Computer Aided Computer Aided Instruction in Music Instruction in Music

Education: Education: Friend or Foe?Friend or Foe?

Presentation and Report By: Presentation and Report By: Jesse NolanJesse Nolan

““The growing availability of The growing availability of computers…carries a profound computers…carries a profound significance for altering the significance for altering the role of music in our society.”role of music in our society.”

- James A. Hoffman- James A. Hoffman

Harvard Educational Harvard Educational ReviewReview

Taking SidesTaking Sides

Taking SidesTaking Sides

Moderates: Advocate Moderates: Advocate computer-aided instruction computer-aided instruction in music education.in music education.

Traditionalists: Oppose Traditionalists: Oppose computer-aided instruction computer-aided instruction in music education. in music education.

A Moderate ViewpointA Moderate Viewpoint

A Moderate ViewpointA Moderate Viewpoint

Believe that technology has its place in the Believe that technology has its place in the music curriculum, and when used correctly, will music curriculum, and when used correctly, will have a positive influence on the role of music in have a positive influence on the role of music in our society and on music in general. our society and on music in general.

Feel that “music, a potent social instrument Feel that “music, a potent social instrument from earliest times, operates not merely in from earliest times, operates not merely in imitation of society but in dynamic interaction imitation of society but in dynamic interaction with it.”with it.”

- Hoffman- Hoffman

““The most stable aspect of life in the twenty-The most stable aspect of life in the twenty-first century will be that of change,” and that first century will be that of change,” and that music must change with the society that it music must change with the society that it directly interacts with. directly interacts with.

- Brian Moore, - Brian Moore, Music Educators JournalMusic Educators Journal

““The need for change in education is crucial not The need for change in education is crucial not only in understanding technology, but also in only in understanding technology, but also in the application and resulting process of the application and resulting process of instruction.” instruction.”

- Moore- Moore

Viewpoint SupportViewpoint Support

1.1. The number of computers, as well as The number of computers, as well as electronic instruments such as keyboards and electronic instruments such as keyboards and media hardware such as VCRs and CD players, media hardware such as VCRs and CD players, found in American homes has risen found in American homes has risen dramatically within the past decade and music dramatically within the past decade and music educators educators mustmust take advantage of this. take advantage of this.

2.2. The amount of music software available for The amount of music software available for at at home usehome use has provided the learner with a has provided the learner with a powerful musical environment which allows powerful musical environment which allows them to experience music at a very high level them to experience music at a very high level of thinking, and all for a fraction of the price of thinking, and all for a fraction of the price this software would have costs just ten years this software would have costs just ten years ago.ago.

3.3. It is now commonplace for school districts to It is now commonplace for school districts to have administrators whose sole responsibility have administrators whose sole responsibility is that of coordinating the use of computers is that of coordinating the use of computers and technology by providing both curricular and technology by providing both curricular direction and resource assistance to teachers.direction and resource assistance to teachers.

Viewpoint Support Viewpoint Support ContinuedContinued

4.4. It is also common for computer corporations It is also common for computer corporations and music companies to have divisions whose and music companies to have divisions whose responsibility is that of education.responsibility is that of education.

5.5. ““The accessibility provided by computers has The accessibility provided by computers has the power to restore music-making to its vital the power to restore music-making to its vital function in society, once again opening its function in society, once again opening its profound resources to everyone.”profound resources to everyone.”

6.6. Finally, and most importantly, the moderates Finally, and most importantly, the moderates feel that “for many students, the traditional feel that “for many students, the traditional approach to learning music – especially the approach to learning music – especially the need to learn musical notation and musical need to learn musical notation and musical theory – has been both intimidating and theory – has been both intimidating and stifling to natural creativity” and through the stifling to natural creativity” and through the use of technology in the music classroom this use of technology in the music classroom this no longer has to be the case.no longer has to be the case.

I. Computer PurchasingI. Computer Purchasing In 1978 computer developers discovered the “eight-In 1978 computer developers discovered the “eight-

bit” computer technology which made the home PC bit” computer technology which made the home PC possible because it lowered the cost of the computers possible because it lowered the cost of the computers and made them smaller.and made them smaller.

College campuses yearned to acquire these new College campuses yearned to acquire these new machines, and with the help of music administrators, machines, and with the help of music administrators, musicians and music educators could now gain access musicians and music educators could now gain access to the CBMI (Computer Based Music Instruction) to the CBMI (Computer Based Music Instruction) programs.programs.

