Using the public radio can be a great tool for learning in and outside of the classroom. There are great local stations that play music from all kinds of genres and artists. The stations I would recommend are listener funded stations because they are commercial free and usually have discussions about the music more than commercial stations. All listeners have the opportunity to discover new music each day and learn about it’s history and origin.
The radio helped me a great deal when I was preparing for listening exams. Trying to guess the time period of the music, the composer or artist, and style of the music gave me a unique experience. Because the music selection was out of my control I wasn’t familiar with everything I was hearing. There are hardly any repeat songs on these kinds of stations so it became a good challenge for my ear.
There are also composers like John Cage who have incorporated random station selection into his compositions. An example of a piece of music requires a couple of musicians to scan through stations live and stop when they get a signal. They all do this simultaneously and it creates a really interesting effect. There are probably many more creative examples of using the radio for learning inside the classroom as well as in the car or at home. These two I have mentioned are just some examples of how the radio can be incorporated as a resource for a music classroom.
Here are some of my favorite local stations:
WQXR
WBGO
WFMU
Wednesday, December 18, 2013
Tuesday, December 17, 2013
Technology and Pedagogy
I chose to analyze a lesson plan I found on the rock and roll website. The lesson compares music of Igor Stravinky’s to modern rap and hip-hop with regard to rhythm and syncopation in a general music class. I could definitely see myself teaching a lesson like this so I wanted to investigate.
The technology used throughout the lesson was fairly simple and surprising to me. All that was listed under materials was a CD player and audio recordings of the examples being compared in the lesson. The activities the students were doing in the lesson were fully supported by the strategies and technology the teacher used however, I found them a bit too simplistic for this age group. Maybe I was thinking more of the 7th or 8th grade class as a possibility, but just clapping rhythms and listening to recordings could be achieved in a fairly short time.
The comparison of classical music to hip-hop is a great aspect of this lesson because it gets students thinking about culture’s impact on music, and how people have been criticizing new styles of music similarly throughout history. If this was a goal of the teacher’s more group discussion could have been incorporated into the lesson. Having students work in small groups and then come together to discuss their comparison of the two songs could also be effective. Lastly, using a YouTube video to display the images of modern rap music to Stravinky’s ballet could also bring up some good discussion from the class.
I included music notation software as an missing technology from this lesson for a couple of reasons. Providing the students with copies the teacher made of the rhythmic examples might be more educational for the students rather than using the board. If the audience is a general music class, getting familiar with this software is an important part of general music education as well as aligning with more standards. It could also take the class in a good direction to use more technology during lesson and as another resource.
Here is the link to my Spreadsheet
The technology used throughout the lesson was fairly simple and surprising to me. All that was listed under materials was a CD player and audio recordings of the examples being compared in the lesson. The activities the students were doing in the lesson were fully supported by the strategies and technology the teacher used however, I found them a bit too simplistic for this age group. Maybe I was thinking more of the 7th or 8th grade class as a possibility, but just clapping rhythms and listening to recordings could be achieved in a fairly short time.
The comparison of classical music to hip-hop is a great aspect of this lesson because it gets students thinking about culture’s impact on music, and how people have been criticizing new styles of music similarly throughout history. If this was a goal of the teacher’s more group discussion could have been incorporated into the lesson. Having students work in small groups and then come together to discuss their comparison of the two songs could also be effective. Lastly, using a YouTube video to display the images of modern rap music to Stravinky’s ballet could also bring up some good discussion from the class.
I included music notation software as an missing technology from this lesson for a couple of reasons. Providing the students with copies the teacher made of the rhythmic examples might be more educational for the students rather than using the board. If the audience is a general music class, getting familiar with this software is an important part of general music education as well as aligning with more standards. It could also take the class in a good direction to use more technology during lesson and as another resource.
Here is the link to my Spreadsheet
Sunday, December 15, 2013
Matrix
Using Google spreadsheets was a very convenient method of documenting and sharing a lesson plan I have created. This was my first experience using an online spreadsheet and a very positive one because of the ease I had navigating through the program, and its ability to auto save my work! Originally, I used this lesson as part of a unit on blues music for an 8th grade private or small group guitar class. It was written for my Language & Literacy class. In this unit of about three to four weeks the students learn about significant blues and jazz artists, stylistic aspects of the music, and the form the music typically follows. For this project I considered a classroom of guitar based music students who have access to a computer lab. This lesson could offer some extra support and variety during a unit of exploring musical form. In the matrix attached to this blog my lesson plan has been divided into three columns that include the standards used in the lesson, classroom strategies for achieving each standard, and technologies that assist in completing each task. I have organized the matrix to represent a suggested order for the lesson to follow in five rows, top to bottom.
In the first row labeled Discovery, the lesson begins with a video presentation of Miles Davis's song “Freddie Freeloader”. As the students watch this video from YouTube they are considering the source of where this recording comes from, and if it is valid or not. After hearing the original song a second video would be played of someone covering the same tune, possibly in a different style. In this example the students should also look at who posted the video and if they are a well-known or legitimate source or not. This portion of the class addresses the NJCCCS of comparing and contrasting the use of musical form in a composition of a specific style. It also addresses the NETS-S standard of evaluating resources to determine credibility of authors. Both of these standards are for 8th grade as well.
