COMPUTER TECHNOLOGY A RATIONAL

medication requires intuitive and concrete understanding of mathematical relationships, physical dexterity, discipline and the ability to behold differences between similar, non-concrete entities; theory is put into practice daily. These are the identical types of perceptive and cognitive abilities required of research scientists, economists, engineers - the entire pluck of modern technological skills. Studies have shown that, where medicinal drug is a disassemble of a student's curriculum, other disciplines benefit.

At the same time, music program line has proven to be an excellent mediator of cultural values. In Southern California's high schools, the probability of an homogenous student physical structure is practic solelyy nil: at least three (usually four) major(ip) ethnic groups will be identified, two to three scotch strata usually share the same halls - and curriculum. Music, particularly known for its arouse to teenage youth, can be a divisive segment if the students are left untutored in its qualities: rap versus salsa, morose metal versus dance music, etc. Unfortunately, the near-comedic intensity of teenagers' devotion to melodious styles can easily become a tinderbox for violence among peer groups.

Unless the role of music is utilized. Within the context of a music education program, students from every peer group learn the

characteristics - and appreciation - of the basic forms beneath all genres of music. Through learning comes tolerance, through education comes understanding: Music is color-blind, ethnic deaf and unimpressed by economic status.

In the field of music, there have always been two drawbacks to crowd together education, both related to the experiential nature of the subject: (1) it has been surd to give "hand-on" experience to novice students who do not receive the physical skills necessary to produce "pleasing" musical sounds; and (2) musical instruments are costly and must be used by individual students exclusively. The introduction of computer technology into the music classroom can help to alleviate both problems.

Castillo, G. A. (1974). Left-handed principle: lessons in affective education. New York: Praeger Publishers.

Weinstein, G., & Fantini, M. D. Toward humanistic education: a curriculum of affect. New York: Praeger Publishers, 1973.

Aristotle. (1963). Politics and poetics. New York: The Viking Press.

For the educator, the opportunities opened up by computers are phenomenal - and cost-effective. An entire library of simple literary greats can be assembled on a hit personal computer-driven compact disk. Graphics and drafting abilities only skilled artisans and engineers once possessed are now accessible to anyone with a "mouse." Spreadsheet and data-analyzing resources, once the realm of scientists with expensive laboratories, are now realise by "shareware" computer programs that cost less than the price of gateway to a motion picture. An entire orchestra can be "synthesized" by a single person.

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