Abstract
This study investigated student perceptions of the educational usefulness of writing music using MIDI sequencing software packages. Semi-structured interviews were conducted with two groups of tertiary students who had different levels of experience with MIDI technology. Participants were drawn equally from the year 1 certificate level and year 2 diploma level courses in Audio Engineering and Music Production. MIDI sequencing was seen as educationally useful to student composition. It enabled students, previously excluded, to participate in composition, providing them with a musical voice and helping to legitimise their preferred forms of music. The mechanisms by which this was achieved included access through MIDI controllers to instruments and ensemble combinations without need for mastery and different data entry methods to cater for individual musical aptitude. Sound quality was a central issue. Lack of realism both fuelled creative potential and frustrated students in terms of control over sound quality.
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