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Module 1 – Discussion Forum 1.1 - Relationship with Music Tech

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My relationship with music technology is still in its early stages, but I am excited and motivated to grow through this course and my ongoing studies. I’m eager to deepen my understanding and integrate more technology into my teaching and performance.

I feel most proficient in video editing technology, drawing on my background as an undergraduate communications major. During that time, I learned how to use Avid News Cutter for video and audio editing, skills that have translated well to platforms like TikTok, Instagram, Canva, and Capcut for content creation. 

However, I am less experienced in music composition and DAWs. I’m particularly eager to expand my knowledge of Logic and Pro Tools, not only for my personal growth but also to better serve my students. I’m currently working with the Louis Armstrong Foundation, which is setting up a studio classroom in my school, and proficiency in these programs will be crucial for that initiative.

Overall, gaining more expertise in music technology would give me greater independence as both a teacher and a performer. Additionally, I hope to grow my skills as a content creator, combining music and technology to reach wider audiences.

Module 1 – Discussion Forum 1.2 - Lee and Chang Reading

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A key takeaway from the Lee and Chang article  is how scaffolding—using language, questioning, and guided activities helps students learn together, emphasizing peer support and collaboration. As they state, "Building a peer scaffold can enhance children’s sense of participation in activities and promote learning effectiveness." (Lee & Chang, 2021, p. 22) This insight is crucial in understanding how technology can be a bridge, not just for individual learning, but for creating a more socially connected classroom environment.

 

In my own teaching, I’d apply this by using music technology as a collaborative tool, especially for students with different learning needs. For example, introducing simple DAWs or music-making apps can help students work together on creating beats or arranging music, allowing them to solve problems collectively. This kind of hands-on, tech-based collaboration encourages communication and builds a sense of community. By scaffolding learning through tech, I can guide students to help one another while developing their musical skills, making sure no one feels left out. 

 

The tech becomes the medium through which students build social and academic connections, mirroring what the article advocates for inclusive education.

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Module 3 – Discussion Forum

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Digital Audio Workstations can truly transform the classroom into a fun and exciting space for learning. In DAW-based music instruction, students engage not only with the traditional musical elements we’re familiar with—melody, harmony, and rhythm—but also with cutting-edge production techniques that let them create, manipulate, and arrange music in fresh, innovative ways.

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A fundamental skill students develop through DAW instruction is music production. With a DAW, students learn to arrange compositions, layer tracks, and sequence musical ideas. This process exposes them to different musical genres and structures, equipping them with the ability to craft anything from a pop beat to a full orchestral score. One of the most exciting aspects of working with DAWs is the freedom to experiment. Students can explore a variety of sounds, effects, and editing techniques, encouraging creativity without the limitations of traditional music setups.

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Beyond creativity, DAWs also promote collaboration and project management, skills that are increasingly relevant in today's digital music landscape. With cloud-based tools, students can collaborate in real-time, even across distances, sharing files and bouncing ideas back and forth—similar to how we work in our Music Tech course at Teachers College. This real-time interaction prepares students for the collaborative nature of the modern music industry.

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Ultimately, DAW-based instruction isn’t just about learning to produce music—it’s about developing critical and creative thinking within a digital framework. Students gain a deeper understanding of the technological, compositional, and collaborative processes involved in music creation. In today’s evolving music education landscape, DAWs provide an essential toolkit, allowing students to engage with music in a way that’s relevant, practical, and exciting.

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Module 4 – Discussion Forum

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I disagree with the notion that modern popular music lacks complexity or interest. While traditional schools of music composition often emphasize the intricacies of Western musical notation, this framework doesn’t account for the full range of musical expression that exists today. Complexity in music is not solely defined by what can be written on the page. Modern popular music, especially in genres like hip-hop, R&B, electronic music, and jazz fusion, frequently exhibits rhythmic intricacies, innovative production techniques, and lyrical depth that transcend traditional notation.

Take, for instance, Solange’s *A Seat at the Table* album, which offers a masterclass in musical and thematic complexity. The album blends elements of neo-soul, R&B, and jazz, using sophisticated arrangements that incorporate both live instrumentation and electronic production. The way Solange uses space, silence, and dynamics to build tension, paired with her emotionally charged, poetic lyrics about identity and empowerment, creates a multifaceted listening experience. The album’s harmonic subtleties and intricate vocal layers provide depth and texture that challenge the listener to engage on multiple levels.

To me, music becomes complex and interesting when it tells a story, evokes emotion, or challenges conventional structures. This can happen through harmony, rhythm, or even silence. What might seem "simple" at first glance may, in fact, carry layers of meaning that unfold with repeated listening. The emotional connection that music creates is just as important as its technical composition.

My life experiences have deeply shaped this perspective. Growing up in New Orleans, I was surrounded by a diverse musical landscape that blends traditional jazz, blues, and gospel with modern genres like bounce and hip-hop. These styles often defy the rigidity of Western notation and rely on oral traditions, improvisation, and community-based performance. As a music educator, I’ve witnessed how these forms of music resonate with students who might not connect with traditional music theory, proving that complexity exists in various forms. My exposure to these cultural influences and my work in education have broadened my understanding of what makes music rich, layered, and impactful.

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