I labeled the second row with Analyze. During this portion of the lesson the students would be instructed to write a response to the videos they just viewed in their reflective journals. The writing task would ask students to describe how this music is an example of the culture during the late 50’s and early 60’s, what kind of setting they imagine it being performed in, and any other pictures or events they can link with this song. They can also consider the second video and how the original song might have influenced the cover. After the students finish their journal entries the teacher would lead a group discussion to talk about their responses, continue analyzing the music, and write key responses in a word processor through the overhead projector. The most important part of the group discussion is to introduce the new material of the 12-bar blues form used in the song. The analysis of social, historical, and political influence of artists on culture and how culture impacts the arts refers to the NJCCCS standard. The NETS-S standard of examining patterns is also being addressed.
After the discussion the class would begin learning “Freddie Freeloader” from handouts or digital copies of the written music. Students would work individually or in pairs to learn the chord progression and melody on guitar. If the students have trouble with learning the rhythms they can use a metronome or computer software to assist them. Taking note of the elements that define the music as a blues song, like the form and rhythms used, will be part of the learning objective. This correspond to the NJ standard of performing expressive qualities within the style.
After the students have spend some time learning the song individually a large circle would be formed to have a group performance. Everyone will play the rhythm changes to the song while the students take turns playing solos. The teacher would be using a metronome to make sure everyone’s tempo remains consistent (clicking drumsticks would also work if the metronome seems too challenging). During the performance the teacher can see who has a good understanding of the form and who may need some extra time practicing. The students can give each other feedback, suggest ideas, or discuss the process they went through in their performance.
Lastly, the Create section is dedicated to beginning a recording project using music notation software and recording software. Students will be assigned the task of composing an original blues song that follows a typical form in the key of their choice. They can choose to work in small groups or individually. A requirement would be to include a musical sample from the internet and incorporate it into their song in a creative way. This project would probably be ongoing throughout the unit, not intended to be completed during this lesson. Hopefully this kind of task will keep students thinking about ideas for their project and continue analyzing form in the music they hear.
Here is the link to the Matrix
In the first row labeled Discovery, the lesson begins with a video presentation of Miles Davis's song “Freddie Freeloader”. As the students watch this video from YouTube they are considering the source of where this recording comes from, and if it is valid or not. After hearing the original song a second video would be played of someone covering the same tune, possibly in a different style. In this example the students should also look at who posted the video and if they are a well-known or legitimate source or not. This portion of the class addresses the NJCCCS of comparing and contrasting the use of musical form in a composition of a specific style. It also addresses the NETS-S standard of evaluating resources to determine credibility of authors. Both of these standards are for 8th grade as well.
I labeled the second row with Analyze. During this portion of the lesson the students would be instructed to write a response to the videos they just viewed in their reflective journals. The writing task would ask students to describe how this music is an example of the culture during the late 50’s and early 60’s, what kind of setting they imagine it being performed in, and any other pictures or events they can link with this song. They can also consider the second video and how the original song might have influenced the cover. After the students finish their journal entries the teacher would lead a group discussion to talk about their responses, continue analyzing the music, and write key responses in a word processor through the overhead projector. The most important part of the group discussion is to introduce the new material of the 12-bar blues form used in the song. The analysis of social, historical, and political influence of artists on culture and how culture impacts the arts refers to the NJCCCS standard. The NETS-S standard of examining patterns is also being addressed.
After the discussion the class would begin learning “Freddie Freeloader” from handouts or digital copies of the written music. Students would work individually or in pairs to learn the chord progression and melody on guitar. If the students have trouble with learning the rhythms they can use a metronome or computer software to assist them. Taking note of the elements that define the music as a blues song, like the form and rhythms used, will be part of the learning objective. This correspond to the NJ standard of performing expressive qualities within the style.
After the students have spend some time learning the song individually a large circle would be formed to have a group performance. Everyone will play the rhythm changes to the song while the students take turns playing solos. The teacher would be using a metronome to make sure everyone’s tempo remains consistent (clicking drumsticks would also work if the metronome seems too challenging). During the performance the teacher can see who has a good understanding of the form and who may need some extra time practicing. The students can give each other feedback, suggest ideas, or discuss the process they went through in their performance.
Lastly, the Create section is dedicated to beginning a recording project using music notation software and recording software. Students will be assigned the task of composing an original blues song that follows a typical form in the key of their choice. They can choose to work in small groups or individually. A requirement would be to include a musical sample from the internet and incorporate it into their song in a creative way. This project would probably be ongoing throughout the unit, not intended to be completed during this lesson. Hopefully this kind of task will keep students thinking about ideas for their project and continue analyzing form in the music they hear.
Here is the link to the Matrix
Sunday, December 8, 2013
Amplifiers
In an ensemble setting one of the most difficult challenges lies in achieving balance and blend among the group. Playing with dynamics, arranging the instrumentation appropriately, and selecting the right players all have a significant impact on the ensemble sound. The use of amplifiers has made the job of blending and balance easier since their invention. Amps have also allowed for new musical styles to develop as well as many other possibilities for the musical world.
Most commonly amplifiers are used by the electric guitar, bass, and occasionally keyboard players. However, they have the ability to amplify anything that can be plugged into the input jack from a 1/4 inch cable. You can see the extent of these possibilities explored in the music of composers like John Cage who wrote a piece for an amplified cactus. For live performances, being able to amplify instruments has created more possibilities for audiences to attend shows and participate in musical culture. Amps allow fewer instruments to produce the same sound levels as hundreds of acoustic instruments. This invention may have even had an impact on the kind of music people choose to see today. Before the invention of amps, filling a large concert hall with sound probably meant seeing an orchestra or choir perform. Cathedrals and churches are also naturally build to project sound within the room, and organs could project within the walls very loudly. But outside of these environments a large audience hearing music probably did not exist. Today, the possibility of one person, or a band of three people, can produce as much sound or greater than an orchestra, choir, or pipe organ within cathedral.
