The Tablet as a Classroom Musical Instrument

Abstract

Music education is rightly recognised as an important part of children’s social, creative and academic development. Current UK policy holds that all children should have the opportunity to learn a musical instrument and have access to quality music education. In practice, however, many primary schools do not have the resources and guidance to deliver this, and with the pressures of literacy and numeracy attainment, the more advanced aspects of music education, such as notation and theory, often seem unachievable goals. Primary schools increasingly utilise tablet devices, such as iPads, to improve interactivity, engagement and accessibility in other aspects of learning, but this approach is yet to be widely adopted within music classes. As part of a wider research project funded by the Arts and Humanities Research Council, this study examines the effectiveness of such tablet applications in a Year 5 class on performance and composition, and assesses how this approach might function on a wider level. All children have the right to a music education which allows them to develop their expression and understanding. The modes of interaction and representation with which children are accustomed from regular use of tablets may help to ensure that this is present in every music class.

Keywords

• composition
• experiential learning
• music
• performance
• technology