Post by Slinger on Mar 4, 2019 14:10:32 GMT
Music teaching could be left behind in an outdated acoustic age if it does not keep up with technology, an in-depth report says.
Too much music education does not reflect the reality of how young people engage with music, according to the inquiry from the Music Commission.
It says there is a risk this "disconnect" means current teaching methods may become outdated.
It argues technology could help stop music from disappearing from schools.
The commission, led by key figures in contemporary music and set up by the Arts Council England and the Associated Boards of the Royal Schools of Music, says technology is evolving at a rapid rate.
From apps that allow users to compose digital music on smartphones to 'teach yourself the guitar' YouTube videos, the opportunities technology offers for learning, making and engaging in music are significant.
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I'm really not sure how I feel about this. I worry that technology might take over, to the detriment of "traditional" musical instruments and music theory. Conversely, anything that helps to instil the wonder and beauty of music into receptive adolescent minds can't be all bad.
Spelling, punctuation, and grammar seem to have gone the way of the world with the advent of the spell checker etc. and can now, I believe, be assessed separately (correct me if wrong please educators) depending on the circumstance. As a lover of language, that pains me.
When I took my maths 'O' Level it was stipulated that calculators were not allowed (slip-sticks were OK though) but when my son took his 'O' Levels it was stipulated that calculators must be used. Indeed, they were a part of the "basics" that the school expected parents to provide.
Perhaps it's too lazy an example, but I always think about darts. I used to be a pretty handy player, and it seemed that of people of my generation could work out running scores as we threw, calculate finishes almost instantly, and that was including when the odd dart might go astray and the required finished changed on the fly. Some professional players now have "counters" who sit in the front row and call out the scores required. I would be embarrassed to have to use a counter, but today nobody is taught to add and subtract in their heads. They have no concept of being "hands-on" with numbers.
Anyway, that seems to have rambled nicely away from the original post, and onto my team of education hobby-horses. What do you think about the music stuff I started with though?
Too much music education does not reflect the reality of how young people engage with music, according to the inquiry from the Music Commission.
It says there is a risk this "disconnect" means current teaching methods may become outdated.
It argues technology could help stop music from disappearing from schools.
The commission, led by key figures in contemporary music and set up by the Arts Council England and the Associated Boards of the Royal Schools of Music, says technology is evolving at a rapid rate.
From apps that allow users to compose digital music on smartphones to 'teach yourself the guitar' YouTube videos, the opportunities technology offers for learning, making and engaging in music are significant.
MORE
I'm really not sure how I feel about this. I worry that technology might take over, to the detriment of "traditional" musical instruments and music theory. Conversely, anything that helps to instil the wonder and beauty of music into receptive adolescent minds can't be all bad.
Spelling, punctuation, and grammar seem to have gone the way of the world with the advent of the spell checker etc. and can now, I believe, be assessed separately (correct me if wrong please educators) depending on the circumstance. As a lover of language, that pains me.
When I took my maths 'O' Level it was stipulated that calculators were not allowed (slip-sticks were OK though) but when my son took his 'O' Levels it was stipulated that calculators must be used. Indeed, they were a part of the "basics" that the school expected parents to provide.
Perhaps it's too lazy an example, but I always think about darts. I used to be a pretty handy player, and it seemed that of people of my generation could work out running scores as we threw, calculate finishes almost instantly, and that was including when the odd dart might go astray and the required finished changed on the fly. Some professional players now have "counters" who sit in the front row and call out the scores required. I would be embarrassed to have to use a counter, but today nobody is taught to add and subtract in their heads. They have no concept of being "hands-on" with numbers.
Anyway, that seems to have rambled nicely away from the original post, and onto my team of education hobby-horses. What do you think about the music stuff I started with though?
