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ICT IN THE MUSIC CLASSROOM. ACHIEVING MUSICAL LITERACY IN THE 21ST

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Conference Paper · March 2017

DOI: 10.21125/edulearn.2017.2407

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 17

CONFERENCE
PROCEEDINGS
Published by
IATED Academy
iated.org

EDULEARN17 Proceedings
9th International Conference on Education and New Learning Technologies
July 3rd-5th, 2017 — Barcelona, Spain

Edited by
L. Gómez Chova, A. López Martínez, I. Candel Torres
IATED Academy

ISBN: 978-84-697-3777-4
ISSN: 2340-1117
Depósito Legal: V-1538-2017

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The papers published in these proceedings reflect the views only of the authors. The
publisher cannot be held responsible for the validity or use of the information therein
contained.
 ICT IN THE MUSIC CLASSROOM. ACHIEVING MUSICAL LITERACY
IN THE 21ST CENTURY
Sara Román-García1, Rocío Chao-Fernández2, Aurelio Chao-Fernández2
1
University of Cadiz (SPAIN)
2
University of A Coruña (SPAIN)

Abstract
In the realms of Information and Communication, technology waits for no man. Although most
Teaching Institutions now have the necessary infrastructure to adapt their syllabus to the demands of
new technology, a lack of preparation on the part of the staff to teach via the new media leads to a
failure to adapt, marked discrepancies in performance and frustration on the part of teachers. There is
a need to develop teaching and learning processes that may be applied to ICT, to modify teaching
models and methodology and to unite universities and schools in a commitment to reformulate it
towards the “educational 2.0”.
This research was initiated in the 2013-14 course at the Faculty of Education Sciences of the
University of Cadiz (UCA). The objective is to propose the musical literacy of the students of Degree of
Pre School and Primary Education through the use of programs of free software. Each year students
use these computer programs to perform good ICT practices in the music classroom.
Our results indicate that the use of ICT in learning music promotes the process of building and
rebuilding knowledge in a new interactive climate of cooperation, while eliminating spatial and
temporal barriers. It affords the opportunity of creating virtual -learning communities, increases the
motivation, concentration and understanding of the student and ultimately enhances the development
of students’ musical and IT skills.

1 BACKGROUND
Reacting to the speed of the changes taking place in our society with relation to the Media, authors
such as Jenkins [1] propose a rethink in the way we conceptualise the objectives of educating people
in the use of the media, in order to create a breed of citizens who are productively and interactively
competent in media use and who are not only consumers in this context [2]. Being actively literate in
ICT is not only an individual right but also a necessary condition for society to develop democratically
in the 21st century [3].
This article aims to establish a correlation between education and the media and to underline the need
to integrate Information and Communications Technology (ICT) into official state education curricula,
thus contributing to promoting ICT literacy from a critical and interactive viewpoint [4]. The knowledge
and information society requires a transformation in the teaching-learning process and there is a need
for expert professionals to approach the issue of respective fields of knowledge from the perspective
of an open and flexible curriculum, whose aim is to provide a relevant learning experience for students
[5]. Acquisition of knowledge and the dynamics of teaching-learning undergo a constant process of
redefinition. It is continually being rebuilt and transformed; it is the “liquid knowledge” of our
technological society. ICT has been shown to work favourably in transforming traditional learning
environments into something more diversified and interactive, where acquiring knowledge can be
fostered via active learning strategies which promote teacher-student interaction and interaction
among the students themselves. Suitable use of these technological tools in the classroom leads to
the creation of new educational and methodological parameters [6]. In this sense, ICT constitutes an
ideal platform for the development of the innovative and meaningful projects that are being carried out
at different levels of teaching. This is the “emerging methodology” referred to by Adell and Castañeda
[7].
Web 2.0 has important effects on numerous aspects of our present culture (3-30). Our students will
soon have to obtain certification in Digital Competency for Educational Staff (DCE); we should be
involved in this task from the very start of their training to be teachers in the future. Authors such as
Roblizo and Cózar [8] consider that this has been a matter of importance for some time now and refer
in their work to the necessary skills and competencies that university students must acquire to be able

