Here is the iBook I created for the huge assessment of the Technology in Music Education course complete with paper versions of resources used!!!!!
Just posted this to the News page of my site, thought I’d share it here to make sure everyone knows.
“Alright, today’s the date of submission of the assignment that this website is the majority of. Although this site is lacking in the bulk of its questions, I have at least one example of everything I wish to have on this site in the future apart from the online input of notation and the submission of dictations, which I’m still yet to completely figure out (help would be greatly appreciated).
I just wish to point out that I’ll continuously be updating and eventually revising content on the site so if you don’t think too much of it now, stay tuned for what’s in store.”
Today I finally completed the Intervals and clichés page on the Perceptive Aural site and so for now that page will remain as it is. This means I get to start working on the page that becomes equivalent to homework at the moment titled- Practice
It will provide an opportunity for students to practice the newly acknowledged common intervals and clichés of atonality in a contextual setting comprised of a (for now) short selection of progressively longer and difficult atonal melodic dictations to act as a precursor to the final page which should hopefully become a set of submittable, exam-like dictations.
So I’ve completed about 90% of the Intervals and Clichés page, just a couple of slabs of text to go.
Today I added several very commonly occurring atonal patterns to aid in ear training meaning that next to come are some brief dictations that will really solidify the material provided.
You may have noticed the “Atonal Listening” tab at the top of the page recently. Well it’s a page about the website I’m making called “Perceptive Aural” designed to aid in developing atonal listening skills through melodic dictation exercises and the like.
Well I’ll post some updates on the site’s development so whoever is out here can check it out.
At the moment the site can be reached at http://www.composerhome.com/perceptiveaural but that should change soon
This week I was playing in the brass unit lunchtime concert and missed the first half of the lecture, entering at the point we were talking about not getting fined by not infringing on copyright.
This will be a big thing when I become a teacher as it’s really hard to find something useful that the author is willing to share for free these days, but thanks to the internet and commons.wikimedia.org/ there is a database (and many others elsewhere) of freely usable media.
We then went onto discussing the different types of video and audio files such as:
Video: .MP4, .M4V and .AVIAudio: .MP3, .WAV and AIFF
Some of these are compressed types, which can be lossy (they lose data when compressed) or lossless (they don’t lose data when compressed).
The practical application of these was an introduction to iBooks Author, which is to become the focus of my attention for the next assignment.
Technology in Music Education turned to the hardware side of things this week when we looked at video and audio recording and editing.
I’d never really had any interest in recording anything apart from occasionally recording myself during practice to actually hear what I sound like (on a relative scale because I never used decent hardware) but I was somewhat familiar with where everything was plugged into and what went with what from occasionally having to bluff my way through helping friends set up recording studios and the like.
In the practical component of the lesson we all helped a bit with setting up and recording, first through a Zoom and then through two cameras and a couple of mics (don’t forget the clap!), an arrangement of Hey Jude (The Beatles) for Jordan on voice, two violins and piano (I think!). We then edited the audio on Audacity and Garage Band and combined the video material on Screenflow and FinalCut.
This was another useful lesson bringing more to me about the world of useful technology.
This week is probably going to be the most informative week of this entire course because we got to learn about and how to use SIBELIUS! The music notation software of which I’ve heard so much about and never used.
Since my high school was equipped with Finale, that’s what I always used as my first preference in notation software. I always made sure to steer clear of using Sibelius just because I couldn’t be bothered to learn how to use a new program and it just seemed mildly cumbersome. I’d always wanted to get around to teaching myself how to use it and thanks to this week I no longer had to.
James just happened to turn out to literally be the guy who wrote the book on Sibelius so with his expert instructions I learned some of the well-known secrets of Sibelius that make it much more efficient than what I thought was just click-and-drag. These included musical typing and directly playing what you wanted to notate on a keyboard and the program trying to accurately notate what you’re playing.
A very useful tutorial in which the knowledge gained will be used for many years to come.
In the second week of Technology in Music Education we focused on composition using MIDI and loop-based software that was commonly found in the education system. The program we concentrated on was Garage Band.
I’d previously used Garage Band for basic recording of audio and creating some podcasts for some high school assignments. I’d never really used it for anything else. Using all the sound samples to compose short pieces was pretty fun.
I found that I still have the piece I put together so I put it on SoundCloud to share with the world… It was saved under the name “Lolmix”…
But the educational applications of Garage Band are many and varied. The program can be used as a very simple and widely available compositional tool as an alternative to just notation software.