There is value in learning how to do something from scratch (e.g. doing long-hand division instead of just using a calculator to find the answer) just so that you know the process (and in case you don't have a calculator!). But once you know how to do the process, do you have to keep doing the process, or can you say "I know how to do the process, I'm going to get to the answer as fast as I can"?
It's that way with the MIDI Hymn Project this sermester. In the past I've taught students to either click or play notes into Garageband one note at a time to input their MIDI hymn for chapel. That takes a lot of time (especially if the student hasn't taken a musical instrument before or learned how to read treble and bass staves). I taught my students this year to input notes into Garageband in a Rounds Project (Directions and Round Resources) by control-clicking and by recoprding while playing from a MIDI keyboard. Since they know how to input notes already, why make them input all of the notes of a hymn for the MIDI Hymn Project if a MIDI file already exists on the internet that they can import, edit, double-check for accuaracy, and adapt for their own use?
I see it as the same issue as using calculators in Math class. They are a tool for getting more Math work done. Understand the process first, but utilize the tools at your disposal to do even more work accurately and in a greater capacity than you could without those tools. It's like an old bit and brace versus a modern cordless drill. Should you use the old bit and brace just because it's original, or would it be more prudent to use the modern cordless electric drill to get your drilling done faster?
So, we downloaded a MIDI file of A Mighty Fortess (Ein feste Burg) from Cyberhymnal.org and imported it into Garageband (control-click the link on the Cyberhymnal page, save it to your computer and drag it into a new MIDI project (piano template). The file imports as three tracks: Pop Flute, Grand Piano, and Arthura Vox. The Pop Flute track is empty because GB