ICT Literacy in Music

Compiled by Dr. Lesley Farmer, California State University Long Beach

  • Key terms: music; music education; specific instruments, genres, creation, applications (e.g., business)
  • Arts / Music
  • Mathematics and Statistics / Mathematics / General and Liberal Arts Math / Mathematics in Art and Music
  • Academic Support Services/ ICT literacy
  • Academic Support Services/Library and Information Services      


  • Princeton guide to research resources including key databases, reference tools, websites, primary sources, video and sound sources, organizations, and research tips; provides bibliographies for historical periods and specialized topics
  • University of Miami music research guide, including background information, articles, scores and librettis, music theory, primary materials, websites, organizations and publishers, subject-specific music guides (e.g., business, education, theater, therapy)
  • San Jose State University guide to music research and study, including articles and books, reviews, scores, recordings and video, websites, music organizations, and research tips; provides ICT music assignment
  • University of Southern California resources of research in music, including how to find articles, scores, videos, historical materials; addresses music copyright
  • Northwestern guide to music research, including reference, articles, databases, scores, streaming audio and video, sets and collections, music education, and intellectual property
  • Bowling Green State University guide to rock and popular music research, including references, periodicals, indexes, discographies, guides, history and criticism, theory and analysis, world pop/rock, and playing rock/pop music
  • University of Nebraska guide to resources on music appreciation, music history/theory, and music education; includes online tutorials
  • University of Illinois at Urbana-Champaign world music guide, including reference tools, articles, recordings, instruments, ethnomusicology, and teaching world music 
  • Kent State University music education resources on choral and instrumental education, databases and journals, reference tools; tips on preparing academic presentations 


  • Burke, K. R. (2014). Roleplaying music history: Honing general education skills via" reacting to the past". Journal of Music History Pedagogy, 5(1), 1-21.
  • Dorfman, J. (2016). Exploring models of technology integration into music teacher preparation programs. Visions of Research in Music Education, 28
  • Dougan, K. (2012). Information seeking behaviors of music students. Reference Services Review, 40(4), 558-573.
  • Jacka, M. L., & Hill, M. (2013). Designing contemporary music courses for the 21 st century musician: virtual worlds as a live music performance space. Paper presented at ASCILITE conference, Sydney Australia, Dec. 1-4.
  • Johnson, C. (2013, October). Researching a framework for designing online music education courses. In World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (Vol. 2013, No. 1, pp. 144-147).
  • Lee, D. A., Baker, W., & Haywood, N. (2018). Instrumental ieacher education and the incoming tide of information technology: A contemporary guitar perspective. Australian Journal of Teacher Education, 43(5), 17–31.
  • Martin, J. (2012). Toward authentic electronic music in the curriculum: Connecting teaching to current compositional practices. International Journal of Music Education, 30(2), 120-132.
  • Matthews, W., & Johnson, D. C. (2017). Promoting technology-based collaboration among pre-service music educators: An inter-university project. International Journal of Teaching and Learning in Higher Education, 29(3), 436-446.
  • Myers, A., & Ishimura, Y. (2016). Finding sound and score: A music library skills module for undergraduate students. Journal of Academic Librarianship, 42(3), 215–221.
  • Oates, J. (2014). Engaging with research and resources in music history courses. CUNY Academic Works, (Spring), 282-301.
  • Otondo, F. (2016). Music technology, composition teaching and employability skills. Journal of Music, Technology & Education, 9(3), 229–240.
  • Ponce de León, L., & Castro, P. L. (2014). ICT in Career Guidance. A Case Study of a “Blended Learning” Career Guidance Programme for Music Students. Procedia-Social and Behavioral Sciences, 116, 2049-2058.
  • Portowitz, A., Peppler, K. A., & Downton, M. (2014). In Harmony: A technology-based music education model to enhance musical understanding and general learning skills. International Journal of Music Education, 32(2), 242-260.
  • Sastre, J., Cerda, J., Garcia, W., Hernandez, C. A., Lloret, N., Murillo, A., & Dannenberg, R. B. (2013, September). New technologies for music education. In E-Learning and e-Technologies in Education (ICEEE), 2013 Second International Conference (pp. 149-154). 
  • Smarkusky, D. L., & Toman, S. A. (2016). Themed learning with music and technology. Information Systems Education Journal, 14(4), 35–44.

    Todea-Sahlean, D. (2017). Uses of Audacity (audio editor and recorder) in innovative musical education and collaborative creation. Studia Universitatis Babes-Bolyai, Musica, 62(2), 117–132.

    Voss, B. (2016). Information on demand in the recording studio: Building the case for teaching music technology with an interactive agenda. Australian Journal of Music Education, 50(2), 24–38.

    Xu Chi. (2017). Study on vocal music teaching innovation mode based on computer simulation and voice spectrogram analysis. Revista de La Facultad de Ingenieria, 32(16), 400–406.

  • Ask students to research a music publishing house in terms of history, economics, genres, human resources, production, and marketing. 
  • Ask students to create a timeline of a musical concept (e.g., notation, orchestration). 
  • Ask students to research the creation, production, manufacturing, marketing, dissemination, and sales of a music album. Ask them to make a flowchart of that process. Ask them to calculate the total cost involved in the process. 
  • Ask students to compare traditional folktune motifs around the world. Ask them to research how those motifs have been adapted by composers (e.g., Bartok, Chopin, Copeland). 
  • Ask students to research basic musical scales in different cultures. 
  • Ask students to research traditional musical instruments in different cultures. 
  • Ask students to make a sociogram (or web map) of musicians or composers, showing individuals; impact on others. 
  • Ask students to compare different approaches to music education and training (e.g., eurhythmics, Suzuki method, Kodály method).
  •  Ask students to research intellectual property law (both copyright and patents/trademarks) as it applies to music.
  •  Ask students to interview personnel in different jobs within the music industry. 
  • Ask students to research the same topic in two database aggregators (e.g., Music Index, RILM Abstracts of Music Literature), and compare the process and results. 
  • Ask students to analyze the impact of movies on music. 
  • Ask students to research the impact of technology on music. 
  • Ask students to create an infographic about music. 
  • Ask students to create a virtual museum exhibit about an aspect of music. 
  • Ask students to create a podcast about an aspect of music. 
  • Ask students to investigate the history of music using primary sources (e.g., the Library of Congress’s American Memory collections:
  • Ask students to research music education for individuals with special needs. 
  • Ask students to visualize the history the configurations of orchestra. 
  • Ask students to visualize the history of an instrument. 
  • Ask students to research the mathematics of music, and create 
  • Ask students to research the physics of music using simulation software (e.g., String Theory, SoundLab, Scratch). 
  • Ask students to role-play the use of music in therapy.