Computers had penetrated nearly half of American Computers had penetrated nearly half of American homes as of 1997, and it is speculated now that homes as of 1997, and it is speculated now that almost 75% of American households own a computer. almost 75% of American households own a computer.

““Children’s educational use and Internet access were Children’s educational use and Internet access were shown to be the strong drivers of intent to purchase.” shown to be the strong drivers of intent to purchase.”

The computer industry has capitalized on this The computer industry has capitalized on this massive spread of computers into the household by massive spread of computers into the household by offering many types of software available for offering many types of software available for at home at home useuse. .

II. Software AvailabilityII. Software Availability

First generation (experimental) music software was First generation (experimental) music software was created in 1968 on large mainframe computers. created in 1968 on large mainframe computers.

In 1978 Soundchaser developed the extremely In 1978 Soundchaser developed the extremely popular Musical Instrument Digital Interface (MIDI) popular Musical Instrument Digital Interface (MIDI) technology (2technology (2ndnd Generation) which shattered all of Generation) which shattered all of the previous boundaries of music software. the previous boundaries of music software.

More than 500 music software programs were More than 500 music software programs were

developed beginning in 1978 that could be developed beginning in 1978 that could be considered third generation software.considered third generation software.

The rapidly expanding computer industry has The rapidly expanding computer industry has

created computers which are capable of running created computers which are capable of running fourth-generation software that is over 1000 times fourth-generation software that is over 1000 times faster and more complex than the original CBMI faster and more complex than the original CBMI software.software.

““How do we as professional music educators How do we as professional music educators

integrate such outside activities with our own integrate such outside activities with our own school based programs?” school based programs?”

-Moore-Moore

III & IV. Computer Administration / III & IV. Computer Administration / Business DivisionsBusiness Divisions

Children have gained tremendous exposure to Children have gained tremendous exposure to computers in the school curriculum, mainly for word computers in the school curriculum, mainly for word processing and mathematics purposes. processing and mathematics purposes.

Many school districts have administrators whose sole Many school districts have administrators whose sole responsibility is that of coordinating the use of responsibility is that of coordinating the use of computers and technology by providing both computers and technology by providing both curricular direction and resource assistance to curricular direction and resource assistance to teachers. teachers.

Because these administrative positions have been Because these administrative positions have been created, software and computer companies now have created, software and computer companies now have whole divisions that are devoted to promoting whole divisions that are devoted to promoting education. education.

Moderates feel that computer aided instruction in Moderates feel that computer aided instruction in music should follow along the same lines of computer music should follow along the same lines of computer aided instruction in other areas. aided instruction in other areas.

V. Music and SocietyV. Music and Society The practice of music has the potential, as it has The practice of music has the potential, as it has

always had, to balance some of the divisive forces in always had, to balance some of the divisive forces in our society, and also to generate “restorative action” our society, and also to generate “restorative action” through participation. through participation.

Social status is achieved by individuals through the Social status is achieved by individuals through the act of performing, as well as intellectual and musical act of performing, as well as intellectual and musical development. development.

Within a music conservatory we have “a microcosm Within a music conservatory we have “a microcosm of the relation of musicians to society where the of the relation of musicians to society where the primary evaluation/validation role is filled by the primary evaluation/validation role is filled by the studio teacher of faculty jury.” studio teacher of faculty jury.”

A music computer studio offers a way for A music computer studio offers a way for performers, composers, and interested members of performers, composers, and interested members of the public to the public to integrate, integrate, rather than separate, musical rather than separate, musical activities. activities.

The available technology “makes creating music a The available technology “makes creating music a simpler process and can thus be used to attract more simpler process and can thus be used to attract more than just the musically gifted, thus eliminating the than just the musically gifted, thus eliminating the gap between musicians and the rest of society.gap between musicians and the rest of society.

VI. Problems with Traditional VI. Problems with Traditional ApproachApproach

The traditional process “sterilizes” music, moderates The traditional process “sterilizes” music, moderates argue. argue.

““Understanding and using standard (music) notation Understanding and using standard (music) notation requires such a significant commitment in time and requires such a significant commitment in time and education that most people give up experimenting with education that most people give up experimenting with music in their early lives. If they did not have formal music in their early lives. If they did not have formal music lessons or an informal discovery process…then the music lessons or an informal discovery process…then the world of music creation would be largely closed to them.”world of music creation would be largely closed to them.”

