the integration of technology into their courses, provide workshops and inservice sessions for faculty and students as needed and requested:
MINIMAL: one FTE faculty member for every 250 majors (FTE pro-rated based on number of majors, e.g., .5 FTE for 125 majors).
PREFERRED: one FTE faculty member for every 150 majors.
6. Basic knowledge and skills in computer operation, word processing, and spreadsheet and database management should be provided by the college/university rather than the music unit.
7. All music majors should be required to own a computer and a MIDI keyboard with the following specifications (specifications are general due to the rapid changes in technology standards):
MINIMAL:
Computer:
Pentium 90; 16 MB RAM; 1.2 GB
Power Mac 7500; 16 MB RAM; 1.0 GB
Color monitor -- 800/600 minimum resolution
4X CD ROM
Entry level sound card with MIDI
MIDI keyboard
14.4 bps modem
PREFERRED:
Computer:
Pentium 133; 16 MB RAM; 1.6 GB
Power Mac 9500; 16 MB RAM; 2.0 GB
Color monitor -- 800/600 minimum resolution
6X CD ROM
Advanced level sound card with MIDI
MIDI keyboard
28.8 bps modem
8. A technology lab for music students ought to be readily available and contain the following hardware:
MINIMAL:
a) One multimedia computer (including headphones) for every two students enrolled in any class held in the laboratory (it is likely that learning is enhanced by pairing one experienced with one inexperienced student; each computer configured as under "MINIMAL" above and all networked; at least two computers linked to an internet provider;
b) MIDI keyboard for each computer;
c) one laser printer;
d) basic audio playback system;
e) computer projector system;
f) one portable storage device (removable tape or disk)
PREFERRED:
a) One multimedia computer for every student enrolled in any class held in the laboratory; each computer configured as under "PREFERRED" above and all networked; all computers linked to an internet provider;
b) All "MINIMAL" equipment above;
c) 2 laser printers; 1 color printer;
d) scanner;
Space and furnishings for the technology lab must not be overlooked. Plenty of space is required for each work station. All furnishings and equipment should be ergonomically acceptable in order to avoid physical problems in the users. Wiring should be hidden yet accessible as needed, and proper measures should be taken to ensure the security and safety of equipment and users. Although there is acceptable furniture available on the commercial market, it may be possible to obtain custom designed and crafted lab furniture at a price that is competitive with commercial. For more detailed specifications for computer labs, see the new, comprehensive publication by David Williams and Peter Webster (Computers, Technology, and the Music Experience, Schirmer Books, 1996).
9. The following licensed software must be available for each computer as part of the laboratory identified above:
MINIMAL:
Basic music notation
Hypermedia
Drill/Practice for theory/ear training
Basic auto-accompaniment
Sequencing
Examples of multimedia applications (CD-ROM titles)
Communications
Word processing
PREFERRED:
All the software listed above, plus the following:
Database management
Sampling/Sound Synthesis
Multimedia support
Advanced auto-accompaniment
Graphical web browser
Digital video
10. Music schools must have an established method for assuring technology competency by its students, including classes, proficiencies, and use of technology in completing certain required projects. An entrance/competency exam will help units determine which students have achieved the competency level appropriate for NASM accreditation and will assist in structuring class experiences to meet the needs of the students enrolled.
11. Music schools must develop a five-year plan for technology curriculum and for the acquisition and maintenance of hardware and software and work for a commitment from the university to fund the plan. Too often, colleges and universities claim to value and promote technology without providing the funds required to achieve the goals they have established. A five-year plan is desirable over a longer plan for two reasons: a) five years is about the maximum amount of use to get from a computer workstation with moderate use; and b) technology changes rapidly over a five-year period.