In one of my current assignments, I am looking at different learning analytics platforms that can be used in English Language Arts or Music. This is one promising music learning analytics software that I found. And, here is the research I discovered!

Many music teachers in the United States use SmartMusic, or Make Music Cloud. This platform is a multi-featured software program that monitors students in real-time as they progress through music instruction and learning. Teachers can design curricula and assessments based on the type of instrument or ensemble (Perry, 2019). The software evaluates pitch, rhythm, and duration.

Petty and Henry (2014) explored the extent of improvement in sight reading of sixth grade beginning choir students using a control and experimental group. One group (n= 36) participated in self-instruction with the teacher’s instruction. The second group (n= 47) participated in the use of SmartMusic in combination with the teacher’s instruction. Teachers initially assessed students on their sight-reading abilities before the 8-week intervention began. They were re-evaluated after the intervention with the same assessment. Petty and Henry (2014) found comparable results with both groups, which indicated that either would be appropriate for teaching sight-reading.

Walls et al. (2013) explored the success of the assessment of SmartMusic when compared to traditional assessment. 59 high school band students participated in this study, with two assessments offered over two weeks. The band director conducted the first assessment using a rubric, and SmartMusic conducted the second assessment using a curriculum designed by the teacher. Walls et al. (2013) taught students how to use SmartMusic before the study began. After the second assessment, the researchers questioned students on their experiences, coded their answers, and performed an analysis. They found that SmartMusic was a faster means of assessment than traditional assessment done by the teacher, and students were less anxious with the SmartMusic assessment. Scores were also higher on the SmartMusic assessment than the traditional assessment; however, it is essential to note that this study only lasted two weeks. A more extended study might present different results.

Perry, P. J. (2019). Technology tips for ensemble teachers. Oxford University Press.

Petty, C., & Henry, M. L. (2014). The effects of technology on the sight-reading achievement of beginning choir students. In M. E. Cavitt (Ed.), Reports of research in music education presented at the annual meeting of the Texas Music Educators Association San Antonio, Texas, February 2014 (pp. 23-28). Texas Music Educators Association. https://files.eric.ed.gov/fulltext/EJ1102254.pdf

Walls, K. C., Erwin, P. M., & Kuehne, J. M. (2013). Maintaining efficient ensemble rehearsals without sacrificing individual assessment: SmartMusic assessment could leave the director on the podium. Journal of Technology in Music Learning, 5(1), 4-15. https://www.atmimusic.com/wp-content/uploads/2013/12/JTML.5.1b_WallsErwinKuehne_Maintaining-efficient-ensemble-rehearsals-without-sacrificing-individual-assessment.pdf