ABSTRACT

An intelligent automatic accompaniment music program for computer can be described as a powerful music composition tool for creating accompaniment parts, composing and arranging songs, and developing many musical ideas. And also this program has been regarded as a very effective instructional medium for introducing and exploring musicalconcepts with near-instantaneous feedback because of its various features.PG Music's <Band-in-a-Box> has been recognized as one of the most representative auto accompaniment programs as well as the best accompaniment program for the music study.The study has been conducted to provide effective teaching strategies utilizing <Band-in-a-Box> to facilitate the conceptual music learning in the school music classroom. The study reviewed the related literature and the internet articles written by the experts in the field of computer music education to offer the theoretical basis for the teaching procedures suggested in the study. The topics discussed in this paper were as follows: (1) the definition of auto accompaniment program, (2) the features and the educational values of auto accompaniment program, (3) the educational effectiveness of <Band-in-a-Box>, and (4) the useful features of the 2004 version <Band-in-a-Box> for instructional applications.Based on the above reviews, the teaching strategies were developed to adapt <Band-in-a-Box> into an actual music learning procedure and described in detail in the following two parts: the basic teaching strategies for various musical activities and the teaching strategies for conceptual learning.As a result, the following conclusions have been drawn: (1) The auto accompaniment program such as <Band-in-a-Box> can be used in many effective ways in the music curriculum; (2) Computer music program with an auto accompaniment feature should be introduced into the school music teaching since it has many instructional advantages on teaching musical concepts and promoting musical creativity; (3) More intelligent auto accompaniment softwares should be developed in Korea to provide some accompaniment styles appropriate to our musical culture and musical examples relevant to Korean music curriculum; and (4) Music educators need to pay much more attention to an auto accompaniment program to improve the quality of technology based music teaching.

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