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ERIC Number: ED339347
Record Type: Non-Journal
Publication Date: 1991
Pages: 108
Abstractor: N/A
Reference Count: N/A
Using MIDI: A Staff Development Program Designed To Increase Teacher Awareness of the Technological Applications of Musical Instrument Digital Interface in the Classroom.
Neese, Charles Glen
This practicum report describes an instructional program designed to increase teacher awareness of the technological applications of musical instrument digital interface (MIDI) in the classroom. The primary goal of the study was to assist music teachers in becoming more informed about MIDI, and to enable them to effectively select the appropriate computer hardware and software for their instructional settings. After the acquisition of the current versions of MIDI compatible software, five training sessions were designed in which teachers could develop skills while previewing the software programs. The training session topics included an overview of MIDI, an introduction to MIDI compatible music sequencing software, an introduction to MIDI compatible music notation software, an introduction to MIDI compatible music instructional software, and a discussion of amplification and sound reinforcement. Results of a questionnaire completed by participating music teachers indicated that they had accomplished the following: (1) gained knowledge of the components used in a MIDI network system; (2) gained proficiency in the operations of MIDI compatible music sequencing, notation, and instructional software; and (3) gained knowledge about current music software programs. In addition, participants requested more in-depth training on MIDI programs. It is recommended that continuing staff development efforts for music teachers be offered using MIDI compatible software. Appendices contain the questionnaire used in the study, workshop planning forms, a list of software producers, and other documentation. (56 references) (Author/DB)
Publication Type: Dissertations/Theses - Practicum Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A