Abstract:

The University of Michigan 2002 Study indicated that 74% of New York State 6-12 graders are non-performers but have some connection or relation to music. Music sequencing softwares, such as GarageBand, Pro Tools and Logic, greatly benefit the non-traditional music student. They show how sample based tools, such as those mentioned above, are able to benefit those students who are not able to learn from the traditional music theory methods. These methods achieve greater status and meaning as the current generation are influenced by social computing websites, such as wiki, facebook, myspace, blogs and podcasts. In the age of “Guitar Hero” and “Rock Band”, where people from all ages are learning music by engaging in interactive video games, in which instruments are placed in the gamers’ hands. This has revolutionized the way music is perceived, produced and practiced. The Medgar Evers Culture, as well as the surrounding Brooklyn community, is rich with untapped future potential musicians and artisans. Part of this is due to the criteria on which the current generation is recognized as true musicians. Part of this research will be to identify modern and non-traditional methods to develop the 2009 “Digital Musician” with the use of technologies, such as iTunes University.

The music technology field involves a vast arena of recording and production hardware and software. Technology has changed the landscape of how music is formed, produced and distributed. Record labels, Broadway production companies, current and emerging jazz and classical artists and venues have been forced to revisit the traditional methods of creating music. Current technology has changed the musical language and perspective of contemporary musicians and producers. The challenge in today’s music instruction is properly instructing our future talent who are not familiar with the traditional methods of music instruction.

The first part of the study is to determine the music industry’s expectations of musical artists and engineers, in order to prepare the current and future generation with proper musical instruction and technology while existing in a constantly changing technological environment. The second part of the study is to learn the academic and technological requirements to properly instruct our future talent who are not familiar with the traditional methods of music instruction to prepare them for the music industry.

In order to accomplish this task, this study would need to determine the following:
1) Assess the level of music instruction for the contemporary musician
2) Determine the technological tools needed to accomplish this task
3) Determine current music and technological teaching tools in current high schools and colleges encouraging technological usage in music instruction
4) Survey the music industry’s expectations of musicians and technicians today

Secondary and post-secondary schools, that have the tremendous responsibility of latter development of our future musicians, singers and producers, are attempting to standardize instruction and music equipment in a constantly changing field. This study will allow us to better understand technology roles in the local N.Y.C. market and what is being expected of musicians and engineers of today. Ultimately, this will develop into a platform where we can better assess standardizing Music Technology in Pedagogy.

I will discuss in this paper/presentation, the findings of this project.

Keywords:

digital musician, music technology, research projects.