Uploaded May 2026 | Updated September 2026, 1 hour ago
This meeting brought together educators, industry partners, and members of the MIDI community to discuss the impact and future of MIDI In Music Education. The discussion focused on recent advancements, the evolving role of technology, and opportunities for integrating MIDI across educational levels.
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## Participants
Jennifer Amaya
- Ryan Bardales
- Gillian Keller
- Keith Mason
- Isaac de la Mora
- Brian Smithers (Audio Production)
## Agenda Overview
- Reflections on MIDI's growing role in music education
- Expressions of appreciation for the MIDI Association and its partners
- Panel discussion on opportunities emerging from MIDI adoption
- Impacts on K-12 and collegiate music education
- Broader implications for creativity, inclusivity, and industry connections
- Information on community involvement and resources
## Detailed Discussion Points
- **Jennifer Amaya** opened by highlighting the collaborative potential when students, educators, and industry partners unite within the MIDI community. She thanked the MIDI Association and its partners for their support and posed a central question: as more educators engage with MIDI, what opportunities might this create for teachers, students, and academic programs in the coming years?
- **Ryan Bardales** suggested that MIDI's curriculum allows for adaptability in current programs, keeping students engaged and inspired even post-graduation. He emphasized that students will be better equipped to make informed technology purchases and will drive innovation within the music industry using MIDI.
- **Brian Smithers (Audio Production)** commented on the intersection of creative and technical aspects, specifically mentioning **MIDI 2.0**. He noted that enhanced connectivity and refined control in music production environments could transform both studio and stage, facilitating imaginative growth among students. He drew parallels between the impact of MIDI's introduction in 1983 and the potential of MIDI 2.0 to shape the next decade of music creation.
- **Isaac de la Mora** predicted a shift in creative education, moving toward hybrid creators who are musicians, producers, technologists, and content developers. He highlighted MIDI as a common language bridging education and industry, enabling more people to participate in the creative fields and facilitating connections between home, studio, and school environments. He emphasized that MIDI lowers barriers to entry while supporting high mastery, making the opportunity technological, educational, professional, and cultural.
- **Gillian Keller** focused on K-12 education, observing MIDI's democratizing effect on music. She pointed out that while MIDI has always aimed to democratize music, its implementation has not always been widespread. She noted the discrepancy in traditional versus nontraditional music offerings and suggested MIDI could synthesize curriculum across public, private, and charter schools. On the collegiate level, she saw MIDI as an entry point for educators and students despite credit and class load barriers, advocating for its integration to ensure students graduate with relevant, transferrable skills.
- **Keith Mason** concluded by reinforcing the educator's role in training future musicians and content creators. He envisioned a future where distinctions between technologists and musicians blur, with a focus on music as a universal language. The value of using computers and technology in music creation should be recognized on par with traditional instruments.
- **Jennifer Amaya** closed the discussion by reiterating appreciation for the MIDI Association, MIME group, partners, collaborators, donors, and the audience. She encouraged continued engagement with the MIDI community and referenced resources such as joining the MIDI Association at midi.org.
## Technical Terms
- **MIDI**: Musical Instrument Digital Interface, a technical standard for communication between electronic instruments and computers
- **MIDI 2.0**: The updated version of the MIDI standard, providing greater connectivity and refined control
- **DAW**: Referring to Digital Audio Workstation, a software platform for recording, editing, and producing audio files
- **Hybrid creators**: Individuals combining skills in musicianship, production, technology, and content development
This meeting brought together educators, industry partners, and members of the MIDI community to discuss the impact and future of MIDI In Music Education. The discussion focused on recent advancements, the evolving role of technology, and opportunities for integrating MIDI across educational levels.
-r
## Participants
Jennifer Amaya
- Ryan Bardales
- Gillian Keller
- Keith Mason
- Isaac de la Mora
- Brian Smithers (Audio Production)
## Agenda Overview
- Reflections on MIDI's growing role in music education
- Expressions of appreciation for the MIDI Association and its partners
- Panel discussion on opportunities emerging from MIDI adoption
- Impacts on K-12 and collegiate music education
- Broader implications for creativity, inclusivity, and industry connections
- Information on community involvement and resources
## Detailed Discussion Points
- **Jennifer Amaya** opened by highlighting the collaborative potential when students, educators, and industry partners unite within the MIDI community. She thanked the MIDI Association and its partners for their support and posed a central question: as more educators engage with MIDI, what opportunities might this create for teachers, students, and academic programs in the coming years?
- **Ryan Bardales** suggested that MIDI's curriculum allows for adaptability in current programs, keeping students engaged and inspired even post-graduation. He emphasized that students will be better equipped to make informed technology purchases and will drive innovation within the music industry using MIDI.
- **Brian Smithers (Audio Production)** commented on the intersection of creative and technical aspects, specifically mentioning **MIDI 2.0**. He noted that enhanced connectivity and refined control in music production environments could transform both studio and stage, facilitating imaginative growth among students. He drew parallels between the impact of MIDI's introduction in 1983 and the potential of MIDI 2.0 to shape the next decade of music creation.
- **Isaac de la Mora** predicted a shift in creative education, moving toward hybrid creators who are musicians, producers, technologists, and content developers. He highlighted MIDI as a common language bridging education and industry, enabling more people to participate in the creative fields and facilitating connections between home, studio, and school environments. He emphasized that MIDI lowers barriers to entry while supporting high mastery, making the opportunity technological, educational, professional, and cultural.
- **Gillian Keller** focused on K-12 education, observing MIDI's democratizing effect on music. She pointed out that while MIDI has always aimed to democratize music, its implementation has not always been widespread. She noted the discrepancy in traditional versus nontraditional music offerings and suggested MIDI could synthesize curriculum across public, private, and charter schools. On the collegiate level, she saw MIDI as an entry point for educators and students despite credit and class load barriers, advocating for its integration to ensure students graduate with relevant, transferrable skills.
- **Keith Mason** concluded by reinforcing the educator's role in training future musicians and content creators. He envisioned a future where distinctions between technologists and musicians blur, with a focus on music as a universal language. The value of using computers and technology in music creation should be recognized on par with traditional instruments.
- **Jennifer Amaya** closed the discussion by reiterating appreciation for the MIDI Association, MIME group, partners, collaborators, donors, and the audience. She encouraged continued engagement with the MIDI community and referenced resources such as joining the MIDI Association at midi.org.
## Technical Terms
- **MIDI**: Musical Instrument Digital Interface, a technical standard for communication between electronic instruments and computers
- **MIDI 2.0**: The updated version of the MIDI standard, providing greater connectivity and refined control
- **DAW**: Referring to Digital Audio Workstation, a software platform for recording, editing, and producing audio files
- **Hybrid creators**: Individuals combining skills in musicianship, production, technology, and content development