-Evonne Nolan, Music Journalist-Evonne Nolan, Music Journalist

The moderates view the MIDI system to be the key player The moderates view the MIDI system to be the key player in making music exploration, creation, and knowledge in making music exploration, creation, and knowledge available to anyone who wishes to acquire it. available to anyone who wishes to acquire it.

This technology strays from the traditional music This technology strays from the traditional music composition and notation methods and is so simple to use composition and notation methods and is so simple to use that someone with absolutely NO prior musical talent that someone with absolutely NO prior musical talent and/or experience can experiment with it.and/or experience can experiment with it.

This method allows the learner to focus on the creative This method allows the learner to focus on the creative process rather than the tedious process of understanding process rather than the tedious process of understanding the traditionalist’s system of music theory. the traditionalist’s system of music theory.

A Traditionalist A Traditionalist ViewpointViewpoint

A Traditionalist ViewpointA Traditionalist Viewpoint Traditionalists feel that “children are born artists. Traditionalists feel that “children are born artists.

They are naturally creative - eager to sing, dance, They are naturally creative - eager to sing, dance, pound rhythmically on tabletops, act out great pound rhythmically on tabletops, act out great dramas from their own shared imaginations, and dramas from their own shared imaginations, and design masterpieces with sand, shells, stones, logs, design masterpieces with sand, shells, stones, logs, clay, paint, crayons, or any other material that's clay, paint, crayons, or any other material that's handy.” handy.”

-Alliance for Childhood-Alliance for Childhood

Feel technology has no place in music education.Feel technology has no place in music education.

Hold that the formal instruction methods Hold that the formal instruction methods (conservatories, colleges, private study) are the only (conservatories, colleges, private study) are the only ways of acquiring musical knowledge and/or talent.ways of acquiring musical knowledge and/or talent.

Feel computers stifle the creative process.Feel computers stifle the creative process.

Believe that computers pose threats to the well-being Believe that computers pose threats to the well-being and livelihood of our children, especially in their and livelihood of our children, especially in their relationships with others (parents, teachers, etc).relationships with others (parents, teachers, etc).

Using technology requires unacceptable trade-offs to Using technology requires unacceptable trade-offs to be made.be made.

Viewpoint SupportViewpoint Support

1.1. ““Computers are perhaps the most acute Computers are perhaps the most acute symptom of the rush to end childhood. The symptom of the rush to end childhood. The national drive to computerize schools, from national drive to computerize schools, from kindergarten on up, emphasizes only one of kindergarten on up, emphasizes only one of many human capacities, one that naturally many human capacities, one that naturally develops quite late - analytic, abstract thinking - develops quite late - analytic, abstract thinking - and aims to jump start it prematurely.” The and aims to jump start it prematurely.” The traditionalists view this jumpstart as unhealthy. traditionalists view this jumpstart as unhealthy. -Alliance for Childhood-Alliance for Childhood

2.2. Children need a wide variety of activities, Children need a wide variety of activities, including close, loving relationships with adults, including close, loving relationships with adults, outdoor activities, time for unstructured play, outdoor activities, time for unstructured play, and exposure to many different types of arts.and exposure to many different types of arts.

3.3. MIDI technologies that moderates support MIDI technologies that moderates support contain unacceptable trade-offs and that the contain unacceptable trade-offs and that the quality of music software on the market is quality of music software on the market is below an acceptable standard.below an acceptable standard.

Viewpoint Support Viewpoint Support ContinuedContinued

4.4. Accordingly, traditionalists feel that computers Accordingly, traditionalists feel that computers and computer software are training children to and computer software are training children to become reactors instead of actors. In other become reactors instead of actors. In other words, computers are actually stifling the words, computers are actually stifling the creative process. creative process.

5.5. Finally, and most importantly, traditionalists Finally, and most importantly, traditionalists are against the increasing implementation of are against the increasing implementation of computer-aided instruction in music education, computer-aided instruction in music education, and warn that a computer and warn that a computer must notmust not play a more play a more vital role in a young musician’s learning than vital role in a young musician’s learning than the teacher. the teacher.

