Week 4 - Instructional Media in Performance Ensembles

Bauer's (2014) description of Michael's typical day using technology-based instruction seemed like a hyperbole at first.  However, I soon realized that I already have access to a lot of the technology mentioned in the story.  The story illustrates how there are many opportunities to integrate technology into performance classes.   As a high school instrumental music teacher, I have to admit that I have been slow to implement technology-based instruction in my performance ensemble classes.  While I do integrate some technology into my classroom instruction, I need to do more to get students directly involved with using technology.

Bauer (2014) categorized instructional technology into tutorials, practice, creativity, and games.  This week's materials focused on using resources for audio recordings, accompaniments, practice assistance, and assessments (Bazan, n.d.).  An example of recording software is Audacity.  Accompaniment software includes Band-in-a-Box, Chromatik, Smartmusic, and Songster.  Chromatik and SmartMusic also offer all-in-one solutions that include an assessment component.  With all of the technology that is available, it is still important for the teacher to drive instruction, not rely on technology as the only form of instruction and assessment (Bazan, n.d.).

Technology for tutorials can take many forms.  Bauer (2014) describes tutorial software as sequential and reflecting on established learning theories.  Internet resources like websites, podcasts, and Learning Managment Systems offer on many subjects including music.  Modeling is often used by teachers to demonstrate concepts and skills and also helps with psychomotor learning (Bauer, 2014).  Video and music streaming sites as wells as digital recordings can provide models for helping students develop musicianship skills.  I have used recordings and videos in the past but only after the students know the music so they have a point of comparison.  Music theory and ear training programs are often tutorial-based and sequential in approach.  These can be used to teach notation and develop audiation skills.  However, some music theory and ear training software should be classified in the game category instead of the tutorial category.

Practice technology has been around for a long time.  I have been using tuners and metronomes since I started playing wind instruments.  Although the technology has made those devices less expensive, the fundamental concept still has not changed.  I prefer it to tuners that only Bauer (2014) indicated that tuners and metronomes have become more available for student use.  Personally, I prefer the analog strobe tuner because it can be used to demonstrate tone quality as well as pitch center.  Peterson makes an app version of their strobe tuner for iOS and Android, and while I prefer the analog version, the digital version is more portable than the analog version and more useful than a tuner that only uses a pointer.

https://www.petersontuners.com/products/istrobosoft/



In addition to the tuner, I like to use a drone to help my students use their ears to find tonal centers.  This can be accomplished with a keyboard and a sequencer but use a low-tech approach called The Tuning CD (A=440).  It is simply a CD that has a collection of drones in every pitch plus intervals rotted in C, C#, and D.  It is also available as a download on iTunes download and streams free with Amazon Prime.

https://www.amazon.com/Tuning-C-D-440-Richard-Schwartz/dp/B002COP51Q
https://itunes.apple.com/us/album/the-tuning-c.d.-a-440/id319589901

Metronomes and tuners are effective individual and ensemble practice tools because they offer immediate feedback.  However, practicing with a computer-generated accompaniment may create a more contextual learning experience (Bauer, 2014).  Audacity is a free and simple way to make and edit recordings.  This program can be used for recording auditions, playing tests, to monitor progress from one practice to another.  Programs like Band-in-a-Box, SmartMusic, and Chromatik have accompaniment tracks to provide more contextualized practice experience.  Bauer noted that programs like SmartMusic offer additional assessment features as well.  I have some experience with Audacity and SmartMusic and I found them to be very effective; however, I have used them extensive in my classes.

One section that caught my attention was "new performance possibilities" (Bauer, 2014, pp. 91-93).  During my undergraduate days, my university had a performing group named the Diverse Instrument Ensemble (DIE), which we referred to as the "Scratch Orchestra."  The instrumentation was open to anyone who played an instrument regardless of what it was.  It was a popular group at the time and I remember many great performances by that ensemble.  The groups Bauer describes that use cell phone and iPads as instruments remind me of such experimental groups.  I found this video of an iPad ensemble.  I find it reminiscent of the progressive rock bands of the early 1980's.

https://youtu.be/wYoEAjt27yc

References

[Tedx Talks]. (2014, January 11). The iPad as a musical instrument: Touch (the USF faculty iPad band) at TEDxTampaBay [Video file]. Retrieved from https://www.youtube.com/watch?v=wYoEAjt27yc

Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding to music. New York, CA: Oxford University Press.

Bazan, D. (n.d.). Technology assisted music teaching & professional development [Powerpoint slides]. Retrieved from https://learn.kent.edu/bbcswebdav/pid-5641931-dt-content-rid-52156352_1/courses/14924.201660/Week%201/Lecture/index.htmlhttps://learn.kent.edu/bbcswebdav/pid-5641933-dt-content-rid-52157039_1/courses/14924.201660/Week%204/Lecture/index.html