Proceedings of EDULEARN17 Conference ISBN: 978-84-697-3777-4

3rd-5th July 2017, Barcelona, Spain 6205
to function effectively in a technological world that is constantly evolving. DCE requires the mastering
of cognitive, technological and ethical skills in order to access and process information and involves
the safe and critical use of Information Society Technologies (IST) and control in ICT. Its proper use is
important in that it allows them to use ICT tools in an innovative, versatile, critical and creative way in
order to solve different problems and achieve objectives related to the workplace, the learning
process, leisure activity and also integration and/or participation in society [9-10]. The situation which
we will shortly be faced with requires decisive action from the university community.
Many studies have been carried out into the level of digital competence of students training to be
teachers which have stressed the need for them to learn to create and divulge both content and
resources, in different contexts and with different devices [12]. Other studies show that a lot of time is
devoted to ICT, mainly for academic and communicative purposes, and that in fact students learn to
use ICT through their experience of the collaborative tools used in the different subjects studied in
their degree course, but that they are self-taught or learn together with their fellow-students, in the
absence of systematic teaching of these skills [13].
The study carried out by Roig-Vila, Mengual-Andrés and Quinto-Medrano [14] contains an analysis of
the level of technological, methodological and subject knowledge displayed by Primary School
teachers, the former being necessary in order to integrate ICT into classroom practice. It showed that
teachers lacked technological knowledge, which complicates the incorporation of ICT into their
teaching. In addition, significant differences were noted according to gender and years of teaching
experience, and a correlation between using the technology for leisure activities and knowledge of its
basic aspects was observed. The results suggest there is a need for an extensive literacy programme
in this area, aimed at all teachers.
In the field of music teaching the technological tools are not yet an integral part of school or university
classroom practice. Various factors seem to be the reason for this: on the one hand there are very few
applications for teaching which fulfil the requirements of reliability, quality and easy access necessary
for classroom use. In addition, software developers seem not to be aware that there is a need for
specific sequencing of the musical content of the application and thus fail to differentiate between
software for quality music teaching programmes for beginners, amateurs or professionals. Another
point is that until quite recently, exclusive software was the only option for working with technological
tools for music teaching and learning. Nowadays, fortunately, free software is highly developed and
applications are available that are most useful in enhancing the auditive, melodic, rhythmic and
creative development in the learner, as well as a score editor that is both user-friendly and offers a
high quality of editing [15-16].
This study assesses the free software programmes LenMus, Jalmus and MuseScore from the
standpoint of their use in musical education, with emphasis on how they can assist in assimilating the
theory of musical concepts while enriching the experience, and the new possibilities they offer for
making music while increasing learner motivation and offering the possibility of changing classroom
dynamics through the use of collaborative strategies.

1.1 LenMus Phonascus. Open software for music theory

Official webpage and download link: http://www.lenmus.org

Figure 1. Main display of programme.    

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LenMus is a free software programme, created by Cecilio Salmerón, for learning basic musical theory
and auditory training. When it appeared in 2004, in version 1.0, it was a collection of exercises for
training the ear and reading musical scores and was only available in Spanish. Due to the fact that the
programme has undergone constant development, by 2013 it had grown significantly in terms of
content and was available in several languages. It contains interactive exercises involving music
theory and practice, set out in 4 ebooks presented in ascending order of difficulty. In the 2015 versions
(5.4 and 5.4.1), the programme includes new features; the installation procedure has been simplified
and a score-editing function has been added.
As a tool for learning music both autonomously and interactively, (eMusicLearning), it may be used to
develop the following aspects of musical education: basic knowledge of music theory, putting this into
practice via the progressive use of interactive exercises, auditive training, reading, creating,
reproducing and editing scores (in its latest versión, 5.4.1) [17].

1.2 Jalmus. (Java Lecture Musicale)

Official webpage and download link: http://www.jalmus.net/Descargar.html

Figure 2.  Display of Jalmus programme in exercise of recognition of notes.

