NYSSMA Handout

On December 3, 2010, I gave a session at the NY State School Music Association Winter Conference in Rochester, NY entitled Teach Music. The Technology Will Follow. The session was about how free or inexpensive entry-level software for Mac (GarageBand) or PC (Mixcraft) can be used to teach music concepts. I ran out of handouts so here’s a .pdf file for those that would like it. Enjoy!

TeachMusicHandout

Recent Articles & Interviews

I an honored to have been interviewed in the October issue of THE Journal. The article featured three music educators who’s classes focus on using digital technology to teach music. The article link is: http://thejournal.com/Articles/2010/10/01/How-Music-Teachers-Got-Their-Groove-Back-Music-Instruction-Goes-Digital.aspx?sc_lang=en&Page=1

According to their website, “THE Journal is dedicated to informing and educating K-12 senior-level district and school administrators, technologists, and tech-savvy educators within districts, schools, and classrooms to improve and advance the learning process through the use of technology. Launched in 1972, THE Journal was the first magazine to cover education technology.” (http://thejournal.com/pages/about-the-journal.aspx)

Thanks to MENC for referring to my article for this week’s MENC Member Update: News & Opportunities. The article, Future Teachers: Technology 101: Computer Lab to Music Lab can be viewed here: http://www.menc.org/v/future_teachers/technology-101-computer-lab-to-music-lab?utm_source=menc&utm_medium=email&utm_campaign=10_22update

METOS 2010 Session Handout

Here’s the handout for my METOS (Music, Education & Technology Online Summit) session that takes place on Monday Oct 11, 2010 at 12 noon. The session is entitled Recreating the Secondary General Music Classroom for the 21st Century Learner

RecreateGenMusicHandout

Here’s  link to the article, Turn Any Computer Lab into a Music Lab on the SoundTree website. You can also find the article on this website.

Thanks very much to Jim Frankel, SoundTree and all the sponsors for putting together a groundbreaking online conference. I look forward to many more to come!

METOS 2010 Sponsors

Beginning Theory & Other Skills Links

There’s so much great information and exercises available on line for basic music skills and beginning music theory. To make it easier for my students, I sorted through a few sites to create a pdf of links categorized by subject, rhythms, treble clef, bass clef, etc. Most of the links are from Adam Ricci’s musictheory.net (http://www.musictheory.net/) and Karen Garrett’s Music Techie Teacher (http://www.musictechteacher.com/).

When I use these with my high school students, I need to preface my use of Karen’s materials with a little talk about the available materials for beginning music theory. Most of it is made for elementary school aged kids. I don’t mean to insult their intelligence or treat them like little kids. I just think these materials are more engaging and interesting than making them do worksheets in class. Don’t tell my students but the truth is they are kids and they love games. Yes, these are simple games but they love playing them anyway! They are engaged and learning. That’s what counts.

I hope you find this list helpful.

Links for Beginning Theory & Other Tools

Music Theory

This site is full of lessons and exercises on basic music theory:

Note Recognition Links

Click on each line of text or use the arrows on the bottom right corner to navigate through each lesson or exercise. Don’t forget to turn the volume to “on” on your computer!

The following Link brings you to the Exercises section of this website. Click a topic (i.e. “Note Identification”) then scroll to the bottom left and click the box “Start exercise”. Check out the Keyboard & Fretboard Identification.

More Note Recognition & Games!

Tempo Tapper

Want to figure out how fast (beats per minute/bpm) something goes? Want to test how well you keep a tempo?

Virtual Keyboards

Click here to download this as a pdf: BeginTheoryLinks

Posted in lessons teaching by Barbara Freedman. No Comments

ATMI 2010: Reflections

I had the honor of presenting a session at ATMI (Association for Technology in Music Instruction) 2010 conference in Minneapolis, MN. I have never been to a conference of university & college professors. It was very different from K-12 educator’s or industry specific conferences that I have attended.

Sessions were basically in two categories, presentations of research on topics of music education using technology or dissemination/discussion of information from recognized experts. Most presenters were very engaging in the sessions I attended. They used well laid out slides with pertinent information that could be easily read, engaging graphics, interesting transitions, and multimedia content. There were a few where the content was excellent but the information was not presented in a very engaging manner. To be honest some sessions were difficult to sit through. It’s not that the information wasn’t interesting or useful. The presentation was plain old boring. I wondered how anyone could pay for then endure an entire semester with a professor who seemed to have the personality of a washcloth. People, drink some coffee, have some sugar. Do something!

This conference provides a valuable forum for university and college professors to present their findings. For them, this is job security or helps fulfill a requirement to attain tenure. In many instances, just getting up there was what they wanted and needed to accomplish. I would think, however, that they might be interested in getting better at it. One thing that surprised me was there were no forms available to provide feedback to the presenter or to the organizers about the presenter. I would think that a conference full of educators would consider assessment to be important. Personally, I would have brought some forms for feedback for my session had I known there were not going to be any. It was very nice of people to compliment me on my session and I do appreciate it. However, anonymous feedback can provide valuable information for a presenter and the organizers to reflect on for improvement.