Not only have amps impacted the musical styles and genres since their invention, they impact the school environments too. In school bands there are opportunities for guitar, bass, and keyboard players to join marching bands in the “pit” section. Although they don’t all march it is a nice option and allows for some interesting arrangements of music. The lack of specific instruments can also be substituted by amplified guitars or basses that fill in the missing parts very well. The variety of companies that make amps as well as their ability to adjust and customize sound levels has created endless possibilities for musicians from all fields and specialties. Here are a couple of my favorite companies and innovators of amplifiers:
Fender
Ampeg
GK
Most commonly amplifiers are used by the electric guitar, bass, and occasionally keyboard players. However, they have the ability to amplify anything that can be plugged into the input jack from a 1/4 inch cable. You can see the extent of these possibilities explored in the music of composers like John Cage who wrote a piece for an amplified cactus. For live performances, being able to amplify instruments has created more possibilities for audiences to attend shows and participate in musical culture. Amps allow fewer instruments to produce the same sound levels as hundreds of acoustic instruments. This invention may have even had an impact on the kind of music people choose to see today. Before the invention of amps, filling a large concert hall with sound probably meant seeing an orchestra or choir perform. Cathedrals and churches are also naturally build to project sound within the room, and organs could project within the walls very loudly. But outside of these environments a large audience hearing music probably did not exist. Today, the possibility of one person, or a band of three people, can produce as much sound or greater than an orchestra, choir, or pipe organ within cathedral.
Not only have amps impacted the musical styles and genres since their invention, they impact the school environments too. In school bands there are opportunities for guitar, bass, and keyboard players to join marching bands in the “pit” section. Although they don’t all march it is a nice option and allows for some interesting arrangements of music. The lack of specific instruments can also be substituted by amplified guitars or basses that fill in the missing parts very well. The variety of companies that make amps as well as their ability to adjust and customize sound levels has created endless possibilities for musicians from all fields and specialties. Here are a couple of my favorite companies and innovators of amplifiers:
Fender
Ampeg
GK
Sunday, December 1, 2013
Headphones
Actively listening to music can be done in many types of environments. At concert halls, in studios, theaters, or from your living room, people engage in the listening experience for many different reasons. One technology that has changed the way we listen to music is the invention of headphones. Instead of hearing music live or through speakers, the headphones directly plug your ears into a music source and create an entirely different musical experience. You can hear much more detail and differentiate between instrumental parts easier. The use of headphones in the music education world has many applications.
In my experience I have been able to learn music much faster with headphones. Using speakers can sometimes distort the sound a bit or leave out important parts, especially bass. As a bass player it is hard to pinpoint what my part sounds like sometimes. If I need to learn a song using my ear, the headphones are my best friend. Unless I am blasting music with really good quality speakers it can be impossible to learn the music.
Some musical artists now consider how many people listen to their music exclusively using headphones. In the recording studio there are small details that can be added to mixing and mastering music that make the listening experience more enjoyable. With each listen more content can be discovered making each listen feel like a new experience.
Headphones allow music to be more accessible to a larger audience when compared to before its invention. When paired with portable music players almost every setting can and has been turned into a musical landscape. Headphones can be utilized for the musician: droning a constant note for intonation practice, quickly refreshing a musical sound before a performance, or for the joy and relaxation music offers.
In my experience I have been able to learn music much faster with headphones. Using speakers can sometimes distort the sound a bit or leave out important parts, especially bass. As a bass player it is hard to pinpoint what my part sounds like sometimes. If I need to learn a song using my ear, the headphones are my best friend. Unless I am blasting music with really good quality speakers it can be impossible to learn the music.
Some musical artists now consider how many people listen to their music exclusively using headphones. In the recording studio there are small details that can be added to mixing and mastering music that make the listening experience more enjoyable. With each listen more content can be discovered making each listen feel like a new experience.
Headphones allow music to be more accessible to a larger audience when compared to before its invention. When paired with portable music players almost every setting can and has been turned into a musical landscape. Headphones can be utilized for the musician: droning a constant note for intonation practice, quickly refreshing a musical sound before a performance, or for the joy and relaxation music offers.
Sunday, November 24, 2013
Youtube
Listening to music plays a big part in learning music. Before the internet the best ways to play musical examples to a class might have been a CD, cassette, or even vinyl record. With these technologies the teacher would need to have a specific musical example in mind and play the audio for the class. If they didn’t own a copy they might have to buy it at a music shop or rent it from a library. Today we have the internet where endless audio of music exists in many different forms. Perhaps one of the greatest tools that exists in the form of a website, for teachers and students, is Youtube.
Youtube is a resource full of information that can be used for learning and demonstrating. This is probably true for every subject area, but in music, seeing performers from many backgrounds can create a cultural experience in the classroom for the students. Instead of being limited to audio from a recording Youtube adds the visual element to the music, whether it be the performers themselves or a home made video that goes along with the music. Everyone is familiar with youtube and it’s vast library of videos, but not everyone knows how to navigate it to achieve musical growth.
