Resonant Researcher

When I first started teaching middle school choir, I quickly learned that while traditional approaches to music education—sight-reading drills, vocal warm-ups, and ensemble rehearsals— worked for many, they didn’t work for every student. Some thrived in structured rehearsals, but others disengaged, struggled with performance anxiety, or simply didn’t see themselves as “musicians.” This was especially true in my work at a public charter school focused on students with disabilities, where I had to rethink how I approached creativity, engagement, and assessment in the choir room, beyond mere encouragement.

Reading Maud Hickey’s (1997) research on technology as a tool for creative music-making reaffirmed something I had already experienced firsthand: technology can unlock hidden musical potential in students who might not otherwise engage in traditional music instruction. Going beyond that notion, technology can provide an access point for some students.

Technology as an Equalizer in Music Education

Hickey’s study followed two students, Jon and Billy, as they used Music Mania, a program designed to guide students through digital composition exercises. What stood out to me was how technology created a safe, low-pressure environment for students to explore music on their own terms. One student, who struggled in general music class, flourished when given time to compose without feeling judged. Another, who was disengaged in traditional settings, revealed unexpected musical creativity when working independently on a digital synthesizer.

This aligns with what I’ve observed in my own classrooms. When I introduced browser-based platforms like Flat for Education and Soundtrap, I saw students—especially those who were hesitant to sing or be musically vulnerable in front of others—become more engaged. Given the opportunity to compose, arrange, or record their own vocal lines, many of my students discovered a musical side of themselves they hadn’t recognized before.

Creativity Without Surveillance

One of Hickey’s key findings was that students often demonstrated the most creativity when they didn’t feel like they were being assessed. In fact, the study found that when students were aware they were being observed or graded, their work became more forced, rushed, or uninspired.

This reminded me of a student I had at my public charter school—a quiet seventh grader who rarely participated in choir rehearsals. But when I gave her the opportunity to create vocal harmonies using Soundtrap and share them privately, she came alive musically. Without the pressure of performing in front of peers, she created intricate vocal textures that were far beyond what I expected. She would consistently share these with me and her immediate choir buddies during her weekly group voice lessons.

This raises an important question: Are we giving students enough opportunities to explore music outside of performance-based assessments? While concerts and rehearsals are a major part of choir, I’ve learned that incorporating tech-driven creative projects can engage students in ways traditional choir rehearsals often do not.

Implications for the Modern Choir Classroom

Hickey (1997) argues that the ideal environment for fostering musical creativity is one where students feel intrinsically motivated, not pressured by external rewards or rigid expectations. As choir directors, we can apply this research by:

1. Providing opportunities for self-directed music creation – Allowing students to compose, arrange, or experiment with digital tools like Noteflight, Soundtrap, or GarageBand.
2. Using technology as a way to scaffold participation – Giving students who are hesitant to sing in front of peers a chance to record, manipulate, or analyze their own voices privately.
3. Reducing high-stakes assessments in creative projects – Instead of grading creativity, offering feedback that encourages exploration without fear of failure.

Final Thoughts

Hickey’s research made me reflect on how technology is more than just a tool—it’s a bridge to creative confidence for students who might not engage in traditional choir settings. Whether in a private school or a public charter serving students with disabilities, I’ve seen firsthand how digital platforms can reveal hidden musical potential and make choir a space for all students—not just the ones who are eager to stand in the front row.