Recently, I received a call from a buddy who had been in my music technology class a few years ago. She spoke enthusiastically about her new teaching position and about how technology had made her teaching so much better. When I asked how this was possible, she spoke at length about the time saved by creating and printing her own band arrangements by computer. She was also convinced that it was much easier and quicker to teach students about music with an electronic keyboard, a computer-driven CD player, and multimedia software. The saving of time seemed very important to her.
On one level, this is understandable. Time is precious, especially for those engaged in artistic experience. Creators of the arts are always seeking more time to refine their work, and they often work against internal or external deadlines. Consumers of the arts actively seek more time to listen, view, and read. Arts educators are constantly challenged to schedule as much time as possible for arts education in a full school day, often with the hope that students will choose more arts experience in their leisure time.
History continues to show that technological development helps creators, consumers, and educators to make the most of their precious arts time. Good examples of this for music include the invention of the phonograph in 1878, followed closely by the first magnetic tape recorder in 1888 and the radio in 1895. More recent events have had an even greater impact. The Music Instrument Digital Interface (MIDI) protocol, devised in 1983, continues to be one of the most profound developments in the quest to make machines useful tools for all types of musicians. Digital sound sampling and its use by the recording industry and personal computer companies have completely changed the delivery systems for music. Finally, the power and affordability of today’s personal computers and the music software that runs on them have increased the efficiency of music making and its enjoyment and study.(1)
Examples of modern technology at work for music abound. Composers and arrangers in all styles of music have found that music printing by computer saves time and money. Performers and conductors have discovered that digital recording and editing techniques help them to become more productive and perceptive as they refine performance. Consumers of music have discovered new ways to experience music both inside and outside the concert hall because of the advances in delivery systems that have resulted from advancing technology.(2) Educators have discovered and have often created new software programs for themselves that effectively teach complicated music concepts in record time?
My former friend’s enthusiasm is further evidence of the growing support for technology as an efficient aid in artistic work. She is experiencing the positive effect of time savings that new technology may well provide, but I would hope that there is more to it than that. Whether the use of technology saves time in the routine of teaching and other work in the arts is actually of secondary importance. I suspect that this really depends on the skills and motivations of those using technology. In some cases, its use might well complicate, extend, and even be detrimental to the artistic process.
Technological Abuse
For example, critics frequently argue that such technological developments seriously threaten the quality of the aesthetic experience. They say, for example, that in the quest for saving time, quality suffers; composers write less thoughtful music; performers do not develop technical skills on “real” instruments; consumers go to live performances less frequently; and educators let commercial software teach music or sell out to cheap video thrills with little substance. All of this has some basis in truth. New technology is constantly abused, often because it is seen as a shortcut. I suspect we have all heard trivial synthesizer music, seen poorly notated scores, and used teaching software programs that have limited and even incorrect content. What must be remembered, however, is that these are people-centered problems, often caused by our desire to work faster or by carelessness and poor education. It is unfair to blame technology for this human problem.
If a music composition calls for the use of a wind controller to excite five different MIDI devices, so be it. If the music is good and performed musically, we are impressed; if it is bad or played inaccurately or insensitively, no amount of technology can make it better. Likewise, if an arranger uses the newest desktop publishing system to create a score and parts for a wind ensemble, and the music is poorly conceived and notated to begin with, it certainly is not the fault of the technology. If a teacher uses the slickest of multimedia devices to illustrate a class presentation but the information is unfocused, boring, and nonmusical, the technology will not save the lesson. Technology is a powerful tool, but only if it is used musically. As history continues to teach us, the quality of the product is the point.
I believe that today’s digital technology offers some of the most significant support for artists ever seen in our civilization. This is true, in part, because of efficiency in the routine of production endeavors such as music printing, control of theatre lighting, and artistic displays of graphics. But, more importantly, it is true because of technology’s support for the fundamental core of the artistic endeavor–the creative thinking process. Never before have we had such powerful assistance for thinking. I believe that technology allows us to use time better, not necessarily faster.(4) This might be best explained by first describing one view of how time is spent in the creative process in music and then following this model with some examples from practice.
In past writings, I have argued that the creative process in music involves the ability to “think in sound.”(5) Composers and arrangers do this as they work with musical gestures in the short term, and as they craft more extensive sound structures that occupy longer periods of time. Improvisers, regardless of musical style, engage in similar thinking, often concurrently with the actual musical performance.(6) Performers must constantly think in sound as they consider new ways to interpret music. If listeners are to listen to music imaginatively, they must remember previously heard material and construct ideas about how the music might unfold in the future.
For each of these kinds of music experience, the thinking proceeds somewhat differently in terms of time. The composer and the performer have the luxury of spreading the experience over several sessions that may occupy days or weeks. The improviser and the listener must deal with it in minutes and seconds. Regardless of these differences, I suggest that stages of thinking occur and that each stage is qualitatively different from the other. The model in Figure 1 displays how these stages relate. (The traditional stages proposed by Wallas are merged with more contemporary writing by Gardner and his associates working at Harvard’s Project Zero.(7))
Preparation begins the process. At this beginning stage, musical ideas are generated (composers); heard (listeners, improvisers); or considered (performers). Pieces of the puzzle occupy the perceptive consciousness of the creator. Often, when digitized, there is the potential that these sounds can be lost, and that is because of the problems inherent with hard drive technology. Because of this, creative musicians also face the high potential of hard drive failure, which can eliminate so much work in a single stroke. Sound is played with in the same way that an artist might treat clay or paint or a poet or novelist might treat words. Influenced by a host of variables (both personal and environmental), the creator generates these musical ideas as a basis for creative work. This is clearly easy for some and very difficult and time consuming for others.
Such divergent thought often gives way to periods of relative repose. For some, this might include a period of reflection during which the many ideas from the first stage are considered more carefully as a group. For others, simply getting away from the task at hand allows distance and a chance for the subconscious to work on the ideas. In improvisation, for example, this might be the time that the performer is not actively improvising and is listening to or accompanying others. For listeners, this stage might be characterized by a focus on the overall gestalt of the piece and not on individual elements.
Active return to the creative thinking process might lead back to the divergency of the preparation stage or ahead to the period of illumination and verification. In this last major stage, much time is spent on developing musical ideas in a more linear and convergent fashion. It begins with a sense of wholeness and clarity about the final form of the work. All the pieces are now on the table and the general shape seems clear, illuminated by the previous work. It is here that much of the content is formed and final decisions are made. Composers, arrangers, and performers are working on the important details of the music, crafting sections and making subtle decisions about the music. The improviser is bringing the music together, weaving personal ideas with those of fellow players. The listener is reflecting on the whole work as it is ending, blending the analysis of elements together with the variety of emotions and feelings for the work. This may lead to the final product, a return to a more reflective state, or simply a move toward a new cycle of divergency.