Regardless of the few snoozers, most impressive were the attendees and presenters. These people are smart, really smart. They are experienced educators, industry professionals, many have taught K-12 and now teach college, they almost all have a PhD or an EdD, they are musicians and highly experienced at using technology in the music classroom & teaching technology and several were pioneers in technology integration in music education. This was a “who’s who” of music and music technology education. Did I mention they are really smart? I gained more insight and knowledge in side and hallway conversations than I have in many sessions at K-12 or industry conferences. Top it all off with how nice everyone was along with some very funny and fun people and this was a really great time. It was great to see friends & colleagues, people I haven’t seen in years and a few I have wanted to meet for years. Sprinkle on top a little business and rubbing elbows. On the people side, this conference was a cross between First Day Back From Summer Break, Girls/Boys Night Out (depending on the crowd I was with) and First Date.

The CMS/ATMI Technology Lecture/Plenary Speaker was Dr. Elaine Chew of USC (http://www-bcf.usc.edu/~echew/). Her session was entitled De-mystifying Music and Its Performance through Science and Technology. I don’t think I can describe how outstanding this presentation was in every aspect and detail. Her beautifully calm, confident manner had well placed humor. The multimedia slides and transitions to live display were outstanding and well paced. The content was so engaging and simply gorgeous to watch how she and her colleagues were able to conceive and capture a visual representation of music and human expression of music in various stages of creation and recreation. This presentation was a stunningly beautiful and a brilliant display of sheer intelligence, musicianship and grace. It left me speechless. Brava Dr. Chew.

I wish everyone who ever organizes a conference could have seen how well run this was. The brochure was a terrific lean size with a good, clear, easy to follow lay out. A large bulletin board had announcements and the sessions for each day posted clearly in large print on huge pieces of paper. The registration desk was always “manned” or “womanned” with helpful and friendly people. Every session had a person introducing the speaker. There was always AV staff at the beginning of every session making sure all went well. If there was a problem, they were right there helping fix issues even in the middle of a session. One note to consider: please have the mixing board closer to the presenter.  Psssst… we are music technology specialist. We know how to work that volume slider. It’s a lot quieter to use that the volume button on the computer. I bet a few of us could even EQ our output when needed.

All in all, I give the 2010 ATMI Conference an A+. This was one of the best conferences I have ever attended.

I look forward to returning in years to come.

Posted in Uncategorized by Barbara Freedman. 2 Comments

ATMI 2010: Recreating the Secondary General Music Classroom for the 21st Century Learner: Teaching Music Through Composition with Technology

I was honored to present at the ATMI  Conference (Association for Technology in Music Instruction http://atmionline.org/) which met concurrently with the CMS (College Music Society http://www.music.org) conference in Minneapolis, MN. My session was entitled Recreating the Secondary General Music Classroom for the 21st Century Learner: Teaching Music Through Composition with Technology. Below is the abstract and a link to download a pdf of the handout. A few lesson plans were included in the handout at the conference that are not included in the pdf linked below. If you would like them, please send me an email: barb(at)musicedtech.com

Abstract:

In today’s world of music education, old-fashioned, lecture-based music appreciation and general music classes lack relevance for students and, frankly, just don’t cut it anymore. Regardless of prior music education, or lack of thereof, students have access to sophisticated music software, which is either free or inexpensive, and they are already composing their own music. All students can have meaningful hands-on applied learning experiences that will impact not only their music experience and learning but also their understanding and comfort with 21st century technology.

Changing the focus of the secondary classroom, non-performing, music class allows even the most disenfranchised students a connection the school’s music community as never before. Students who never participated in making music first hand can to do so and be successful. It is even possible to take students with no music experience and successfully prepare them to be music majors in college.

Technology allows a musical experience for all skill levels—an opportunity never before available to compose music without having to know much about traditional music theory or notation. We are now faced with a new challenge in music education, to re-prioritize what skills need to be taught in order to foster music composition, given the available music technology. As music educators, we understand that there is and always will be a need to teach students the basic elements of music and music composition if our students are to create sophisticated music. The question is: What are the necessary skills and how do we best deliver those skills given the technology available?

This presentation will examine aspects of a curriculum that teaches composition and theory skills for beginning students to be successful composers and creators of music. Although GarageBand and Logic Pro will be demonstrated, any sequencing or music notation software can be used. Techniques on use of the software, lesson plans on composition and theory skills, techniques for weaving in music history and how to integrate music of other cultures will be discussed. All highlighted with examples of student compositions.

Click for the RecreateHandout

Boost Rehearsal Attendance for Community & School Performing Ensembles

I was asked via a Twitter post (https://twitter.com/MusicEdTech) to provide some tips on how to boost attendance at community band rehearsals. I suppose these tips would hold true for any community-performing group that relies on volunteers for its organization and even applies to school organizations. If you really think about it, school music ensembles are really made up of volunteers. If the kids don’t take the class as an elective, there is no ensemble. Here’s a quick little post expanding my thoughts and ideas from my Twitter reply.

I conducted a community opera chorus for three years, guest conducted a few community operas, orchestras & bands and I am the Music Director of a community band for the last six years. Community organizations can be challenging to say the least! Increasing and maintaining high attendance numbers at rehearsals can not only make or break a performance, but also is the key to the stability of the organization. There are so many factors that go into building a stable core of performers all dedicated

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Student Wins MENC/NSBA Electronic Music Composition Contest

For the second year in a row, one of my student’s has won First Place in the MENC (Music Educators National Conference)/NSBA (National School Board Association) Electronic Music Composition Talent Search in the High School Division.

Senior Ricco Burkhardt’s piece Does Murder Sleep was conceived and influence by the Shakespeare quote from Macbeth and was chosen as this year’s winner from amongst 200 entries into this national competition. Congratulations to Ricco for writing a fantastic piece and for winning this distinguished honor.

As Ricco’s essay states:

“The title of my piece is the key to understanding what I have created. The title is a line from the story of Macbeth: “Macbeth shall sleep no more. Macbeth does murder sleep.” I chose to reference the story of Macbeth because my piece tells a similar tail. The title represents a struggle through darkness, confusion and insanity in search of happiness. I thought that creating a story instead of just a song was a great way to break away from traditional song structure. I also wanted my piece to be something creepy, unsettling and multi-layered. Something that almost had to be listened to several times before being fully understood. I did not, however, want to make it too complex and difficult to listen to. Finding a balance between the two was by far the greatest challenge during composition.”

You can view a screen cast of Ricco’s piece below. It was composed using Logic 8 on an iMac G5 using an M-Audio Keystation 61es as MIDI entry. The audio vocal was inserted and manipulated by Ricco.

To hear Ricco’s piece and a list of past winners and their music, please visit:

http://www.menc.org/news/view/2010-nsba-student-electronic-music-composition-talent-search-winners

For more information on the contest, please visit:

http://www.menc.org/gp/nsba-student-electronic-music-composition-talent-search

Greenwich High School students have placed in the top two for the last three years:

2008 2nd Place – Kenny Bloom

2009 1st Place – Emily Boyer

2010 1st Place – Ricco Burkhardt

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Posted in lessons student music teaching by Barbara Freedman. 1 Comment

Student wins Composition Competition Sponsored by Northeastern University

I am very proud to announce that one of my students, Kanki Suzuki, came in First Place in the Electronic Music Composers Competition for High School Students in the Northeast sponsored by Northeastern University’s Music Technology Department.  Kanki’s piece was chosen as the top piece in this year’s competition from amongst almost 100 pieces. Kanki is a sophomore at Greenwich High School and has only been in my classes since September. Congratulations Kanki!

To hear Kanki’s piece, please visit Northeastern University’s site:

http://www.musictech.neu.edu/05_compcontest_winners.html

For more about their annual competition, please visit:

http://www.musictech.neu.edu/05_compcontest.html

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Posted in student music by Barbara Freedman. No Comments

Turn Any Computer Lab into a Music Lab

Originally published in the Connecticut Music Educators publication CMEA News April, 2010

For the last hundred years or so, K–12 music education in the United States has focused on reaching students with performance-based applied learning in band, orchestra and chorus classes, and in classroom general music. Applied learning in non-performance “general music” classes has been accomplished in the use recorders, ocarinas, harmonicas, Celtic harps, and guitars. When I taught in New York City, I used kazoos! Performance-based ensembles reach fewer than 20 percent of a school’s population (Figure 1) and traditional general music classes, frankly, just don’t cut it anymore. Students today, from elementary through high school, have access to sophisticated music equipment at home on their computers, video consoles, and even in their pockets on their mobile phones. To reach and engage more students, we need to embrace technology.

NB: The figures and images were omitted for this blog post.  If you would like the complete article, please feel free to download it here and share with colleagues. If you are posting on the Internet, please direct to this site.

pdf version of this article

Figure 1 he figures were omitted for this blog post

Source: http://musiccreativity.org/

When I started teaching music technology nine years ago, the technology was expensive, cumbersome, and difficult to learn. Digital audio workstations were a collection of computers, synthesizers, audio interfaces, and mixing boards arranged in a tangled web of wires and cables. Networking was a nightmare and I spent more time in a lesson troubleshooting problems, crashes, and lost files than I did working with students on music. Fortunately, times have changed. Today, computers are fast and efficient, software is free or inexpensive, connectivity is simple, and the possibilities for students are only limited by the imagination.

Fortunately, I now have a lab that is dedicated to the teaching music composition and music technology, outfitted with

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Posted in lessons Music Technology Basics by Barbara Freedman. 2 Comments