Module 4: Performing Music with Technology

This week we read about how music technology can be integrated into musical performance, both in the context of teaching and learning as well as in public performance venues. We also experimented with editing a sound clip and remixing music using the program Audacity. Bauer emphasized the fundamentals of music performance in our reading. These include: Technical and motor skills, expressive skills, aural skills, notation and reading skills, and presentation skills (2014).

Students must first master the psychomotor skills necessary to perform on their instrument. These skills involve both perceptual and motor skills (Bauer, 2014). Students must not only learn to process the information relating to reading music and transferring it into expressive music-making, but they must also learn to master the physical demands of their instrument. In order to acquire the skills necessary to students must learn how to practice effectively. Research has shown us that practicing for shorter amounts of time more frequently is more effective than one long stretch of practice (Bauer, 2014). We also know that slow practice is important to build up the muscle memory necessary to play music at concert tempo (Bauer, 2014).

Technology can play a role in helping students practice more effectively at home. One of the most challenging aspects of practicing an instrument is that of motivation. Younger children may need external motivations, such as stickers or rewards. As students gain confidence in their skills they will develop self-efficacy, or the belief that they are capable of succeeding at a task (Bauer, 2014). In order to bridge the gap between these two stages of development it is important to have the right tools for effective practicing. 

One way technology can assist this process is by providing a steady tempo with an online metronome. This will ensure the student is practicing at a consistent tempo, and a teacher can give a slow tempo marking until they are ready to go faster. We also know, through research, that students prefer to practice with accompaniment (Bauer, 2014). This is a challenge for most students. Programs such as SmartMusic or Band-in-a-Box can give students the autonomy to practice on their own with the foundation of an accompaniment. SmartMusic also has the feedback feature which tells students if they are playing the correct notes and rhythms, which is especially important in the early days of practice. Resources such as YouTube, iTunes and Spotify can offer examples of musical modeling. This is especially important if the teacher is not proficient on the instrument the student is learning or sings a different voice part.

bucketdrumming.net

While I do not have individual devices for my students, I use many online tools in my teaching. I have used the website Bucketdrumming.net for the past two years to supplement the bucket drumming we do in 4th and 5th grades. I teach many folk dances from Rhythmically Moving by Phyllis Weikart, and she has many video examples of her dances on YouTube that have been useful when I am learning a new dance to teach. I use the recorder karate accompaniments off of YouTube so the students can see how to use the resource at home. I often show collegiate or professional choirs to my High School choir because they do not have a reference for what a quality choir sounds like. This modeling has been very beneficial for my singers. I also use the Musication YouTube videos for Boomwhacker practice with my younger students. You can see an example below of In the Hall of the Mountain King.  While many of the Musication videos are great, not all work well. I am careful to preview and assess them before introducing a video to my students. As with all technology, it is important to view it from a professional viewpoint. Just because the resource is available does not mean it matches your pedagogical style or is standard-based.

As a choral director I am particularly interested in the use of technology within the large ensemble. One of the most valuable ways we can benefit our teaching and our students' learning is by recording both rehearsals and individual songs for reflection and critique (Bauer, 2014). I am especially excited to show the audio waveforms for the students to "see" their dynamic contrasts. I think they will be motivated by seeing their music in this way. I also plan to transfer my hand written curriculum maps to notation software this year. I think it will be easier for the students to read and will be a much faster process for me as well. While I do not see a new MIDI or Mobile Phone Orchestra in my near future, I think these ensembles are worth exposing students to and showing them the possibilities that exist in the world of musical performance.

Resource: 

Bauer, William I. (2014). Music Learning Today. New York. Oxford University Press.