As method, it was used the Action Research in the Classroom, in situ observations, focus groups, depth interviews, field diaries,and audio and video recordings. Participants were 20 students (among digital native adolescents, and adults) of the technical level as well as the professor, digital immigrant, whose teaching experience exceeds 30 years in an institution of higher education in Western Music in Jalisco, Mexico. This study aims to understand the experiences and the produced impact by a blog developed in Music Appreciation matter. KEYWORDS: Music Education, Digital Technologies, ICT, General Music Programme, Professional Development, Singapore The importance of professionally developing the technological aptitude of music teachers will also be emphasised the final chapter will include strategies and frameworks that the GMP syllabus can adopt to systematically prepare music teachers -including teachers with little technological background - to be autonomous, creative and effective users of digital technologies in the 21st century. Two chapters of this dissertation suggest pragmatic and sustainable ways of integrating technology with music education even while keeping the pedagogical focus on musical learning rather than the technology itself. Subsequently, the limitations of the GMP syllabus with regards to its perspective on the use of Information and Communications Technology (ICT) will be highlighted. Specifically, the literature and educational frameworks relevant to this topic from the UK, US and Australia will be examined and assimilated into the context of Singapore. Music technologies are becoming an increasingly integral component of music making, and music-instruction technologies have developed new and innovative ways to let students learn musical concepts and skills in a meaningful and authentic manner - this dissertation serves to evaluate how Singapore’s general music education can leverage on these new possibilities and concurrently allow the 2015 General Music Programme (GMP) syllabus to address the prevalence of technology-based music in mainstream music. Silverstein adds: “It’s about being able to re-create existing styles, understanding the cultural zeitgeist of music.” (Listen to Amper's sample music here and judge for yourself.Digital technologies have generated distinct musical literacies and created additional methods of composing, performing, producing and learning about music. The way Amper claims to solve the problem is not by looking at it as a data science problem, but as a music creation problem, where AI actually helps the computer understand human emotion. That is, you can equip a computer with AI to create a “perfect” piece of music, but unless it elicits the emotions of the audience, the computer will not be the next music superstar. But to create really good music, the perception of the listener is as important as the process of creation. This sounds like good news for everyone, except for professional musicians and composers who may balk at the competitive threat of AI-enabled quality compositions. For an amateur musician, Amper allows you to work better with technology than you can with an instrument it's the expression of that creativity, regardless of someone's background.” In ten years, will anybody be able to create his or her own piece of content with original music, with the use of AI-enabled music creation tools?ĭrew Silverstein, CEO of Amper, thinks so: “You don't need to be musical to be able to express yourself through music. With simple web tools, anybody can have a global online storefront up and running in a few days. The idea that anybody can potentially generate creative content (like videos, ads, online games) and use AI tools to add original music is analogous to what the internet did to help democratize entrepreneurship. So AI-generated music is becoming a reality, at least for simple musical arrangements. For example, click here to listen to Project Magenta's first composition. Basic notes, tones, and chords can be easily programmed into a computer, and with machine-learning techniques computers can learn to create music. On that note, well, the basics of music are pretty logical. Whenever pioneering technologies emerge, my advice to students in digital innovation courses is not to wonder whether or not the technology will disrupt an industry, but the extent to which it will.
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