That said, Hein makes a great point that often the debate is not about current technology versus better technology. Rather, it’s a question of using technology either to achieve a result or to achieve nothing. He says, “If you’re some freshman in music school, usually the choice is not ‘shall I have a live string quartet play this or shall I have it be fake strings in Sibelius?’ No. It’s fake strings in Sibelius or nothing. And certainly when they get out of music school it’s fake strings or nothing.” So, having technology be there to help us along doesn’t take anything away, it enables us to do more. The role of education needs to be to empower students to make the most out of what’s available and not to mistake technology’s comforts for their own creative acumen.
A great example of this is in Maurice Ravel’s String Quartet in F Major, right at the beginning of the second movement (which starts at 7:41 in the below video). In the second measure, the second violin and viola continue their eighth-note pattern grouped in threes, while the first violin plays descending quarter notes, essentially groups of two eighth notes.