Jalmus is a free software programme, created in 2003 by Richard Christopher, designed for learning
to read music. It uses the Java development environment, so is compatible with almost all operating
systems in current use. Its latest version is 2.3, from July 2013. It contains exercises and lessons for
reading notes, musical intervals, chords, rhythmical sequences and scores. The contents are
organised in a way that allows learners to select certain parameters and proceed progressively
according to their level.
As a tool for music learning this programme allows the learner to become familiar with the basics of
music theory, via practice exercises in reading music that he or she can choose according to individual
needs. He or she can make progress in recognising notes on the musical stave and on a keyboard,
practise the progressive reading of reading rhythm while adjusting the parameters of the programme
to a suitable level, improve score-reading skills and engage in auditive training [18].

1.3 MuseScore
Official webpage and download link: http://musescore.org

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 Figure 3. Display of MuseScore programme with demonstration score.

MuseScore is a free-code programme of musical notation, published in 2002. It has a simple display
interface and has been translated into 48 languages. It is a powerful digital tool that enables the user
to create, edit, playback and save musical scores in different formats such as PDF or MIDI.
As a tool for learning music it allows the learner to practise writing music for vocals, instruments or
body percussion in a simple and intuitive context, play back scores while repeating fragments via fast-
forward or rewind, and configure the design of the scores that have been created, with the possibility
of editing all material. Scores may be saved in different formats. The creative capacity of the pupils is
enhanced by the fact that they conceive, record and can play back their own compositions and they
are increasingly motivated to learn music in an environment that is both virtual and collaborative [19].

2 OBJECT OF RESEARCH
The main aim of this research, which was launched in 2013 in the Faculty of Learning Sciences of
Cadiz University, is to develop the musical skills of students studying a degree in Pre School and
Primary Education in Speciality of Music, in the subjects “Developing the Curriculum using Musical
Games and Children´s Songs” and “Creative Expression through Instruments”, by using free software
programmes in order to enhance the contents in terms of reading music, rhythm, intonation and
editing scores.
The purpose here is twofold: to incorporate the use of musical technology into the syllabus, and to
introduce an element of innovation into the process of musical education, in order to reflect how our
technological reality is continually evolving [20].
The following specific objects of research were identified:
1 Creation of materials for classroom use of free software musical programmes: LenMus, Jalmus,
MuseScore.
2 Describe clearly and explicitly the possibilities offered by each of the above programmes for
learning and making music.
3 Identify and analyse in depth how each of the free software programmes presented in the
classroom is used by students.
4 Obtain information about how students rate the potential future use of these programmes in
their classes.
The underlying aim is to initiate the future teacher into the use of technological tools based on free
software music programmes, to achieve best-practice ICT in the music classroom.

3 METHODOLOGY
A qualitative research study was carried out following the model of Participatory Action Research
(PAR) [21,22], based on a spiral of planning, action, observation and reflection [23]. The methodology
of this research encourages the creation of self-critical learning communities. It is orientated towards

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educational change and improving current practice through transformation. It implies a critical analysis
of situations and intervention occurs simultaneously with the research process [24].
The methodological framework is that of “computer-mediated cooperative learning” [25]. This
originates from projects carried out in American universities in the decade of 1990, [26]. This new way
of working, project-based development, has contributed to the incorporation of ICT into the virtual
environment and favours the preponderance of cooperative learning in the classroom, with the
computer as the mediator of the process [27-5-28-29]. This teaching-learning model lows
reconstruction of empirical reality through student interaction in class, promoting a spirit of “learn to
cooperate” and “cooperate to learn” [30].

