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An examination of music technology requirements for undergraduate performance majors
DISSERTATION

, University of Delaware, United States

Doctor of Education, University of Delaware . Awarded

Abstract

This study examines why too few undergraduate performance majors are learning music technology skills they will need to work as professional musicians. First, the study examines the technology skills required by professional musicians, and then it describes the ways in which schools integrate music technology within the performance major. Data for the study was collected from professional musicians, from music school administrators, and from curriculum artifacts. Both qualitative and quantitative methods were used to triangulate the data.

Findings from the data indicate the following: (a) Professional musicians use technology to notate music, arrange/edit/play back music, record music, organize their digital music collection, teach music, and assess their performances. (b) Many schools of music feel that their overall program is weak in teaching music technology skills. (c) Type and size of a music school do not influence how music technology is taught. However, type of degree, funding structure, the number of core music credits, and whether or not a school offers a music technology program do affect the extent to which music technology skills are taught to undergraduate performance majors. (d) Factors impeding the establishment of a music technology program include overloaded curriculum, insufficient equipment, insufficient funding, and weak faculty technology skills.

Recommendations include the creation of a music technology plan; faculty development; an increase in funding, facilities, and technology support; changes in curriculum loads and delivery methods; and the development of assessment methods.

Citation

Rege, K.M. An examination of music technology requirements for undergraduate performance majors. Doctor of Education thesis, University of Delaware. Retrieved April 18, 2019 from .

This record was imported from ProQuest on October 22, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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