An example of demonstrating with Youtube in an orchestra class could be playing a famous orchestra’s version of the piece they plan to perform in an upcoming concert. Seeing the emotion from the performers and audience might suggest a new approach to a specific playing style, or clear up some confusion about a difficult part. Comparing the video to other well-known or student orchestras can engage students in an analytical thinking process as well creating room for new understandings. There are many tutorial videos as well ranging from actual instrumental lessons to advanced techniques and specific performances of parts. These can be used for student development at home outside of class or as a supplement to the teachings. One of my favorite things youtube does is suggest other links at the end of a video that are similar to what you just viewed. I have discovered many new artists, songs, and great versions of music from the suggestions that I would have never known about otherwise.
Youtube is a resource full of information that can be used for learning and demonstrating. This is probably true for every subject area, but in music, seeing performers from many backgrounds can create a cultural experience in the classroom for the students. Instead of being limited to audio from a recording Youtube adds the visual element to the music, whether it be the performers themselves or a home made video that goes along with the music. Everyone is familiar with youtube and it’s vast library of videos, but not everyone knows how to navigate it to achieve musical growth.
An example of demonstrating with Youtube in an orchestra class could be playing a famous orchestra’s version of the piece they plan to perform in an upcoming concert. Seeing the emotion from the performers and audience might suggest a new approach to a specific playing style, or clear up some confusion about a difficult part. Comparing the video to other well-known or student orchestras can engage students in an analytical thinking process as well creating room for new understandings. There are many tutorial videos as well ranging from actual instrumental lessons to advanced techniques and specific performances of parts. These can be used for student development at home outside of class or as a supplement to the teachings. One of my favorite things youtube does is suggest other links at the end of a video that are similar to what you just viewed. I have discovered many new artists, songs, and great versions of music from the suggestions that I would have never known about otherwise.
Sunday, November 17, 2013
Collaboration Canvas
Remixing a unit plan was a really interesting learning experience for me. I wasn’t sure what subject area I might want to collaborate with so I browsed our class submissions until I stumbled upon an English unit plan that focused on poetry. I immediately thought of a couple of directions I could take this unit and apply it into a music curriculum, so I decided to remix the canvas into my subject area. I presented a new unit on poetry in music that mainly focused on tone poem compositions. These composers created a new style of music that was directly inspired by popular poems, or ones specifically written for the genre. This unit could lead into program music, a similar compositional technique where music is set to any non-musical sources like poems, landscapes, paintings, and many others. On the analytical side of this unit we could discuss how poetry made its way into rap music as well. On the original canvas the author used Shel Silverstein as an example of a poet to study. Silverstein is also a musician and I made the connection of the subject areas with a video of him speak-singing a poem of his while playing guitar. The remixed version of the canvas can be seen
here.
here.
Sunday, November 10, 2013
Digital synthesizer
The digital synthesizer is a huge advancement in music technology. It is important to understand a bit of history when considering how significant of an impact the digital synth has had on music in the last couple decades. Before digital instruments, there were analog instruments and effects. Both digital and analog instruments attempted to modify or imitate the sound of an acoustic instrument such as a violin or trumpet. The difference is one uses a computer to achieve the sound (digital) an the other uses circuits and sound modification mechanics closer to an acoustical instrument (analog). Although many musicians still prefer the analog instrument sound over digital instruments, the digital synthesizer has created a broad range of possibilities for music educators, students, musicians, producers and hobbyists.
As more people become consumers of digital music and electronic instruments, the competition to craft a digital synthesizer that is an all-in-one machine is progressing at a tremendous rate. The possibilities with some of the most recent models let users choose between thousands of different sound options. Multiple variations in style of just one musical instrument means there might be three different saxophone sounds built into the synth, or thirty depending on the make and model. Imagine these options for every kind of instrument of the orchestra or wind symphony and boom, thousand and thousands of sound options with the toggle of a switch or even the click of a mouse. Connecting digital synths to a computer is also a possibility where synchronizing with music software allows even more sound options and custom modifications of those sounds.
What does this mean for educators and where are synthesizers seen in a school setting? For band directors and general music teachers synthesizers can make their way into almost every musical setting. In the orchestra for example, being able to demonstrate the first violin part without actually playing a violin might come in handy. Or in the general music class, introducing different families of instruments through pictures with sounds accompanied by the synthesizer could be a fun way to utilize the technology. There are also programs at some schools that include music industry classes into their curriculum. In the classroom there are usually workstations for each student made up of a computer and synthesizer. These students get very familiar with how this instrument works and how professionals might use them on a daily basis. One more place the synthesizer might be found is the school’s auditorium especially if the regularly put on shows and musicals. Instead of needing an entire pit orchestra to accompany the performers, the synth can replace many difficult to find parts of the band. Even if the school doesn’t have too much room for a pit band, the synth can take on many parts of the show, or a team of synths could potentially take all the parts.
In so many ways this technology is changing the way classroom teachers and musicians interact with music on a daily basis. Their affordability makes them very accessible to all schools and players as well. It will be interesting to see how the digital synthesizer develops over the next few years and what new roles it will be able to take on.
