Bridging traditional and digital – the modern music classroom

Jack Hardman

Director of Music at M:Tech Education , IAPS Premier Music Partner

[email protected]

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M:Tech is an engaging music technology and composition program designed for children in IAPS prep schools. Running as an after-school club, this innovative course introduces learners to fundamental music theory and composition skills through dynamic multimedia projects.

As you walk the corridors of many music departments, you will encounter an intriguing history of technology.

From the trusted metronome, faithfully keeping time, to the cassette recorder that has long since been retired, the world of music education constantly evolves; just like the technology that supports it. This evolution tells a story of scepticism through to acceptance, where technology is no longer seen as a threat but a powerful ally in the modern music classroom.

In this article, I sit down with three inspirational music educators to explore how technology is redefining music education, making it more engaging and more inclusive than ever before.

In the classroom

Mimi Munro , IAPS Music Subject Adviser and Head of Junior Music at Channing School, believes that technology allows her pupils to get closer to the heart of the music they love.

“Children have access to a wealth of music through streaming platforms and already have a highly developed sense of taste, even in primary school,” she said. “Although my students love to play in class ensembles and sing together, composition without technology can sometimes fall rather flat.”

Having taught as a visiting composition teacher for the last decade, I have seen my own students' eyes light up as they realise their only limitation is their imagination. Technology brings the world of music-making direct to children’s fingertips, whether it’s discovering the tone and quality of a Chinese zither to getting hands-on with a virtual modular synthesiser.

Mimi echoes this sentiment, noting that technology can be a valuable tool to spark curiosity: “It allows children to feel closer to the music they listen to. Basic-level composition is about learning how to arrange sonic ingredients into a pleasing whole. I would rather use digital tools that inspire the children to dig deeper.”

On the screen

Technology has also revolutionised professional composition and performance. Musicians and composers can harness the power of technology to create, perform, and share their music in ways that were previously unimaginable. Spitfire Audio, for example, has meticulously sampled the entire BBC Symphony Orchestra, allowing composers to test their scores with the world’s best performers.

Hayat Selim , award winning composer (and former member of the team here at M:Tech), has seen these developments streamline her professional workflow: “To be able to hear my vision of a composition straight away, in a digital audio workstation by playing directly with sampled instruments that replicate the sound in my head, has helped me accelerate my way into film scoring.”

She goes on to reflect that this technology serves to facilitate her creativity in a pragmatic and modern way, meeting the ever-growing demands of her industry.

“Music technology is essential for the industry today. Directors now expect to listen to a close-to-final mockup of the music - a piano sketch is simply not enough. The industry expects to be listening to an almost final soundtrack before a production has even started!”

What we’ve learnt

Here at M:Tech, we have seen the mindset of Directors of Music progressively change over time as the landscape has evolved.

When we first introduced our after-school music technology activity to the community in 2006, many DOMs feared it would threaten the very existence of their traditional instrumental lessons. Not at all dramatic! Over the years, research has surfaced showing the true benefits of technology and opinions have gradually changed.

Zayn Goetzee , Course Director at M:Tech, believes technology is an invaluable secret weapon, able to unlock a broad range of skills far beyond music: “At M:Tech, our project-based learning model encourages the children to work on long-term, multifaceted music projects. They compose, record and produce songs and soundtracks, building on their musical ideas week-on-week. These projects require planning, problem-solving, collaboration and time management skills, fostering a deeper understanding of music and its real world applications.”

Our experience has also taught us that tech-based learning can act as a springboard to more traditional music, making it more inclusive and increasing overall participation in the subject.

Zayn reflects: “Inclusivity fosters a sense of belonging and encourages more diversity within music programs. Music tech can also encourage participation from children who have no interest in the traditional music education routes, by widening accessibility and making music relevant to them.”

Final Thoughts

Technology has created countless access points into the world of music education. These new developments have helped make our subject more accessible, more democratic and more enjoyable for many children. Whilst we must protect our musical traditions and be wary of AI composing the next string of radio hits, it’s clear that technology in music has truly helped level the playing field and is here to stay.

If you would like to explore introducing music technology at your school, please email M:Tech Director of Music Jack Hardman.