Digital ensembles in collaborative groups are under-researched in higher education. The emergence and ubiquity of popular music in higher music education contexts warrants further investigation into the types of knowledge and skills that might be gained from these experiences. Digital tools provide opportunities for undergraduate students to develop musicianship skills in ways that enhance their understanding of rhythm and pitch, develop aural/oral skills for communicating and listening, and offer a pathway for music industry and entrepreneurial experiences to exist. The purpose of this investigation was to examine the experiences and perceptions of undergraduate music students who created a digital ensemble called “Dissonance” and used MIDI controllers, iPads, and sequencers to write and perform original music in their formal undergraduate music degree. As a qualitative investigation, narratives from the four band members will showcase the range of experiences and perceptions performing in the band and outline their journey together that led to the creation of their own EP album. Implications for music educators will be provided in conclusion.