As more people become consumers of digital music and electronic instruments, the competition to craft a digital synthesizer that is an all-in-one machine is progressing at a tremendous rate. The possibilities with some of the most recent models let users choose between thousands of different sound options. Multiple variations in style of just one musical instrument means there might be three different saxophone sounds built into the synth, or thirty depending on the make and model. Imagine these options for every kind of instrument of the orchestra or wind symphony and boom, thousand and thousands of sound options with the toggle of a switch or even the click of a mouse. Connecting digital synths to a computer is also a possibility where synchronizing with music software allows even more sound options and custom modifications of those sounds.
What does this mean for educators and where are synthesizers seen in a school setting? For band directors and general music teachers synthesizers can make their way into almost every musical setting. In the orchestra for example, being able to demonstrate the first violin part without actually playing a violin might come in handy. Or in the general music class, introducing different families of instruments through pictures with sounds accompanied by the synthesizer could be a fun way to utilize the technology. There are also programs at some schools that include music industry classes into their curriculum. In the classroom there are usually workstations for each student made up of a computer and synthesizer. These students get very familiar with how this instrument works and how professionals might use them on a daily basis. One more place the synthesizer might be found is the school’s auditorium especially if the regularly put on shows and musicals. Instead of needing an entire pit orchestra to accompany the performers, the synth can replace many difficult to find parts of the band. Even if the school doesn’t have too much room for a pit band, the synth can take on many parts of the show, or a team of synths could potentially take all the parts.
In so many ways this technology is changing the way classroom teachers and musicians interact with music on a daily basis. Their affordability makes them very accessible to all schools and players as well. It will be interesting to see how the digital synthesizer develops over the next few years and what new roles it will be able to take on.
Sunday, November 3, 2013
Unit Plan Canvas
Creating a canvas using PLAYground has been a fun experience for me. This website has allowed me to create a place for my future students to visit and see what material I will be covering in upcoming classes as well as discover links, videos, pictures, and other sources of information about our unit. While I was creating my canvas I found myself researching many sources for credible information that I could use for links and videos. In this process I was able to make connections to artists throughout history who share rejection by the majority of society to their music. I chose to display a unit on the affect of society on musicians and composers, noting artists who were criticized for introducing a new genre or style. My aim is to show the similarities to today’s highly criticized music and art, and how this theme has been on-going. Some of these artists have become idols and legends in music history so their mention serves as a good model for what the future may bring for today’s music that is looked down upon. PLAYground canvas
Sunday, October 27, 2013
Electronic Tuners
Being in tune is very important in all types of music. Whether you play a string, woodwind, or brass instrument, tuning to a fixed note is something we all experience daily. There is a good chance you don’t have perfect pitch either, so using some kind of tuner or fixed note is something we all get familiar with. Most tuners are also extremely portable, making tuning on the go a very simple task. Since there are so many types of tuners it is important to know what is out there, and the positives and negatives of using them.
Usually tuning happens every time you pick up an instrument. Before electronic tuners were made, the best way to get in tune was either with a pitch pipe, or by using a piano. Now there are dozens of companies that make electronic tuners that are relatively inexpensive. You may choose to go with a chromatic tuner that uses a built in microphone. This is one of the most popular choices available, and since it is chromatic, it will be able to pick up any note that is played and tell you if it is in tune or not. There is usually a screen of some kind powered by two AA or AAA batteries that shows you the reading of the pitches received. Keep in mind only a single pitch can be processed at a time with these tuners. There are also settings to adjust the frequency of the pitches received. Depending on what country you live in, 440 or 442 hz will most likely be the constant setting.
If you happen to be a string player there is another option for you. The clip on vibration tuner is becoming very popular lately for many reasons. It clips onto any part of the instrument and reads your pitch based on the vibrating frequency the wood is making when a string is plucked. This allows for tuning while other instruments are playing since it eliminates the need for a microphone. For electric instruments, tuning acoustically (not plugged in) is also possible because of these inventions.
There is a downside to using electronic tuners however. Before their invention musicians relied on their ears to find the right pitch. By continuous playing a fixed note on a pitch pipe, tuning fork, or piano, you would compare your instrument and adjust until it was in tune. Unfortunately this probably happens less since the invention of electronic tuners providing less time for ear development. We do however gain more time for music making and ensemble playing as a result.
http://www.snarktuners.com/
Usually tuning happens every time you pick up an instrument. Before electronic tuners were made, the best way to get in tune was either with a pitch pipe, or by using a piano. Now there are dozens of companies that make electronic tuners that are relatively inexpensive. You may choose to go with a chromatic tuner that uses a built in microphone. This is one of the most popular choices available, and since it is chromatic, it will be able to pick up any note that is played and tell you if it is in tune or not. There is usually a screen of some kind powered by two AA or AAA batteries that shows you the reading of the pitches received. Keep in mind only a single pitch can be processed at a time with these tuners. There are also settings to adjust the frequency of the pitches received. Depending on what country you live in, 440 or 442 hz will most likely be the constant setting.
If you happen to be a string player there is another option for you. The clip on vibration tuner is becoming very popular lately for many reasons. It clips onto any part of the instrument and reads your pitch based on the vibrating frequency the wood is making when a string is plucked. This allows for tuning while other instruments are playing since it eliminates the need for a microphone. For electric instruments, tuning acoustically (not plugged in) is also possible because of these inventions.
