Technology creates simple pathways for learning the many different aspects of music. I agree with the article on music notation software, because Richmond presents it as a versatile tool. Yes, teachers and students can compose and arrange using notation software, but they can also be used to analyze, listen, and accompany. In the past, handwritten copies may have been created and distributed. Today, teachers and students can easily manipulate musical notation.
Dr. Rudolph also boasted the benefits of notation software, for his own sake as well as teaching applications. I love the idea of creating warm ups and exercises for ensembles. However, in some situations I believe students should have to think, not just read notes. For example, writing a rhythm on the board, then having the students play the scale in that rhythm. This exercise not only helps practice the rhythm, but remembering scales. Now, I realize there are many more possibilities for variation if the music is written out, however, I do not think students should always have a piece of paper in front of them.
Both articles stated ideas for classroom use, and I think it is important that students learn how to utilize notation software. It is especially helpful for things like transposition and repetition. Hearing the piece allows students to make obvious adjustments, and provides instant gratification.
The final article hit on a very important point: exporting graphics. During my experience at Case Western, this has had a great effect on me. I love being able to create clear and concise handouts, with examples from music that I simply copied from a notation program. As an educator, I know I will be using that technique for years to come. Watson also makes a good point that the files can be sent as a .pdf, making them accessible to most everyone.
Overall, these three articles gave a very good picture of what music notation software can do for the music classroom. I have already used some of the tips, but I hope to expand my use of the programs when I am in the field.
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When I was teaching band I often used your idea of writing a rhythm on the board for scale purposes. It made it a lot easier for me in terms of set-up to make a handout with a variety of rhythmic patterns that could be used for this exact purpose. For example, I could ask the group to play an Ab Major Scale on rhythm pattern #5. It was nice that they could then take the patterns home for practice purposes. Perhaps a page like this could also have some blank spots where students need to write in a new rhythmic pattern or make up their own rhythmic pattern to use for scale warm-ups (to keep the spontaneity factor and give the director more flexibility).
ReplyDeleteHi Christina!
ReplyDeleteI agree that notation software can be an incredible resource for an ensemble director. Directors often need to have a particular instrument section play a passage that wasn't written for them either for the purposes of experiencing the melody or developing technique. Instead of transcribing that passage by hand, Sibelius produces a legible copy. Students will be much more motivated to play and practice music that they can actually read as opposed to music which they must squint at. The ensemble director should not expect that each piece of repertoire will challenge and teach all sections of the ensemble. However, the director can make the needed modifications using this software.