4 SAMPLE
This project began in the school year 2013-2014 and the sample consisted of 80 students studying for
a degree in Pre School Teaching. There were 6 face to face (F2F) classroom sessions of 90 minutes
involving theory and practice and the total duration was of one and a half months [31].
With regard to the contents of the sessions, the first one consisted of an online entry test designed ad
hoc to establish the previous musical knowledge of the student. In following sessions the LenMus,
Jalmus and MuseScore programmes were presented in successive order using materials and
guidelines specifically produced for the Project by assistants from the Sound Laboratory of the Faculty
of Learning Sciences of the University of Cadiz [32]. Each student installed the programmes into
his/her computer in the classroom, possible uses of the programmes were explored through guided
analysis and they practised with the programmes both individually and through collaborative work.
Throughout the Project there was a commitment to guided self-training that was not confined to work
in the classroom. In the final sesión, a multiple-choice test was set to assess the evolution of the
students’ musical competencies.
The project has been continued in successive years until the present Course. In 2014-15, 73 students
studying an Pre School Teaching Degree and 21 from a Primary Teaching Degree took part; in 2015-
16, 37 participants were from Pre School and 13 from Primary, while this current year there are 60
who study for the Pre School Teaching Degree and 7 Primary.
During this 4-year period, students from Pre School and Primary who are enrolled in the selected
subjects are introduced to and practise with these free software programmes, the Project having now
been included in the syllabus, although the number of F2F classroom sessions devoted to it has been
reduced due to the fact that there is not enough time to deal with all the material.
The e-learning platform is Moodle, where portfolios with different support material and learning
guidelines for the programmes in question have been made available to students. An opinion forum
has been created where a great deal of qualitative information is systematically divulged regarding
students’ opinions and feelings. At the same time difficulties may be solved and news of current
advances communicated. Field notes of observations made in the classroom and a photo- gallery
recording the experience serve to complete the documentary support for this research.

5 RESULTS
At the beginning of the Project, in the 2013-14 Course, the initial Test showed the following data:
• Music Theory Test: (the Group Class of 80 students who were studying a degree in Pre School
Teaching were divided into 2 Study Groups). In Group A, 41% of students passed the test, but
in Group B only 33% passed.
• Auditory Discrimination Test and Recognition of Rhythm: 18% of Group A passed while in
Group B, the figure was only 3 %.
On completion of the sessions involving both theory and practical work, the final test to assess skills
acquisition was editing a simple score with the programme MuseScore. The music chosen was the
popular melody for children “La Tarara”, and the score created by the software programme was given
to the students as a model. The following criteria were taken into account when assessing test results:
configure a new score in the MuseScore programme; saving and updating files; putting in notes with
the keyboard; changes to musical notation; arranging musical scores and printing the end result;
saving the file in PDF and sending to Moodle. Final test results were 100%

