Using technology, the ease with which music may be composed, arranged and published is bridging the gap between formal and informal instruction. This change, however, has been slow to take root in formal music education. Not only do schools not have the technology, but music educators are not accustomed to teaching music to students by composition and arrangement, before a student even knows how to read and write music. Using the Internet to post and distribute curricular materials, the Oklahoma project seeks to assist teachers trying to adopt technology-enhanced music instruction. There is no best way to teach music.
Technology simply provides music educators with far more options.
I quickly became evangelical about getting this equipment in the hands of students. His evangelism has paid off. In addition, there is a mailing list enabling music educators to collaborate around lesson plans, technical problems and other issues. Project participants hoped to have students collaborate at a distance, but that has not happened yet. At Johnson School, six faculty members of the New England Conservatory spend 4-6 hours per week teaching students and teachers a comprehensive music curriculum.