Waikato Journal of Education

How to Cite

Morreale, F. (2022). Rethinking music technology pedagogy: A New Zealand focus. Teachers and Curriculum, 22(2), 127–133. https://doi.org/10.15663/tandc.v22i2.404


In the creative sector, "music technology" refers to a wide range of musical practices, tools and devices enabled or facilitated by computers. Yet the music technology curriculum in New Zealand, as in other parts of the world, is dominated by two specific tools: commercial Digital Audio Workstations (DAWs) and notation software. In this chapter, I problematise this limitation by showing the pedagogical issues deriving from this exclusive model and by unpacking the ideological substrate of these tools, which is firmly grounded on neoliberal practices and principles. My analysis covers the ontology of these tools—what they are, what they do—and their business model. I then compare these tools against alternative approaches to music technology based on free-to-use, open-source software and programming languages based on principles of inclusion, collaboration and creative exploration.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.