A Conceptual Framework for Integrating MIDI Composition into the Music Classroom
Abstract
The educational technologies have taken great strides, especially in MIDI composition, teachers across the world are still adjusting to incorporate such technology into their curricula. Numerous studies have shown the benefit of using MIDI in the classroom, but with limited class time and a strong focus on performance, composition is often seen as a lesser priority. The balance between music theory, performance time, and composition learning is delicate and difficult to maintain for many music educators. To address this issue, this paper aims to outline a general conceptual framework centered around a key element of music theory to integrate MIDI composition into the music classroom to not only introduce students to digital composition but also enhance their understanding of music theory and its applicability.