I. A Rush To End I. A Rush To End ChildhoodChildhood

““Research findings across many scientific disciplines Research findings across many scientific disciplines strongly suggests that later intellectual development is strongly suggests that later intellectual development is rooted in rich childhood experiences that combine healthy rooted in rich childhood experiences that combine healthy emotional relationships, physical engagement with the real emotional relationships, physical engagement with the real world, and the exercise of imagination in self-generated world, and the exercise of imagination in self-generated play and in the arts. Intense use of computers can distract play and in the arts. Intense use of computers can distract children and adults from these essential experiences.”children and adults from these essential experiences.”

-Jane M. Healy, Educational Journalist-Jane M. Healy, Educational Journalist

Traditionalists feel that putting a child in front of a Traditionalists feel that putting a child in front of a computer at an early age will “undermine the development computer at an early age will “undermine the development of critical skills that kids need to become successful.” of critical skills that kids need to become successful.”

-Katy Kelly, Journalist-Katy Kelly, Journalist

““School policies often ignore the educational impact of School policies often ignore the educational impact of suppressing this natural, kinesthetic mode of learning in suppressing this natural, kinesthetic mode of learning in young children. Instead, they impose the adult mode of young children. Instead, they impose the adult mode of seated, intellectually oriented approaches, such as Internet seated, intellectually oriented approaches, such as Internet research. Some schools are even eliminating recess to research. Some schools are even eliminating recess to provide more time to drill young students for standardized provide more time to drill young students for standardized tests.” tests.”

-Alliance for Childhood-Alliance for Childhood

I. A Rush To End Childhood ContinuedI. A Rush To End Childhood Continued

Traditionalists feel that putting a child in front of a Traditionalists feel that putting a child in front of a computer at an early age will “undermine the computer at an early age will “undermine the development of critical skills that kids need to development of critical skills that kids need to become successful.”become successful.”

-Kelly-Kelly

Schools are interfering with the natural Schools are interfering with the natural developmental process of the body and brain. developmental process of the body and brain. They cite the evidence that the imaginative They cite the evidence that the imaginative element of a child’s physical interaction appears element of a child’s physical interaction appears about the age of two and extends throughout their about the age of two and extends throughout their childhood. childhood.

Through this play, children expand their Through this play, children expand their imagination to acquire “the power to generate imagination to acquire “the power to generate playfully one's playfully one's ownown images and to transform them images and to transform them in the mind's eye, which scientists now theorize, in the mind's eye, which scientists now theorize, later becomes the capacity to play with challenging later becomes the capacity to play with challenging mathematical, scientific, and cultural concepts in mathematical, scientific, and cultural concepts in ways that create new insights.” ways that create new insights.”

-Alliance For Childhood-Alliance For Childhood

Traditionalists believe that computers stifle this Traditionalists believe that computers stifle this ability because they provide the visual images for ability because they provide the visual images for the young learner and therefore remove the the young learner and therefore remove the imaginative element from learning. imaginative element from learning.

II. Children’s ActivitiesII. Children’s Activities

Children need close, loving relationships with Children need close, loving relationships with responsible adults, and in this case with musicians, responsible adults, and in this case with musicians, composers, and teachers.composers, and teachers.

While close contact with famous musicians and While close contact with famous musicians and composers is not always possible, study of their composers is not always possible, study of their works through aural and written analysis can forge a works through aural and written analysis can forge a child’s healthy attachment to such musicians. child’s healthy attachment to such musicians.

Traditionalists feel that increasing the use of Traditionalists feel that increasing the use of computers in the classroom forces young musicians computers in the classroom forces young musicians away from the masters and thus deprives them of away from the masters and thus deprives them of the necessary study of the great works. Such the necessary study of the great works. Such deprivation prohibits the student to construct the deprivation prohibits the student to construct the necessary foundation of music theory upon which all necessary foundation of music theory upon which all future learning will rest future learning will rest

II. Children’s Activities II. Children’s Activities ContinuedContinued

““Emotional bonds with the rest of the natural world help Emotional bonds with the rest of the natural world help us to mature physically, intellectually, and spiritually. us to mature physically, intellectually, and spiritually. Nature's diversity nourishes our material needs, Nature's diversity nourishes our material needs, including food, clothing, medicines, even the air we including food, clothing, medicines, even the air we breathe. But it also builds our emotional capacity for breathe. But it also builds our emotional capacity for kinship, affection, awe, nurturing, and beauty; promotes kinship, affection, awe, nurturing, and beauty; promotes our intellectual capacity for problem-solving, creativity, our intellectual capacity for problem-solving, creativity, discovery, and control; and helps stimulate the discovery, and control; and helps stimulate the recognition of a just and purposeful existence.” recognition of a just and purposeful existence.”

