The first technology standard that stood out to me was number 1) Creativity and Innovation. In this standard, students use technology while applying existing knowledge to generate new ideas, processes, and possibilities, create original works to express themselves or a group, and develop models/simulations to explore issues, trends, and systems. The first thing that popped into my mind when I read the description were the programs "Finale" and "Sibelius". These are MIDI programs where students can enter in notes and values for instruments to create a piece of music. Once information has been entered, you can play it back to hear how it sounds. The programs already have sounds for all woodwind, string, brass, percussion, and vocal sounds and attributes. It will even transpose for you so you can write everything in concert key- which simplifies the process tremendously. I have used "Sibelius" and "Finale" for music theory homework, original compositions, arrangements, writing warm-ups, and preserving parts that no longer exist in my library. Students use their knowledge of music theory and instrument color, tone quality, and sound to create their own piece of music.
The Second standard that stood out to me was number 2) Communication and Collaboration. Students are required to share ideas/wprk and collaborate as a group. The program "Sibelius" mentioned above has an affiliated website similar to google docs where students can post their work, get feedback from others, and (if you have the permission and password) work on other people's compositions. This is a great way to get input from a wide audience and receive constructive criticism from other composers/arrangers who have the program.
The third standard I liked was number 6) Technology Operations and Concepts. This standard says students must use technological concepts and tools to learn. To satisfy this standard, students simply need to use a digital tuner and metronome. Another great online resource is jazzpracticeloops.com. This ties in with number one since you need to have prior knowledge of musical scales to perform and improv solo. Being a solo jazz performer, I need to practice my improvisation- the musician is given chord or figured bass symbols and improvises their own rhythms and notes (within the chords) to make a solo. jazzpracticeloops.com has hundreds of sound samples the musician can play along with. They used a program like "Sibelius" or "Finale" to make a digital rhythm section (drum set, bass, and piano) that plays any key signature, tempo, style, or length you could imagine. If I knew I had an improv solo for a song in say, A major, 12 bar blues, I could go to the website, search the criteria, and practice my solo with the digital rhythm section for as long as I wanted. That way, during the performance, I am familiar with the chord changes and can focus more on expression than notes- which will be far more interesting. Another great online tool is imslp which is an online database of sheet music. When preparing for my senior capstone, I composed an original work based on German composers of the romantic era. For my piece to sound like music of the time period, I needed to study the scores of composers I wanted to emulate- Beethoven, Brahms, Wagner, etc. To avoid buying scores to their symphonies, I studied them on imslp. This also ties in with number one because I had to have prior knowledge of Romantic History, composers, instrumentation, and the ability to read/write music.
The biggest problem with using technology in a music class is that it is often expensive. A program like "Finale" costs around $150-$200, and a good tuner/metronome is anywhere between $15-$100. Many students cannot afford to buy proper equipment, and many music programs can't afford it either. Since most musicians have added expenses like strings, sticks, reeds, valve/slide oil and have difficulty saving up for these technologies. Many students will never get to use them unless the school provides it. Funding for public school music programs has been cut significantly in the past few years, and many programs have been cut all together. Many music instructors are more focused on buying new sheet music, stands, microphones, percussion, or spending on repairs than asking administrators for new equipment - assuming there is at least one computer in the music room (if there even is a consistent music room). Also, so many music directors are being pressured to focus on marching band or pep band and to do well at festivals and competitions that they don't have time to teach basic music theory and history- much less an entirely new thing like technology programs. Something like a tuner/metronome or jazzpracticeloops could and should be used every day (given the funding), but instructors are reluctant to ask for cash for new programs that do not directly benefit the school.
