Initiating Memo Đ Joshua Bleier Greetings, and many thanks for inviting me to submit this initiating memo. I would like to propose that QED investigate the development of a learning product that helps children read and write music. A tool of this kind would be an asset to all students, but would be most beneficial to students of lower socioeconomic families, in schools with little or no music instruction. Studies have linked learning music to development of spatial-temporal skills, critical to learning math and science.In addition, research has shown that an education in music and other fine arts improves a childŐs overall interest in learning. This instruction product would ideally target Southern California children in the 4th through 6th grades. We could narrow the audience by focusing on schools in lower socioeconomic communities without music programs, to provide equity in fine arts education for those of lesser means. Learners from this social-cultural subcontext would have diminished opportunities to express themselves creatively, a general malaise towards learning in schools that focus almost singularly on preparing for standardized tests, and would be at greater risk of dropping out of school altogether. The technical subcontext for a music reading & writing product would be a combination of music writing and playing software, lined music paper and writing implements for children to practice on, and a MIDI (Musical Instrument Digital Interface) controlled electronic keyboard that can automatically play the music (This would provide tangible context to what the children have written). The informational subcontext for this product would be the written music itself, and the music played by the MIDI-controlled instrument, reading from the music input by the student. Due to severe budget cutbacks in schools across the country, but primarily in California since the passage of Proposition 13, music education has been either dramatically reduced or eliminated entirely. With this, a crucial feature of the overall development of our school children has atrophied, and this has had a cascading effect, negatively impacting many other educational areas. While instruction alone can help students learn to read and write music, there would likely be a disconnect between the reading and writing and the music itself. The inclusion of a software program that plays what the student has written on an electronic instrument gives immediate life to what the student has written, and adds an exciting technological flair lacking in instruction-only services. Adding well-orchestrated recordings to the QED-developed learning product would provide additional brilliance and captivate a childŐs attention, fostering their desire to extend their learning experience. A learning product to help school children develop music reading and writing skills would be an important step in helping revitalize our childrenŐs educational opportunities. QED is in a unique position to help promote this effort. With the proper tools and a well-developed learning product, we could initiate a revolution in our childrenŐs education, where music and fine arts act as a springboard for increased participation and performance in all educational areas. Sincerely, Joshua S. Bleier |