Sunday, March 22, 2015
Friday, March 20, 2015
Week 2 Post: Digital Music
I found this weeks reading on digital music to be particularly interesting. I have known for some time now that one can input music into a notation program with the use of a MIDI keyboard. However, I was not aware that other types of controllers existed, such as those for string and wind instruments. This is of great interest to me considering that I am primarily a saxophone/woodwind player. This could also prove useful for potential student compositions. For example, if a student has an interest in composition and using a MIDI device but lacks the ability to play the piano, an alternative controller would be appropriate. This could also be useful for a student that is not terribly comfortable with musical notation, as the controller would simply require that they can perform the correct pitches an rhythms (obviously easier said than done). Also, the ability to perform a technically challenging section slowly and then being able to speed it up to the correct tempo without altering pitch or timbre can make composing certain sections much easier.
While I personally do not have any experience using a MIDI controller, I believe that it would make composition a more realistic possibility for music programs. It would allow even young children to at least see how what they play is translated into standard musical notation. For example, a voice controller could be used in an elementary classroom or perhaps a percussion controller. This is useful as it does not require the students to have a more mature and nuanced understanding of musical notation, and it would allow for the chance that students can actual witness difference in pitch as they are playing and how they look on a piece of music.
While I personally do not have any experience using a MIDI controller, I believe that it would make composition a more realistic possibility for music programs. It would allow even young children to at least see how what they play is translated into standard musical notation. For example, a voice controller could be used in an elementary classroom or perhaps a percussion controller. This is useful as it does not require the students to have a more mature and nuanced understanding of musical notation, and it would allow for the chance that students can actual witness difference in pitch as they are playing and how they look on a piece of music.
Friday, March 13, 2015
Week One: What Can Technology Do For Me?
Considering that I am 25 years of age, I suppose that I belong to the crop of teachers/professionals who are technology "savvy", and thus should have a deep and robust understanding of current and developing technologies that are relevant to the music classroom. While I would say that I do feel comfortable with many programs that are useful to the music educator (i.e. Sibelius, Audacity, etc.), I have never been completely comfortable with using social media tools and apps.
I teach in an area that rural and low population schools make up a significant portion of all school districts. Needless to say, these schools tend to be a bit less up to date on new technologies, let alone how to effectively use them. With this in mind, very few teachers seem to have the know how or the desire to interact via social media or other online service (even email is a struggle at times). However, what I found so helpful from the online Bauer reading is that PLNs (Personal Learning Networks) can supported by individuals 10 miles down the road or halfway around the world.
Being a fairly new teacher, I often wish that I could seek advice on issues that I encounter in my teaching. While the teachers here are happy to offer such advice, sometimes busy schedules make face to face meetings impossible, and thus I am given very little opportunity to communicate with them. However, through the use of PLNs I can find such advice from and through a variety of sources. For example, posting an issue on a blog, finding a podcast that covers a specific issue, or even just launching a request into the Twittersphere (or "verse" depending on your persuasion).
Even with all of these wonderful tools available, the one thing that still bothers me a bit is that this does not directly help to solve the issue of current teachers that do not make use of even basic technology. For example, in chapter one of the Bauer reading he details how many teachers point a lack of professional development in current technologies. While I certainly do not doubt that many professionals feel this way, it is nonetheless disheartening to see a teacher's personal webpage (usually supported by the districts home site) covering what musical concepts will be covered for the fall of 2010. I am interested to see what others may think is the best way to tackle this problem and others like it.
I teach in an area that rural and low population schools make up a significant portion of all school districts. Needless to say, these schools tend to be a bit less up to date on new technologies, let alone how to effectively use them. With this in mind, very few teachers seem to have the know how or the desire to interact via social media or other online service (even email is a struggle at times). However, what I found so helpful from the online Bauer reading is that PLNs (Personal Learning Networks) can supported by individuals 10 miles down the road or halfway around the world.
Being a fairly new teacher, I often wish that I could seek advice on issues that I encounter in my teaching. While the teachers here are happy to offer such advice, sometimes busy schedules make face to face meetings impossible, and thus I am given very little opportunity to communicate with them. However, through the use of PLNs I can find such advice from and through a variety of sources. For example, posting an issue on a blog, finding a podcast that covers a specific issue, or even just launching a request into the Twittersphere (or "verse" depending on your persuasion).
Even with all of these wonderful tools available, the one thing that still bothers me a bit is that this does not directly help to solve the issue of current teachers that do not make use of even basic technology. For example, in chapter one of the Bauer reading he details how many teachers point a lack of professional development in current technologies. While I certainly do not doubt that many professionals feel this way, it is nonetheless disheartening to see a teacher's personal webpage (usually supported by the districts home site) covering what musical concepts will be covered for the fall of 2010. I am interested to see what others may think is the best way to tackle this problem and others like it.
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