Technology is an integral part of modern music education. The band room must be fitted with an advanced stereo system, hooked up to a metronome (Dr. Beat) and tuner (Harmony Director). These two devices are used to help students maintain a steady tempo, play in tune (and understand what is actually “in tune”), understand difficult rhythmic patterns, and to develop aural skills. The teacher is able to model and demonstrate concepts that would be impossible without electronics. A teacher does not have to snap, clap, or hit things to keep rhythm for their students–a perfect steady beat can be demonstrated while the teacher walks around the room and instructs the music itself. The harmony director can be used to play along with all instruments of the band to improve pitch and rhythm, as well as improve intonation by using long-tone studies. Difficult pitches can be easily created with perfect intonation, and students can learn to adjust pitch by using their ear. The speakers in the classroom can also be used to play recordings back to students of either their performance (to self-assess), or professional recordings (listening assignments, following along in their part, reflections on music).
Piano accompaniment for solo & ensemble pieces can be created and played back either using notation software (Finale, MIDI) on the computer, using iReal Pro for jazz backing tracks, purchased from the publisher as a CD, or recorded from an electronic piano (sampled through a VST and DAW). I performed and recorded the piano accompaniment to a student solo to be played for judges, which allowed the student to perform with a human musician whenever and wherever they wish to practice. This was created all using technology, and a real acoustic instrument was never used in this process. I also could have programmed a MIDI/VST driven audio file with multiple instruments to create a wind and percussion accompaniment file.
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Assessment strategies were often employed through web-based services like Google Forms and Google Classroom.
Students were required to submit Scale Tests, Practice Assignments, and Audition Tests all as video assignments through Google Classroom. Students that did not have their own phone or laptop capabilities were allowed to use school-provided iPads during their enrichment block or after school. I created, assigned, and graded these video submissions, and students enjoyed the ability to continue to retake videos until they were happy with the submission.
Through Google Forms, I created Music Terminology quizzes for each class, directly related to the music they were working on. These quizzes were assigned as homework, and students completed them on their devices at home. Tracking assessment data became streamlined by using the application; the process was very effective in both delivering feedback and numeric grading. I also frequently use Google Drive to transfer, distribute, and store any type of file for the band (PDFs, mp3s, etc.). Google Calendar can be synced to any device, and updated through a web-based platform, allowing for easy scheduling and updates for rehearsals, concert dates, and school events for the entire band to view.
Cadet Band Music Terminology Quiz
Wind Ensemble Music Terminology Quiz
Concert Band Music Terminology Quiz
Symphonic Band Terminology Quiz
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Students are encouraged to download apps on their mobile devices for home and practice use. These apps are also used during class by the teacher, to assist in tuning individual students and tracking progress. A tuner and metronome can be downloaded for each student, as well as games that drill knowledge of music literacy skills for all age groups. Apps include Tunable, Tonal Energy, Metronome Pro, Bandmate Chromatic Tuner, MusicTheory.net, iReal Pro, and StaffWars.
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Notation software is an important tool in a music educator’s box. Using Finale 2014 allows the creation of music that is professionally engraved and easy to read. I have used this software to create full-band warm-ups, unison melodic/rhythmic studies (fundamental studies), individual parts to pieces, arranging pieces for a smaller or larger instrumentation, or composing new band music. During my internship, I wrote out a timpani part to an existing piece to fill out the section and allow more students to participate in the percussion section. Finale also allows the creation of high-quality synthesized audio tracks if a student needs aural assistance in learning a part, or an accompaniment track for a larger piece. The program is indispensable in a music teacher’s computer–it is the equivalent to Microsoft Word for writing music.
I used Finale to create a timpani part for a beginning band piece, to include more members in the percussion section. I also input a tuba ensemble piece into Finale to better fit a beginner’s range and transpose parts to “flex band arrangements” for instruments. Find links to both below: