Module 4 Reflection
This week's topic was performing music with technology. Although that was the topic, it did not seem like it was the focus. The chapter from our readings this week was on performing music with technology, but my reasoning for feeling as if that was not the focus was because the bulk of this week's work was on remixing sound.
In this week's readings, Bauer (2014) touched on a number of topics in regard to performing music with technology, providing a number of useful tools in helping with teaching performing music. One of which was SmartMusic, which I have previously spoken about. Another was digital audio and video from sources such as online music services, like iTunes or Spotify, and online video services, like YouTube. Digital audio and video was in the section on Modeling, wherein students can use these resources at home to hear and see how things should be played or done. These of course can also be used in the classroom. From personal experience, I have been using YouTube recently to learn how to play guitar. I had taken a semester of lessons my final year of my undergrad before student teaching, but neglected to continue practicing afterwards until recently where I have been following along with a guitarist named Marty Schwartz. He makes it easy and straightforward, which would be great for a young student. Another interesting topic was of new performance ensembles, such as electronic music ensembles. This type of music making can be very attractive to the "other 80%" that are not involved in a traditional music ensemble.
The bulk of this week's work had us learning about and doing sound editing and remixing. Our first task had us to finish the Digital Audio Foundations course on Lynda.com. I honestly was not thrilled that we had to watch more videos from there, but at least this batch of videos did not take nearly as long. After that, we had to watch some more videos from Lynda, but these were about Audacity, a sound editing software, which I had heard of but never used. These videos were easier to follow along to than those in the Digital Audio Foundations course. They were also easier to follow along to than the tutorial videos for MuseScore in Module 2 and the videos for Soundtrap last week. They were more direct and I felt much more prepared to work with Audacity than with the other programs from previous modules. The "bart" project was straightforward and easy to accomplish as the directions were very clear. I had no issues completing that assignment, which did not take me very long. The "Ma Nah Ma Nah" remix project, on the other hand, took me quite a few hours and was a bit more difficult, and like I said in its reflection, it was not really the program, but just myself in figuring out what to do for a remix. For my current teaching situation, there is no use for Audacity. The only use as of right now would be for recording concerts and cleaning up the audio file(s), such as removing unwanted sounds or reducing the room tone.
Reference:
Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding to music. New York, NY: Oxford University Press.
In this week's readings, Bauer (2014) touched on a number of topics in regard to performing music with technology, providing a number of useful tools in helping with teaching performing music. One of which was SmartMusic, which I have previously spoken about. Another was digital audio and video from sources such as online music services, like iTunes or Spotify, and online video services, like YouTube. Digital audio and video was in the section on Modeling, wherein students can use these resources at home to hear and see how things should be played or done. These of course can also be used in the classroom. From personal experience, I have been using YouTube recently to learn how to play guitar. I had taken a semester of lessons my final year of my undergrad before student teaching, but neglected to continue practicing afterwards until recently where I have been following along with a guitarist named Marty Schwartz. He makes it easy and straightforward, which would be great for a young student. Another interesting topic was of new performance ensembles, such as electronic music ensembles. This type of music making can be very attractive to the "other 80%" that are not involved in a traditional music ensemble.
The bulk of this week's work had us learning about and doing sound editing and remixing. Our first task had us to finish the Digital Audio Foundations course on Lynda.com. I honestly was not thrilled that we had to watch more videos from there, but at least this batch of videos did not take nearly as long. After that, we had to watch some more videos from Lynda, but these were about Audacity, a sound editing software, which I had heard of but never used. These videos were easier to follow along to than those in the Digital Audio Foundations course. They were also easier to follow along to than the tutorial videos for MuseScore in Module 2 and the videos for Soundtrap last week. They were more direct and I felt much more prepared to work with Audacity than with the other programs from previous modules. The "bart" project was straightforward and easy to accomplish as the directions were very clear. I had no issues completing that assignment, which did not take me very long. The "Ma Nah Ma Nah" remix project, on the other hand, took me quite a few hours and was a bit more difficult, and like I said in its reflection, it was not really the program, but just myself in figuring out what to do for a remix. For my current teaching situation, there is no use for Audacity. The only use as of right now would be for recording concerts and cleaning up the audio file(s), such as removing unwanted sounds or reducing the room tone.
Reference:
Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding to music. New York, NY: Oxford University Press.
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