Technology for Musical
Performance
The coursework this week
identified multiple ways to use technology to better music performance, but
also recognized some overall best teaching practices. The chapter Performing
Music in Music Learning Today (Bauer, 2014) noted several valuable technological
resources including the auto- accompaniment software Smart Music, digital
metronomes, and interactive whiteboards. While I had already been using most of
the above mentioned technologies to some degree, there are several new
practices that I learned. For example, using Smart Music for an ensemble
rehearsal rather than just individual practice or assessment seems to be a
great resource for my small ensembles. Additionally, I will be using Audacity
later this semester with my drumline class (a fine art credit for non-ensemble
students) to record and arrange tracks. The precursor for that project will be
the resources on Lynda.com including “Up and Running with Audacity” and
“Digital Audio Principals.” Prior to this week’s lesson I had only used
audacity as a tool to slow down or speed up recordings for students to practice
with or for color guard routines and I am excited to see the students use it
for a profounder project.
In addition to the
technology resources, I found several good teaching practices from this week’s
reading to be beneficial. While I am already using modeling and feedback to
teach musical concepts and skills, the reading challenges me to guide students
in self-regulation. Smart Music is a great tool for students to receive
immediate extrinsic feedback, however I would like for my students to be able
to increase their ability to monitor themselves. I have recently shown them the
various technologies that can be used for recording and have established a
system in which students receive “base points” if they send me a recording of
them practicing. The “base points” are added to their playing test grade for
the material they practiced. Although very new this system has worked well so
far. I think the next step will be to have them submit two recordings: a pre
and a post self-assessed track. While it can sometimes be a constraint for
students that do not have access to technology outside of school, the
advantages to using technology to supplement music performance are invaluable.
Bauer, William I.
(2014). Music learning today: Digital pedagogy for creating, performing, and
responding to music. New York: Oxford University Press.
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