There is a downside to using electronic tuners however. Before their invention musicians relied on their ears to find the right pitch. By continuous playing a fixed note on a pitch pipe, tuning fork, or piano, you would compare your instrument and adjust until it was in tune. Unfortunately this probably happens less since the invention of electronic tuners providing less time for ear development. We do however gain more time for music making and ensemble playing as a result.
http://www.snarktuners.com/
Sunday, October 13, 2013
PA system
I enjoy posting about technologies that are take for granted. This week I would like to focus on one that amplifies the most ancient instrument, the human voice. The technology responsible for projecting and amplifying the voice is called the Public Address System, most commonly referred to as a PA system. The PA system has revolutionized many aspects of music performance. It has also created new opportunities for any kind of situation that involves addressing a large crowd.
Remember in elementary school when we used to play telephone and pass on a message throughout the class? By the time the last person was done trying to decode the message they announced it out loud to the class to see how distorted it became over time. This is how I imagine the process of presenting a message before the invention of the PA system. Now in every school auditorium, concert hall, or public speaking venue there is sure to be a PA. A modern variation is generally composed of: a mixing board which gets plugged into a power source, two or more speakers to project the sound, and a single or multiple microphones. Being able to use and manage the technology during a performance has even called for the creation of a new job; the sound engineer. It is amazing how many ensembles utilize this technology and are in need or a good sound engineer.
Not only does the PA amplify the voice of singers and speakers, the microphones plugged into the PA can also project choir sounds and give instruments a boost. Live recordings through the PA mixed well enough can even be used for distribution and for profit. In most modern schools PA’s are used for theatrical productions, musicals, concerts, and speeches. Professional venue productions call for the PA too (like Broadway, PNC arts center, Madison Square Garden) and their versions may differ slightly from my earlier description. At these venues, the PA is perhaps the most important piece of technology being used, and has to have the ability to reach a very large audience. These PA’s generally have hundreds of speakers set up around the stage and multiple microphones being utilized. I can’t even imagine what the mixing board would look like or what size of a team is required to keep the sound levels working!
Remember in elementary school when we used to play telephone and pass on a message throughout the class? By the time the last person was done trying to decode the message they announced it out loud to the class to see how distorted it became over time. This is how I imagine the process of presenting a message before the invention of the PA system. Now in every school auditorium, concert hall, or public speaking venue there is sure to be a PA. A modern variation is generally composed of: a mixing board which gets plugged into a power source, two or more speakers to project the sound, and a single or multiple microphones. Being able to use and manage the technology during a performance has even called for the creation of a new job; the sound engineer. It is amazing how many ensembles utilize this technology and are in need or a good sound engineer.
Not only does the PA amplify the voice of singers and speakers, the microphones plugged into the PA can also project choir sounds and give instruments a boost. Live recordings through the PA mixed well enough can even be used for distribution and for profit. In most modern schools PA’s are used for theatrical productions, musicals, concerts, and speeches. Professional venue productions call for the PA too (like Broadway, PNC arts center, Madison Square Garden) and their versions may differ slightly from my earlier description. At these venues, the PA is perhaps the most important piece of technology being used, and has to have the ability to reach a very large audience. These PA’s generally have hundreds of speakers set up around the stage and multiple microphones being utilized. I can’t even imagine what the mixing board would look like or what size of a team is required to keep the sound levels working!
Sunday, October 6, 2013
History of Technology in Music
1925 radio: the listening experience just became a tool for your classroom.
Digital recorders
A very useful technology for me throughout my music career has been the portable recorder. For music students and performers, this is one of the best learning technologies available for many reasons. It captures a moment in time. This moment is now accessible from any place and for as long as the recording is saved. The possibilities this technology has created are astounding and to think of life as a musician before its time is so difficult.
One of the best ways to improve as a musician is to critically listen to yourself. Only since the invention of portable recorders has this process been so accessible. After recording your music lessons, you can listen back and discover all the areas of your current work in progress that need the most attention. Doing this analysis from the future perspective changes the way you hear what was just played. You may also find hidden gems or mistakes you made that you might want to keep and expand upon next time. This same application can transfer to any musical setting, from live performances at coffee shops, to band concerts and rehearsals. Recording the group’s performance at the last gig gives you the option of starting the next rehearsal with a critical analysis of the show. Whether its feedback from a friend, producer, or just the other band members, feedback can lead to new inspiration and important changes.
Another use of the portable recorder is its playback function. While listening back theres no reason you can’t play along with what you just recorded for fun, adding a new part or harmonizing with your recording. If you play a chord instrument you could also: record a chord progression of a song, hit play, then play the melody or take a solo. So if your a solo player now you have a digital clone of yourself as an accompanying member of your band! There are some recorders that have a multi-track option where you can stack up multiple recordings and make a song out of them. You can do different instruments on each track for demo purposes, or do multiple voices of a piece to create a choir.
There are so many environments and venues have the capacity for great moments waiting to be captured with your portable recorder, so please don’t miss them!
Here is my recommendation of a top of the line recorder:
http://www.zoom.co.jp/
One of the best ways to improve as a musician is to critically listen to yourself. Only since the invention of portable recorders has this process been so accessible. After recording your music lessons, you can listen back and discover all the areas of your current work in progress that need the most attention. Doing this analysis from the future perspective changes the way you hear what was just played. You may also find hidden gems or mistakes you made that you might want to keep and expand upon next time. This same application can transfer to any musical setting, from live performances at coffee shops, to band concerts and rehearsals. Recording the group’s performance at the last gig gives you the option of starting the next rehearsal with a critical analysis of the show. Whether its feedback from a friend, producer, or just the other band members, feedback can lead to new inspiration and important changes.
