EDCP 305 Reflection 2 (Option 1)
In the research paper “Fluency in General Music and Arts Technologies: Is the Future of music a Garage Band Mentality?” Peter Gouzouasis succinctly illustrates three main ideas as follow: the elaboration of a discourse on notions of fluency with arts-based technologies (Gouzouasis, 2005, p.5), the relationship between FITness and FATness by the National Research Council (Gouzouasis, 2005, p.5), and the discussion on the effects of technological tool that has generated to music education as well as the literacy of music (Gouzouasis, 2005, p.5). In new media context, the author states that there are few types of fluency, such as “visual fluency”, “aural fluency”, “associational fluency” and “ideational fluency” (Gouzouasis, 2005, p.5). In these various types of fluencies, “associational fluency” plays a pivotal role in the digital media contexts, as it is “considered as the ability to identify and recognize similar structures (e.g., software menus, tools, and functions) across music software applications” (Gouzouasis, 2005, p.8). The research has also mentioned the importance of “spontaneous flexibility” and “adaptive flexibility.” Moreover, in the author’s view of flexibility, he promotes the ideas that notion and flexibility are correlated, which allow music composer and artists to be more creative on their artworks by making the elements richer. Undoubtedly, the art-based technology in multimedia production is limitless, and full of flexibility (Gouzouasis, 2005, p.8). Furthermore, in today’s world, the fast growing technological development is one of the most significant and influential elements that affect the music education as well as literacy. The article places a heavy emphasis on the discussion of utilizing technological software to compose music, as well as its relationship to educational use. There are three types of knowledge that are associated with the art-based technology and fluency, such as “intellectual capabilities”, “fundamental concepts”, and “contemporary skills” (Gouzouasis, 2005, p.11). For instance, “fundamental concepts” illustrate the idea that in order to utilize the technological equipment, it is necessary to gain a decent understanding of the technology concepts, and it is a lifelong learning skill (Gouzouasis, 2005, p.12). In this paper, based on the in-class experiences in EDCP 305, I will examine the relationship and the effects that are generated by the capabilities of the Garage Band application and the traditional notation of music on the educational practice.
Given the circumstances of having students with different ability and background in music, it is difficult for teachers to set up teaching material for students to gain musical knowledge. Since some individuals might be more capable in understanding the language of music better than the other learners in the class, it is an undoubtedly difficult task for teachers to approach and teach students at the same time with the same progress. For instance, the teaching of musical notation is a good example, as referring to what Gouzouasis Peter’s (2005) study has found the following:
“Today, traditional notation of music may be interpreted as being useful only in the performance of Western classical music and related forms. Second, the teaching and learning of music notation has become an even more specialized endeavor than it has ever been, even in historical terms. Notation will become a more exclusive technè.”
It reflects that in the musical context, the notation is one of the most necessary classical elements for musician to read, understand, play, and compose a song. Simultaneously, notation can successfully acts as an instrumental element for musical composers to develop and intend their creations of music. Even though knowing that the utilization of musical notation is such a critical element in music, there is a part of the population in the class that is not capable of understanding this musical language. Therefore, the existence of educational technology such as Garage Band is a useful tool for those who do not understand the notation but have the passion and desire in creating their own music. The power of Garage Band allows those who do not have a musical knowledge background to construct a song. It is a versatile tool that provides an inspiring way for students to explore their interests in music and encourage the participants to experience the music beyond the traditional routine of learning music. Yet, with the more advanced and convenient educational technology such as Garage Band, it raises specific concerns about the major objective of music education. In the traditional way of learning how to play a musical instrument, it is an inherent part to also learn how to read the notation. Indeed, with the invention of Garage Band application, students can now compose a song, even though they do not have the ability of reading musical notation. The utilization of Garage Band in education is undoubtedly beneficial for both parties—students as well as teachers. However, it is necessary to maintain the balance between traditional musical notation and the use of musical technology. It is significant to maintain the heritage of the tradition of musical literacy.
Thus, reflecting to Gouzouasis’ article by applying his findings to the classroom, the music educational software, Garage Band, is surely a beneficial application in the purpose of learning. It is an instrumental and versatile tool especially for students who do not have a musical background. Simultaneously, while enjoying the benefits that the advanced technology has brought to the society as well as the musical industry, it is necessary to remain the heritage as well as the literacy of the traditional musical notational.
References
Gouzouasis, Peter. (2005). Fluency in General Music and Arts Technologies
Is the future of music a garage band mentality?, 5-6.
Gouzouasis, Peter. (2005). Fluency in General Music and Arts Technologies
Is the future of music a garage band mentality?, 8-9.
Gouzouasis, Peter. (2005). Fluency in General Music and Arts Technologies
Is the future of music a garage band mentality?, 11-12.