Michael DuBose



Prince George’s County, Maryland


  • Media Arts

Geographical Availability

  • Upstate
  • Midlands
  • PeeDee
  • Low Country


Artist Bio

Michael A. DuBose is a Music Technology Educator, Pianist, Composer, and Researcher. His musical journey started as a kid growing up in Motown. From Cass Technical High School in Detroit, to Tennessee State University; then on to Illinois State University and Northwestern University’s School of Music, the quest produced a B.M.E and a B.S in Music, as well as a Masters Degree, specializing in Music Technology, Arts Integration, and Composition. Workshops, lectures, and performances have been shared with audiences in the U.S., London, and Japan, celebrating the joys of music with children and adults. He recently exchanged daily the Music Technology classrooms in Prince George’s County Public Schools, for the ever-expanding adventures of a Teaching Artist and Workshop Facilitator. Past and current career highlights include: serving students and educators for PGCPS, Prince George’s County Arts and Humanities Council, Maryland State Arts Council; selection by the Baltimore Symphony Orchestra (for 2-years) to lead a team of Educators, Scientists, Physicians, Conductors, and professional musicians and artists in the creation of a series of STEAM-based Midweek Family Concerts for schools and families; invitation to share cultural music and music education with two schools in Osaka, Japan; invitation to partner as Music Composer and Editor with the production team of the Telly award-winning TV Documentary, “Becoming Douglass Commonwealth”; invitation as Guest Music Technology Educator for Illinois State University Homecoming; and more.

Artist Statement

The excitement is there when participants join my presentations, but tensions also show up! Thoughts blare:
“What is Music Technology?”
“Why am I here?”
“I’m not a Music teacher.”
“Here’s something new that I don’t have time to learn!”

In order to calm the stirring waters, it is imperative for participants to understand that you do not have to be a musician or play an instrument to incorporate Music Technology; no background knowledge is necessary. My approach is to allow participants to feel the “emotions” of Music Technology before we dive into the technical aspects of a workshop topic. To accomplish this, I always start my sessions with free exploration. Here’s a sample of how it sounds:

“Before we dive into this fun and exciting tool known as BeatMaking, and discover how it can strengthen learning skills in Math and Social Studies, let’s open the software and explore the hundreds of patterns and sound effects. “Take seven minutes and seven seconds to explore. We’re not creating anything now but just becoming familiar with the tools that we will use later. Feel free to move your shoulders, pat your feet, nod your head and have fun. Your time begins now.”

My methods are intentional, due to this issue; an Arts Integration approach puts many educators and students on edge, wondering what, if any, connections exist between Music Technology and Math or Social Studies. I have had plenty of success answering this and other issues.

During my career as a Teaching Artist, I have found it important to advocate for Music, and more expansively, Media Arts to be viewed as more than an extracurricular activity. With the theme of a “STEAM-based approach”, I have seen more acceptance of the “A”-the Arts-as vital to a well-rounded education. For this reason, STEAM principles and practices permeate my work. Student engagement and discovery, and also partner or group work is always at play. I model this in my workshop sessions and spend a lot of energy challenging teachers to think like students. The end result desired is that teachers will see Music Technology not as a new topic to learn, but a new method that encourages student-driven learning, and allows students to once again have fun while learning!