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Using Music Technologyin the ClassroomBy Dr. Kirk Kassner
Using Music Technology in the Classroom” is published byHarmonic Vision, Inc. All rights reserved.For reprint information, please contact:Harmonic Vision210 S. Fifth Street, Suite 12St. Charles, IL 60174800.474.0903“Using Music Technology in the Classroom”was written forHarmonic Vision by Dr. Kirk Kassner.To download a free demo version of Music Ace, visit:Copyright © 2010 Harmonic Vision, Inc. All rights reserved. V2.0$30 OFFMusic Ace Maestrovisit Enter promo code “MUSIC222” at checkout to receive discount.REGULARLY $127.95—YOUR PRICE $97.95
Using Music Technology in the ClassroomCopyright © 2010—Harmonic Vision, Inc.Page 1What do Harry Houdini, Harry Potter and music technology have in common? All perform such fan-tastic feats that they appear to be magic. About his fanciful book on Santa Claus, Gregory Mone(2009) explains: “Santa uses tools that are hundreds of years beyond what we have at our disposal.As a result, it does seem like magic, but it’s really all science and technology.” As a music teacher, Ioften wished for a magic wand or spell to help my students learn more easily, quickly and com-pletely. My wish was granted when I discovered technology for music education.Technology is the magic that can solve many common problems. All music teachers struggle withchronic shortages of time:time in the overall schedule sufficient to teach a well-rounded music curriculumtime for individual and small-group instructiontime for individual student assessmenttime for delivering and pacing instruction with a variety of differently abled studentstime for involving children meaningfully in all nine areas of MENC’s National Standardstime for motivating our students and helping them achieve highstandards.We know some students need extra time to learn music con-cepts and skills, and others need to be stimulated with moreadvanced and challenging tasks. How can we be all things to allstudents? Besides using a magic time-expander or cloning our-selves (neither of which are currently available), where can mu-sic teachers get help? Maybe the district will reduce class sizesand hire assistants for us? Yeah, right! How about a group ofhighly trained, faithfully attending, constantly upbeat volun-teers who come in whenever we need them? Dream on! Howabout technology? Now there’s some real magic: magic that isavailable right now and waiting to be used.Case Study 1Kevin was one of my students having difficulty remembering the names of pitches on the treble staff(National Standard 5) until he went through lesson 10 of Music Ace Maestro and played the accompa-nying games. The wacky cartoon character, Maestro Max, humorously engaged Kevin in learning ofpitch names, gave him opportunities to interact with new information each step of the way and peri-

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