Module 4

Module 4 is concentrated on music performance and technology. There was a new audio recording and editing software introduced called, Soundation.Technologically speaking, the software was adequate. n the first project we had in Soundation we were asked to modify the mix by using effects such as, cutting, amplification, and fade out.  For this activity, Soundation was great!  The editing process was easier to use for altering existing tracks than it was for creating and arranging.   When it came to the second project that required more composition, I felt that Soundation wasn't as user-friendly.For example, other audio programs such as Garageband have several shortcuts and commands that could be used. I am not saying that this program was difficult to use, only that there are probably some that would be easier to use. This is especially important when considering student use.  One feature that I did enjoy was how easily the "select" tool lined up the edited selection with the correct ticker mark.  If I wanted to copy or paste a track further down in the overall piece, all I had to do was get in the relative area of the desired location and the program auto-adjusted everything to fit the new track.  This is not the case in some programs like Logic. Overall, it is pretty user friendly although, it probably would be better if it were upgraded or updated.

The reading assignment discussed practicing and using technology in the practicing situation. Although the text makes a point to see the performance aspect in practice, I feel all performers would agree that there is a difference between the two. Still, if we encourage our students to think of their practice sessions as preparation for their actual performance, perhaps they would rehearse using a different mindset. The use of technology such as Smartmusic in rehearsal is very beneficial for many reasons. The most important of them in my opinion is the potential of renewed interest in the rehearsal process and the use of technology to expound on and fine tune specific music skills. As a choral director I have looked into purchasing the software for my students. There are not as many useful applications for voice as there are for instrumental music, however, one particular aspect of the software that is of interest to me is the application for voice pitch recognition. To me, this means that my students could actually sing a melody and be able to have a visual representation of their sound! Personally, I have utilized many methods to help students understand the concept of intonation but to have the ability for them to see when they are out of tune would be priceless! Additionally, there is a feature that would allow me to add up to three microphones to this application. They would also be able to visually have the software indicate pitches sung incorrectly in imported lines of music.
Another area discussed is the use of the internet in rehearsal. I try to use YouTube frequently to show examples (both good and bad) of studied concepts. This helps me with modeling for the students.  However, another way that I use the internet in rehearsal is to review and re-enforce skills.  I personally recommend www.musictechteacher.com. Not only are there many interactive games on rhythm, pitch, vocabulary and composers but there are also worksheets, printable quizzes and sample lessons. Many times I will use one of these games, like Rhythm Billionaire, as an activity before or after rehearsal. Sometimes I use it in the middle of  tough rehearsals to divert their mental energy while keeping them engaged in the musical process.
Since I have read and have experienced so many benefits to these technological integrations, I have a hard time finding constraints. Using these methods would certainly improve a rehearsal experience. 

Module 3

This week’s module was centered on music technology that can be effectively implemented in the classroom and performance ensemble.  There was a special emphasis placed on another compositional software, Soundation. Honestly, I feel that non-traditional music classes are the wave of the future.  I recall an open discussion in one of my undergraduate music education courses where we were strategizing on how to convince students on the relevance of music programs in the public school. The bottom line was that most students today feel disconnected from the traditional forms of music programs such as band, chorus and orchestra.  This is evident by numbers in music programs across the nation which are often considered in government and in legislation.  I remember hearing the statistic that classical music accounts for less than 2% of concert ticket sales nationally.  All the while, reality music television shows and commercial popular music is on the rise.  If our objective is to truly reach the student of today, we have to be willing to meet them where they are and be able to educate them in the world we live in.  I am not suggesting replacing Brahms with the commercial flavor of the month, however, I am saying that if we don't figure out a way to make music education appealing to the aspiring musicians of today, then we are going to miss out on a group of gifted individuals.  These various classes are a way to reach out to them and allow them the benefit of learning music in a way that is relevant to them.

The main constraint to these sorts of programs will probably be lack of financial support.  Another concern that was realized through one of my classmate’s discussion posts, is the lack of the performance element. A solution to the latter may be remembering to give students an opportunity to have their musical works heard and possibly performed by others.  This could also serve as a great collaboration opportunity between performing ensembles and non-traditional music courses. Researching grant programs and utilizing social sites like, Donors Choose could help ease the financial burden often associated with these ventures as well.