-Alliance for Childhood-Alliance for Childhood

Traditionalists stress the importance of play - especially Traditionalists stress the importance of play - especially make-believe play – because it “contributes in unique make-believe play – because it “contributes in unique and critical ways to children's intellectual, social, and and critical ways to children's intellectual, social, and emotional development. In contrast, studies over the emotional development. In contrast, studies over the same time period have failed to demonstrate that same time period have failed to demonstrate that computers in elementary education make any critical computers in elementary education make any critical contribution to children's development. Yet playtime in contribution to children's development. Yet playtime in many classrooms is being sacrificed, as computer time many classrooms is being sacrificed, as computer time increases.”increases.”

-Alliance for Childhood-Alliance for Childhood

It has even been reported that “high-tech companies It has even been reported that “high-tech companies have begun to provide playrooms to try to maximize their have begun to provide playrooms to try to maximize their employees' creativity.” employees' creativity.”

-Dale Russakoff, Business Journalist-Dale Russakoff, Business Journalist

III. Technology Trade-offsIII. Technology Trade-offs

The traditionalists cite four particularly The traditionalists cite four particularly important trade-offs in the MIDI technology important trade-offs in the MIDI technology that they feel are unacceptable. that they feel are unacceptable.

1)1) experimentation versus formal training, experimentation versus formal training, 2)2) real versus synthetic sounds, real versus synthetic sounds, 3)3) performing versus composingperforming versus composing4)4) composing versus engineeringcomposing versus engineering

““Even though MIDI offers many opportunities…Even though MIDI offers many opportunities…it is no substitute for learning to play an it is no substitute for learning to play an instrument.” instrument.”

-Jason Ohler, Music Journalist-Jason Ohler, Music Journalist

The traditionalists feel that experimentation The traditionalists feel that experimentation should follow formal training. should follow formal training.

III. Technology Trade-offs III. Technology Trade-offs ContinuedContinued

As advanced as MIDI technology is, the sounds it As advanced as MIDI technology is, the sounds it generates are no comparison to conventional generates are no comparison to conventional instruments, and in some cases, traditionalists argue, instruments, and in some cases, traditionalists argue, don’t even come close to that of the instrument it don’t even come close to that of the instrument it attempts to replicate. attempts to replicate.

Third, traditionalists feel that students should develop Third, traditionalists feel that students should develop the important musical skills learned in performance the important musical skills learned in performance before they begin composing. The stress that, “it is before they begin composing. The stress that, “it is within the context of a group that they (students) within the context of a group that they (students) develop the ability to listen, react, and play along with develop the ability to listen, react, and play along with others.” others.”

-Ohler-Ohler

Because MIDI technology allows users to do things they Because MIDI technology allows users to do things they could not otherwise do, it will sometimes force them to could not otherwise do, it will sometimes force them to focus on technology at the expense of music, “because focus on technology at the expense of music, “because they may spend what seems like an inordinate amount of they may spend what seems like an inordinate amount of time setting software parameters and twisting dials time setting software parameters and twisting dials rather than playing and composing.”rather than playing and composing.”

-Ohler -Ohler

IV. Computers & The Creative IV. Computers & The Creative ProcessProcess

Much of the educational software available is “drill Much of the educational software available is “drill and practice, thinly disguised as some sort of game.” and practice, thinly disguised as some sort of game.”

-Healy-Healy

Because of this game-like system, students are Because of this game-like system, students are taught to memorize rather than allowing them to taught to memorize rather than allowing them to explore the concept and fully understand it.explore the concept and fully understand it.

Traditionalists argue that “a good program should be Traditionalists argue that “a good program should be

open-ended, encouraging children to be actors and open-ended, encouraging children to be actors and not reactors,” and advise avoiding programs that not reactors,” and advise avoiding programs that stoop to drilling- rote single-answer questions – stoop to drilling- rote single-answer questions – dolled up with fancy graphics, bells, and buzzers. dolled up with fancy graphics, bells, and buzzers.

