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traditions and a contemporary setting for instruction.
Music reading is viewed as a critical means toward
music literacy. Active engagement with literature from
multiple perspectives (performing, composing, analyz-
ing, listening, etc.) fosters the development of music
literacy that leads to fluency.
3. Technology: MIE technology is conceived as an impor-
tant component that empowers the teacher and en-
hances the classroom. Hardware and software were
developed as an outgrowth of the instructional pur-
poses of the program. The technology in the Music In
Education program is a tool with which to teach,
rather than a separate subject that has to be specifi-
cally taught. A unique aspect of the hardware and soft-
ware is the fact that design and development involved
active music educators working directly with hard-
ware and software engineers.
4. Staff Development & Support: Music In Education in-
cludes the travel and on-site expenses for the music
teacher to receive intensive graduate level in-service
on all aspects of the program. Ongoing support is pro-
vided via web, e-mail, phone, and consulting services
for the school and music teacher.
5. Curricular & Instructional Inclusion: Music In Educa-
tion was designed with the expectation that the music
educator will bring unique and important topics, con-
cepts, units, etc. to the MIE Classroom. MIE should
never be viewed as a “lock-step” program, but rather
a music teaching/learning environment that allows in-
dividual, school, and district perspectives to flourish.