Another use of the portable recorder is its playback function. While listening back theres no reason you can’t play along with what you just recorded for fun, adding a new part or harmonizing with your recording. If you play a chord instrument you could also: record a chord progression of a song, hit play, then play the melody or take a solo. So if your a solo player now you have a digital clone of yourself as an accompanying member of your band! There are some recorders that have a multi-track option where you can stack up multiple recordings and make a song out of them. You can do different instruments on each track for demo purposes, or do multiple voices of a piece to create a choir.
There are so many environments and venues have the capacity for great moments waiting to be captured with your portable recorder, so please don’t miss them!
Here is my recommendation of a top of the line recorder:
http://www.zoom.co.jp/
Sunday, September 29, 2013
Music notation software
Music notation software has drastically changed the learning environment as well as other aspects of music making and reading. In the past couple of years I have come to really appreciate this technology for it’s convenience and how it makes notating music more accessible to musicians and beginners everywhere. From expert composers to band teachers and beginner musicians, digital notation can be a crucial part of the music making experience. Although there are many different brands of software, I have only experienced a few and their potentials.
The most common program used is probably Finale. With this notation program users can compose, arrange, and listen to their notated work using a variety of instrumental MIDI sounds for their ensembles. MIDI is the digital sound of a musical instrument, and a lot of these software programs come stock with their own instrumental sounds for many instruments. In the newer versions you can even scan pages and convert them into the software, making editing parts and scores for your band very simple. If this technology were available to composers before the invention of the computer just imagine the possibilities! Students, composers, and musicians can use this software to make their lives much easier.
A similar software called Sibelius works in the same way as Finale but may have some better instrumental playback sounds. I became familiar with this software in a music theory class where we has the option of hand writing our musical arrangements or using notation software. I chose to go the non-traditional way along with most of the class. One perk of using the software is the option to change keys with the click of a button instead of completely re-writing the music. On the downside, musicians loose the repetitive practice of re-writing parts over and over like our great predecessors once had to do. Hand writing music is a skill like many others that requires a lot of practice, and during this process it gives the composer time to revise or get new ideas for the music. Using notation software the editing process can becomes shorter, and less time might be given to individual parts. However all this saved time does present new possibilities such as freeing up time to complete more arrangements and make more music. In my class experience, making more music was definitely valued more and this software came in handy.
Creating a score from scratch is another task made possible with this software. For our final project we had to make an arrangement of our choice using a large ensemble. Being able to listen back to each part individually and hear the music all together made composing much easier than the traditional way. Before this software was around, using a piano and playing each part was most likely the only option unless you had access to musicians to sample what it sounds like. On the computer screen you can see every instrument virtually in front of you and make changes to their parts; quite a difference from the traditional way and what a pleasure it was to work with.
This software helped me learn many valuable skills about arranging music for small and large ensembles. It gave me the experience to write music for instruments I otherwise would not have access to and get a sample of what it might sound like. In the future I hope to use notation software for many more projects. I was inspired by the ease of the programs to one day write out my own music for my school’s band or arrange popular repertoire for them to play.
The most common program used is probably Finale. With this notation program users can compose, arrange, and listen to their notated work using a variety of instrumental MIDI sounds for their ensembles. MIDI is the digital sound of a musical instrument, and a lot of these software programs come stock with their own instrumental sounds for many instruments. In the newer versions you can even scan pages and convert them into the software, making editing parts and scores for your band very simple. If this technology were available to composers before the invention of the computer just imagine the possibilities! Students, composers, and musicians can use this software to make their lives much easier.
A similar software called Sibelius works in the same way as Finale but may have some better instrumental playback sounds. I became familiar with this software in a music theory class where we has the option of hand writing our musical arrangements or using notation software. I chose to go the non-traditional way along with most of the class. One perk of using the software is the option to change keys with the click of a button instead of completely re-writing the music. On the downside, musicians loose the repetitive practice of re-writing parts over and over like our great predecessors once had to do. Hand writing music is a skill like many others that requires a lot of practice, and during this process it gives the composer time to revise or get new ideas for the music. Using notation software the editing process can becomes shorter, and less time might be given to individual parts. However all this saved time does present new possibilities such as freeing up time to complete more arrangements and make more music. In my class experience, making more music was definitely valued more and this software came in handy.
Creating a score from scratch is another task made possible with this software. For our final project we had to make an arrangement of our choice using a large ensemble. Being able to listen back to each part individually and hear the music all together made composing much easier than the traditional way. Before this software was around, using a piano and playing each part was most likely the only option unless you had access to musicians to sample what it sounds like. On the computer screen you can see every instrument virtually in front of you and make changes to their parts; quite a difference from the traditional way and what a pleasure it was to work with.
This software helped me learn many valuable skills about arranging music for small and large ensembles. It gave me the experience to write music for instruments I otherwise would not have access to and get a sample of what it might sound like. In the future I hope to use notation software for many more projects. I was inspired by the ease of the programs to one day write out my own music for my school’s band or arrange popular repertoire for them to play.
Sunday, September 22, 2013
Technology Autobiography
Whether you like it or not communicating through technology plays a significant role in our lives. Evidence of this can be seen at the introduction of most lives where in the hospital delivery room, doctors and nurses communicate with computers to make sure our arrival is a smooth one. From there there video cameras record our all of our first big moments, cameras capture the memories of people and places, and we are introduced to television and movies revealing a very small world from inside a glass box (at least they were small glass boxes in the 1990’s). It seems technology has always been aiding our lives as a prime source of communication and education. In this blog I will explore the three biggest technological influences in my life thus far and their impact on me, for better or worse.
