1. The Perfect Storm
Traditional Music Education Values / Music Technology / Social Function of Music in Society /
Community Connections
This paper presents a vision for music education utilizing real-world approaches to teaching
music. Software such Ableton Live and Sibelius are integrated into a core curriculum as students
learn piano, guitar, technology and music theory. Students then synthesize music knowledge and
skills in order to improvise, create and perform.
Respect for traditional music education including choir, band, orchestra, Orff-Schulwerk and
other tried and true methods must be acknowledged. The quality of music programs and the
dedication of music teachers are undeniable.
Combining the respect for traditional music instruction with music technology, the social
function of music in society and connections to the greater community of professional musicians
has the power to create the “Perfect Storm” … a passionate environment for discovering the
power of music.
As we plan for the future of music education, how do we best respect the great
accomplishments of music programs and music teachers while simultaneously adapting to tools,
technology and methods that may provide an accelerated approach to our craft?
As a young child I remember how a simple melody accompanied by a few chords revealed a
magical world of creativity and artistic awareness. Playing the guitar and expressing my life in
and through music provided an intellectual and cultural connection that I’ll forever cherish.
Every child should feel the magic of music, and more importantly realize the importance of
their artistic and cultural voice in society. Numerous examples of music programs that embrace
creativity, improvisation and innovation exist today.
Creating and improvising in real time also can be interpreted as the ability to do the “MATH”
of music in real time. Knowing your scales and chord progressions as well as memorizing
numerous songs using those scales and chords enables one to compose, improvise and create
music in real time.
Below is an example of a Sibelius (music notation software) template that allows students to
interact with the “MATH” of music. Projecting the template and amplifying the sounds provide
immediate visual and aural feedback to students. Students are then drilled on pitch and rhythm
emphasizing the need to quickly identify, hear and reproduce the “MATH” by playing, singing
and conducting. “Please see Figure 1”

2. Figure 1
Ableton Live is an example of another software that helps students internalize, utilize and
synthesize the “Math” of music.
Here are some simple suggestions for developing music “MATH” skills in real time with
Sibelius and Ableton Live.
● Compose loops (repeated harmonic progressions) in Sibelius; export to MIDI; drop the
MIDI into Ableton Live and then jam. By creating tracks in Ableton Live you will
discover numerous ways to expand harmonic, rhythmic and melodic material for the
original loop. “Please see Figure 2”
● Load an instrument into Ableton and improvise an original loop. Add tracks expanding
melodic and harmonic material.
● Use a “Drum Rack” in Ableton Live to create beats. Translate these patterns to traditional
notation.
● Create loops and scenes in Ableton Live that can be expanded into musical forms and
later arranged into an original composition.
● Record professional musicians improvising over loops, thereby creating additional
inspiration for students to improvise, create perform along with the recordings.
● Export the MIDI from an Ableton arrangement to Sibelius for editing, arranging and
printing traditional notation.

3. Session View in Ableton (tracks and clips used for improvisation and creating musical ideas)
Figure 2
As improvisation, composition and performance skills improve, students strengthen their
ability to create and perform original songs and cover songs. Please note that any genre from
classical to pop can be used.
Producing original songs about other curriculum in your school fortifies the relationship of
music to other subjects and the overall culture of your school, resulting in opportunities to
collaborate with teachers, community, industry and the larger population of students.
Collaborations soon turn into diverse networks who value and support music as necessary and
core to student success.
Once students know how “MATH” in music works they quickly learn new tonal centers, chord
progressions, time signatures and musical forms.
Analysis of classic compositions, music history and an invitation to explore music from all
eras and genres further ignites student desire for continued music study and performance.
The Social Function of Music in Society
Below are some important concepts from Tricia Tunstall’s book about “El Sistema.”
● Scores - Music is arranged to fit the specific technical ability of each student, therefore
allowing beginners to play with advanced students.
● NO EXCLUSION - 100% of the students participate. Music is for everyone, not just the
privileged minority.
● Social - Students work in groups and the learning culture is a priority.
● Function - Music is an essential part of the greater community and should bring joy to
all.
● GOAL: Changing, supporting and influencing the social and emotional lives of young
people
"When children are playing music together, all the differences in class, race, everything - they
disappear. They don't exist anymore. For a child, it gives the message that unity and harmony in
the world are possible, that war is not necessary."
Tricia Tunstall, Changing Lives (2012)
Another successful strategy is "Community Connections." Connecting your curriculum with
real-world musicians, composers and people in the music industry is an essential validation of
your program. Opportunities to collaborate with music artists should occur frequently.

4. The recent push in education moving to problem based learning valuing innovative methods,
which foster creativity, improvisation and risk taking has created a renewed respect for the arts.
Music programs now have the opportunity to thrive in this environment taking center stage as
academic leaders. Our methods must be real, relevant and able to adapt to the ever-changing
world.
I believe the methods and tools presented in this paper will enable music educators to more
effectively teach and promote *core music skills, knowledge and performance practices.
*Below are some core music skills, knowledge and concepts passionately shared to me by
music teachers and performers. My respect for these core musical values and the musicians I
have known remains central every lesson I teach.
What’s important in music?
Scales
Chord Changes
Rhythm
Relaxation
Reading Music
Listening
Structure (form)
Purpose of Music
Collaboration with Great Musicians and Artists in Multiple Disciplines
Understand the Necessity of Above Items
Evaluate the Artistic Relevance of Music Using Above and How it Determines Art
Nuts and Bolts
1. Rhythm (beat, meter, etc.)
2. Dynamics (forte, piano, crescendo, etc.)
3. Melody (pitch, theme, etc.)
4. Harmony (chords, progression, etc.)
5. Tone Color (range, register, etc.)
6. Texture (monophonic, homophonic, polyphonic)
7. Form (binary, ternary, etc.)
8. Improvisation / Creation / Composition / Performance