-David LaGeese, US News Online Journalist-David LaGeese, US News Online Journalist

V. Computers vs. V. Computers vs. TeachersTeachers

Warn that a computer Warn that a computer must notmust not play a more vital role in a play a more vital role in a young musician’s learning than the teacher. young musician’s learning than the teacher.

Computers must not, and cannot replace the teacher in Computers must not, and cannot replace the teacher in any way, and accordingly, computer usage by students any way, and accordingly, computer usage by students must not take of place of interaction with the teacher. must not take of place of interaction with the teacher.

They also stress that students cannot share anything They also stress that students cannot share anything (feelings, emotions, etc) with a computer because (feelings, emotions, etc) with a computer because computers do not contain the human capacity to express computers do not contain the human capacity to express emotion, whereas a teacher does.emotion, whereas a teacher does.

Music teachers often teach the same students throughout Music teachers often teach the same students throughout the time they remain at the same school. In other words, the time they remain at the same school. In other words, there is usually only one music teacher in the entire there is usually only one music teacher in the entire school to teach all the students for many years.school to teach all the students for many years.

““Because of the attachment of children to teachers whom Because of the attachment of children to teachers whom they have been with for many years, the teacher becomes they have been with for many years, the teacher becomes a much more powerful role model than when the child a much more powerful role model than when the child only has the teacher for a year. The class also becomes only has the teacher for a year. The class also becomes more like a family as the children grow up learning and more like a family as the children grow up learning and working together... School-age children need someone working together... School-age children need someone who knows them as totalities and who can reflect this who knows them as totalities and who can reflect this wholeness back to them. Having the same teacher for a wholeness back to them. Having the same teacher for a number of years is one of the best compensations for the number of years is one of the best compensations for the often truncated interactions of postmodern, permeable often truncated interactions of postmodern, permeable family life.” family life.”

-Alliance for Childhood-Alliance for Childhood

My ViewpointMy Viewpoint

My ViewpointMy Viewpoint

In order to successfully integrate computer-aided In order to successfully integrate computer-aided instruction into the music education curriculum, a instruction into the music education curriculum, a compromise must be struck between the moderates and the compromise must be struck between the moderates and the traditionalists. traditionalists.

The technology must be used side by side with direct The technology must be used side by side with direct teacher-student interaction. In other words, computer teacher-student interaction. In other words, computer programs should not be a substitute for teacher instruction, programs should not be a substitute for teacher instruction, but rather an enhancer for such instruction. but rather an enhancer for such instruction.

Along with this teacher-computer combination, I believe a Along with this teacher-computer combination, I believe a collaborative learning process must be implemented as well, collaborative learning process must be implemented as well, in which students work in groups around a computer in which students work in groups around a computer terminal as the teacher instructs and explains. This type of terminal as the teacher instructs and explains. This type of environment enhances not only creativity, but the learning environment enhances not only creativity, but the learning process as well, because “students virtually teach one process as well, because “students virtually teach one another.” Furthermore, “they reinforce the teachers another.” Furthermore, “they reinforce the teachers instructions, and share in decision-making and in evaluating instructions, and share in decision-making and in evaluating results.” (Hoffman) I feel that “a significant advantage of results.” (Hoffman) I feel that “a significant advantage of the computer-aided approach,” combined with collaborative the computer-aided approach,” combined with collaborative learning, “is that students work on assignments learning, “is that students work on assignments duringduring class class time, in traditional courses, these assignments would have time, in traditional courses, these assignments would have been done outside of class as individual homework. been done outside of class as individual homework.

By combining the use of traditional teaching By combining the use of traditional teaching methods with new-wave technology I feel methods with new-wave technology I feel that this solution can be reached. It is a that this solution can be reached. It is a solution which is healthy for the student, solution which is healthy for the student, but at the same time encourages the but at the same time encourages the necessary strong student-teacher bond and necessary strong student-teacher bond and makes use of just enough computer-aided makes use of just enough computer-aided group instruction that the student’s group instruction that the student’s creativity is encouraged rather than stifled. creativity is encouraged rather than stifled.

It won’t be long before a new revolution in It won’t be long before a new revolution in computer-aided instruction begins, and computer-aided instruction begins, and thus a new debate will start before this one thus a new debate will start before this one is even solved. is even solved.

Computer Aided Computer Aided Instruction in Music Instruction in Music

Education: Education: Friend or Foe?Friend or Foe?

Presentation and Report By: Presentation and Report By: Jesse NolanJesse Nolan