Coming in at number one I rank digital music. In the form of CD's and mp3s the communication and education I received through this media has shaped much of my personality. Most importantly it has introduced me to a new medium of communication. Making the discovery of how powerful digital music’s impact on people of the world was huge. Positively, digital music has given me insight into new perspectives and allowed me to understand emotions and experiences of others through their songs. The music I listened to connected me with my fellow classmates at a young age, which helped me make many great friendships. Without these friends and the convenience of digital music I may not have been inspired begin learning how to play musical instruments. Especially because it was really easy to rewind and replay parts of songs so I could learn them. I doubt it would have been as exciting if I had to stop my record player and try to drop the pin to the section I was working on, or continuously rewind my cassette player.
On the downside I was introduced to some very inappropriate music at a young age. The artists I listened to had a big impact on my understanding of society and the decisions I made as a kid. I spent a lot of times plugged into my headphones during elementary school, most notably during after school care and on camping trips with the boy scouts where I could have been connecting with nature but instead was connecting with digital sounds. There was one instance during the video “Learning to change...” with one of the kids explained how he has been using music software to write original music. I have been exposed to music software while recording with groups and for use in school projects. It really does present a whole new field for developing music with some interesting possibilities.
The next most influential technology in my life has been the T.V. For a good while this was the reason I didn’t mind waking up at 6 am to get ready for school because I got to watch my favorite cartoons while I ate my cereal. I would have to say cartoon watching has dominated my experience with T.V to this day. Some of the best shows have taught me a lot about creativity, artistic expression, and of stories with positive messages. You could also argue the countless hours I spent watching cartoons was just time I spent crafting a mold of my backside in the couch. Combined with the hours I spent playing video games with my online community of friends, that couch was the nest of my youth for a good couple years. But I did learn a few things about being with a group and interacting with new people to work towards a common goal of defeating the enemy. One student from the video we watched explains how he learned this concept of teamwork from games like I used to play, and how this relates to the school environment of working with your peers and coming together for a common goal. In many ways there is still a way to see the experience we have with T.V as a positive one. Especially because it has the ability to bring families and friends together around a couch for their viewing entertainment. Only recently I have been watching more documentaries and using T.V as a source for history and current events.
Lastly I will credit the computer for its vast education sources and social connectors. This is where I generally find information about health and nutrition, recipes, music, history, and get introduced to things I would not otherwise be looking to learn about. There is a never ending list of negative side effects from overuse of the computer that I don’t care to get deeply into because the cramps in my hand and stiff neck are starting to bother me. So I will end this post with a farewell and good night!
Coming in at number one I rank digital music. In the form of CD's and mp3s the communication and education I received through this media has shaped much of my personality. Most importantly it has introduced me to a new medium of communication. Making the discovery of how powerful digital music’s impact on people of the world was huge. Positively, digital music has given me insight into new perspectives and allowed me to understand emotions and experiences of others through their songs. The music I listened to connected me with my fellow classmates at a young age, which helped me make many great friendships. Without these friends and the convenience of digital music I may not have been inspired begin learning how to play musical instruments. Especially because it was really easy to rewind and replay parts of songs so I could learn them. I doubt it would have been as exciting if I had to stop my record player and try to drop the pin to the section I was working on, or continuously rewind my cassette player.
On the downside I was introduced to some very inappropriate music at a young age. The artists I listened to had a big impact on my understanding of society and the decisions I made as a kid. I spent a lot of times plugged into my headphones during elementary school, most notably during after school care and on camping trips with the boy scouts where I could have been connecting with nature but instead was connecting with digital sounds. There was one instance during the video “Learning to change...” with one of the kids explained how he has been using music software to write original music. I have been exposed to music software while recording with groups and for use in school projects. It really does present a whole new field for developing music with some interesting possibilities.
The next most influential technology in my life has been the T.V. For a good while this was the reason I didn’t mind waking up at 6 am to get ready for school because I got to watch my favorite cartoons while I ate my cereal. I would have to say cartoon watching has dominated my experience with T.V to this day. Some of the best shows have taught me a lot about creativity, artistic expression, and of stories with positive messages. You could also argue the countless hours I spent watching cartoons was just time I spent crafting a mold of my backside in the couch. Combined with the hours I spent playing video games with my online community of friends, that couch was the nest of my youth for a good couple years. But I did learn a few things about being with a group and interacting with new people to work towards a common goal of defeating the enemy. One student from the video we watched explains how he learned this concept of teamwork from games like I used to play, and how this relates to the school environment of working with your peers and coming together for a common goal. In many ways there is still a way to see the experience we have with T.V as a positive one. Especially because it has the ability to bring families and friends together around a couch for their viewing entertainment. Only recently I have been watching more documentaries and using T.V as a source for history and current events.
Lastly I will credit the computer for its vast education sources and social connectors. This is where I generally find information about health and nutrition, recipes, music, history, and get introduced to things I would not otherwise be looking to learn about. There is a never ending list of negative side effects from overuse of the computer that I don’t care to get deeply into because the cramps in my hand and stiff neck are starting to bother me. So I will end this post with a farewell and good night!
Subscribe to:
Posts (Atom)