The NTMs (non-traditional music students) account for a significant percentage of students today.  Even those who enjoy performing in an ensemble could benefit from some of these courses.  The reading this week were more of a review of materials and information that I was already familiar with, however, the discussion of the performance ensembles and how technology can be successfully integrated into them was helpful.  Practical ideas such as using tuners ad metronomes in student practice was helpful.  I personally liked the suggestion of Smart Music as I have been trying to get this software in my school since the beginning of the year. I particularly enjoyed the reading the following profiles on www.musiccreativity.org this week:

 http://www.musiccreativity.org/profiles_ntm_schools_in_act/oak-hills-high-school-cinci.html

http://www.musiccreativity.org/profiles_ntm_schools_in_act/adrian-high-school-adrian-m.html

http://www.musiccreativity.org/profiles_ntm_schools_in_act/stuart_country_day_school_o_2.html

The second profile was my favorite and most closely resembled the type of course I would like to build specifically because of the film scoring aspect.  Using programs such as Donors Choose, I could acquire the computers and software needed for the course. It included:

• Software Used: Garage band,  Reason,  Logic Express
• Hardware Used: iMacs
• Class NTM Activities:  Classes are primarily composition based although the beginning class is open to all students.  Students have a variety of simple composition projects (usually weekly) that includes composing for certain aspects of media. ( ex. jingles for commercials, video games, audio books, etc. ). These projects progress in length and complexity all the way up to composing music and creating Foley for film scoring.

The third profile was least like what I would desire in my course.  Many of the programs were designed as clubs rather than courses since they constructed instruments like dulcimers and used them in their programs.  This profile included:

• Software Used: Finale, Practica Musica, GarageBand
• Hardware Used: Guitars, dulcimer kits, smartboards, projectors, cameras, clavinovas, handbells.

• Class NTM Activities:  Stuart has a very unusual and restrictive schedule as far as the arts are concerned.  Most of what we offer, except Honors/AP, is more of a club than a class.  When I finally accepted this, then the program took off.  I planned for what WOULD work and did not whine about what would not.

 
I was excited to explore Soundation for two main reasons: it is free and it is assessable through most any web browser. This means that I could actually assign my students technology projects that they could work on at home!  This is exciting news for educators because one of the main reasons music educators give for not giving technology assignments is that is takes up rehearsal time.  With this program, students could actually demonstrate their knowledge of music standards addressed in the classroom.  Overall, I would say the Soundation project was a successful learning experience for me.  I did not experience very many challenges with Soundation, mainly because it is so similar to Garageband and most of my recording experience comes from using that software.  One particular technology point that slowed me down a bit is the precision of placement for the loops and tracks.  If they are placed even slightly to the left or the right, the software will read the placement as an intentional compositional choice. This doesn’t happen as often with Garageband because there are ways to magnify the individual tracks so that the ticker marks are highly visible for correct placement.  Additionally, one can add copy multiple tracks in Garaband and paste them at a quicker rate.  I did not find this feature in Soundation or at least I have not figured it out yet.

Module 2

This week was filled with learning in a number of different areas, namely: improvisation, creativity and music notation software.

When considering Kratus' sequential model of improvisation I immediately thought of one of my 7th grade choirs.  All of my choirs have been improvising since the beginning of the school year, but this one particular choir is really catching on well. At the end of last semester, I would say that they were at level two of Kratus' model because they would frequently ask to improv. They enjoyed the "doing" of it all.  They were all engaged but rather oblivious to what was happening musically.  This continued until one day as they were improvising, one student made a harmonic shift--and the rest of the choir followed!  I watched as their eyes light up.  They continued until it naturally decayed.  They wanted to discuss it because for the first time, they realized the musical aspects and possibilities of improvisation. I think a good next step for them might be to incorporate technology through non-traditional instruments and non-traditional sound production as suggested by Kratus.  There are several Apple loops and instrument sounds that can be created through a simple MIDI input to Garageband or Logic.  Further more, it may be helpful to record a few of their improvisation sessions so they can listen to how it evolves and identify how certain musical moments yield specific musical responses.

Kratus' concept on creativity is just as interesting.  He proposes that there are four stages to creativity. They are preparation, incubation, illumination and  verification.  Preparation is the accumulation of knowledge stage.  It consists of gathering ideas and brainstorming.  The incubation stage is identified as particularly important as the 'problem' is considered.  The mind is actively at work trying to find a solution whether consciously or subconsciously. The illumination moment can be described as the "ah-ha" moment.  It is the stage where the components seem to come together.  Lastly, the verification stage involves sharing the musical result with an audience.  The feedback from this stage usually results in returning to the first stage.

The two main music technology softwares introduced this week is Musescore and Noteflight.  In this this module, there was an assignment to enter the piece, "A Bicycle Built for Two". The product of that assignment is entered below.