6209
Yet surprising as it may sound, the qualitative results were more important for the authors. Using
these online music programmes in the classroom proved to increase student motivation and interest in
learning to read music, and enabled them to improve their level of assimilation of the basic concepts of
music. Student comments on the Moodle forum showed that they rated these programmes as effective
tools to learn music in a flexible way and to help self-training. The change in classroom dynamics,
involving cooperative work, contributed to group “togetherness” and strengthened interpersonal
relations among group members. Students claimed to have acquired a greater degree of confidence in
their own achievements and to have increased their musical and digital skills. They expressed a high
degree of satisfaction with the Project because they consider that such online free software musical
programmes, combined with the use of ICT in the classroom, are valuable aids for their future
teaching career.
In the following Courses, the Entry Test per se was not administered as it was not significant, although
the level of students’ previous knowledge was compared when they initially took part in the project,
included in the virtual field in the subject syllabus material. There has been a gradual shift towards
fewer F2F sessions and a greater commitment to self-instruction. Enquiries into students´ interests led
us to observe that the LenMus and Jalmus programmes were mainly used only on the day that they
were presented to students in class but hardly at all outside the classroom. On the other hand,
MuseScore Score Editor holds a wide appeal for students due to its short-term potential as simple-
interface free software. MuseScore is used by students to edit scores not only in the presentation
session but outside the classroom and thus has proved to be the most used programme in the latest
editions of the Project.
With regard to the Pre School Teaching Degree Course, there was an in-depth approach to dealing
with the aspects of teaching that might encourage students to focus on the editing of scores such as
colouring in the heads of the notes or widening out the stave to make it more easily identifiable for
early-learning pupils. It is noticeable that students increase their knowledge of this programme via self-
instruction and work diligently to produce the scores, even editing them in Paint in order to add images
which are relevant to the theme of the song. We observed that there was a greater incorporation of
these ICT into the student curriculum, and the programme is used to listen to and remember the songs
that have been learnt. Also they become more expert in copying and pasting fragments, editing the
score for different instruments, changing key and even adding lyrics and body or instrumental to the
vocal repertoire they learn in class. We believe it is a valid exercise in broadening the scope of the
musical content of the curriculum and we continue to observe the benefits of collaborative work in
terms of group cohesion and enrichment through the material they create together with their
classmates.
As far as the students studying Speciality in Music for Primary are concerned, they joined the Project
in the 2014-15 Course and it has been evident that they rate the practical use of free software
applications such as LenMus and Jalmus positively, insofar as they broaden their knowledge of
practical aspects of music like intonation, auditive recognition and reading rhythm; they are motivated
to look further into the programmes´ possibilities but are highly critical of their contents and consider
that the sequencing could be improved. In short, their verdict on the programmes is “they are too
elementary, although applicable to Primary teaching”. With regard to the score-editing programme
MuseScore, students who study at the Conservatory of Music and are accustomed to working with
exclusive software such as Sibelius or Finale are somewhat reluctant to learn how to use another
programme which they consider “less potent and versatile”, although they recognise the advantages of
working with free software. On the other hand, students with little knowledge of music rate all the
programmes positively, particularly MuseScore, as it offers them the chance to create, listen to, edit
and save scores easily and with optimal results. Students of Primary also rated positively the new
classroom working-dynamic created by ICT and tell us they feel highly motivated by the importance
that this experience may have for their teaching in the future.

6 CONCLUSIONS
Free software programmes can contribute significantly towards music learning with ICT. Open free –
of-charge software may be copied and divulged freely and for this reason its use in our classrooms
has not raised any ethical issues – students have been able to download selected programmes onto
their computers and work with them outside the classroom.
Students’ experience with LenMus, Jalmus and MuseScore in their classes at Cadiz University (UCA)
has been very positive. They rated highly the fact that the programmes have a simple interface, are

6210
user-friendly and enable progressive, autonomous acquisition of musical knowledge, with possibilities
for e-learning.
Jalmus software was considered to be of limited use, being restricted to teaching how to read music,
but in any case it was recommended as a suitable tool for our students due to the fact that the
contents are subject to programming, thus allowing them to be adjusted to different levels of learner
ability. However, its limitations were reported by users.
LenMus is reported as being a suitable tool for learning music. Students found the interactive
exercises on reading music with instant feedback to be both useful and adaptable to differing
situations, with the possibility of feedback from the programme. Students appreciated that the subject
matter was wide-ranging but the approach to this was limited in terms of level, although appropriate for
our students. We believe that if the musical content of both programmes were more advanced, it
would increase its potential for use at higher levels of musical ability.
MuseScore was rated as an advanced score-editing tool, similiar in its functions to Sibelius or Finale
but with the advantage of being free software, thus offering the possibility of producing and editing
scores via shareware, something basic for our student body and for use in the context of university
education.
Overall conclusions are as follows:
• In the 21st century it has become essential to incorporate the media into the process of
education. ICT must become an integral part of all areas of oficial education and teachers must
be qualified and competent to teach media skills to students.
• Redefining the teaching-learning process involves a basic change in methodology, moving
away from the more traditional environments to other areas where knowledge is constructed
through interactive and collaborative activity.
• ICT must become an integral part of syllabus content.
• Access to free software in music education offers the possibility of working in a straightforward
virtual and intuitive environment and helps to assimilate musical concepts. It fosters learner
autonomy and increases motivation for learning music, as well as enhancing self-esteem and
stimulating student creativity.
• The free software programmes “Lenmus”, “Jalmus” and “MuseScore” are considered suitable
tools for improving musical skills and for use in classroom practice.

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