Abstract
Music teachers have been thrust into a new world where digital learning is the new normal and use of technology has become more necessity than an added extra. While there are many new resources available, sometimes reexamining those more familiar can help repurpose them for digital learning. This article unearths the cognitive processes that occur when students interact with digital audio workstations (GarageBand and Soundtrap) both in classrooms and through online learning. The contents explicitly identify how cognitive processes might manifest in students’ learning, engagement, and work produced from two such programs: GarageBand and Soundtrap. The intent is to provide music educators with a practical and accessible resource to help guide an electronic composing curriculum.
Published Version
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