● What are the key points of the article (report, rather than critique)?

○ This article, written by Evan S. Tobias, explores a classroom called STC,

or Songwriting and Technology Class. He does this by conducting a case
study involving three students and three groups. The class itself includes
creating, performing, recording and overall production of original music,
using music technology. The case study focused on how students were
engaging with music, which resulted in students learning more than
expected in the curriculum. Students thought and acted as songwriters,
performers, engineers, and many more in ways that overlapped and
complemented each other.

○
● What aspects of participatory culture may have implications for secondary
general music?
○ In the introduction, Tobias discusses the lack of music curricular
opportunities outside of ensemble placements in secondary general
education. This excludes the population of students who do not want to be
in an ensemble, but are interested in exploring music, making music, and
even performing music. The class that is discussed in the article,
Songwriting and Technology class, provides a music experience that
differs from ensembles, for both students interested in ensembles, and
those who are not. Participatory culture, in this instance, is described as
being beneficial in its ability to attract a larger group of students than in
many secondary music environments.
● Based on the article, what is the need/rationale and/or ways to structure
secondary general music?
○ The results of this case study showed the undeniable benefits from the
STC class, including, but not limited to, the variety of knowledge that the
students in the class explored and learned. An argument can easily be
made that every school should have a creative-based music class, that
students of all musical backgrounds can enroll in. Another component of
this article is the use of music technology in the secondary general music
classroom. Technology is always advancing and growing, especially in the
music industry. By allowing students to explore and understand music
technology in the classroom, they also have a better understanding of how
the music they listen to is produced.
● What additional questions do you have for the author (ask regarding gaps
and when you disagree)?
○ Could there be a place for similar creativity in an ensemble setting?