This project is designed to be a summative experience for our music technology unit, and hopefully a chance for you to bring some of the skills you developed in earlier parts of the course. The overall plan asks you to use technological skills such as interacting with MIDI, recording, using loops, and editing and organizing a song. I have attempted to keep the parameters open-ended enough to enable you to bring some creative input and have some choice in what you create. Finally, I am asking you to collaborate in a new way. This is a new part of this project for me and I appreciate any feedback you have on it as you go through it. Good luck!
Make a cover of a piece of popular music as a one-person band (with one exception!)
Your cover should:
This is under construction…
Checking if Notflight can Work the way I hope.
Today’s lesson has two components: A discussion of technology integration, and a Soundtrap assignment where you can interact with MIDI in more detail.
Please watch the video below which discusses the SAMR Model, a heuristic for examining tech integration:
Then, watch the brief video I made that discusses SAMR in music education contexts:
We will discuss some of these ideas when I return, but overall, keep in mind the following broad principles:
In the last lesson you learned about how MIDI is notated/graphically notated (duration, pitch, and velocity) as well as some of the affordances that MIDI provides. In this lesson I would like you to experiment with some ways of entering and editing MIDI information in Soundtrap. First, watch the video where I demonstrate your assignment:
The sheet music you will use for the assignment, Birdie, Birdie, Where is Your Nest? is below:
When you are finished, you should have the two parts to Birdie Birdie successfully entered into your Soundtrap project.
For additional help, check out the Soundtrap Tutorials page. The crash course video has information about working with external keyboards around the 3:30 mark. The piano roll course gives you lots of helpful info.
There are some interesting similarities between notation software and MIDI. Most notation editors allow you to export a file as MIDI which would allow you to enter it directly into Soundtrap without doing anything (see video below for an example).
Happy MIDI-ing and let me know if you have any questions or problems.
This lesson’s goal is to introduce you to the many features and facets of MIDI in a digital audio workstation. As you proceed through the videos and assignment, please notice the affordances and constraints of MIDI. Affordances are what the particular technology allows or facilitates. Constraints are ways of interacting that are not possible. For example, with MIDI, affordances include:
All of these affordances make MIDI a powerful tool and are a big part of why it remains a ubiquitous music technology despite it being decades old. Despite all of the affordances, significant constraints are present.
With these ideas in mind, start working on the assignment below. We’ll be using the song I Love the Mountains as musical material. If you’re unfamiliar, here is a memorable performance:
Now, enjoy a brief introduction to MIDI:
View the video below as an introduction to the assignment:
After completing the assignment, respond briefly to the following questions in the comments section of Soundtrap (see image at right).
Click here to access the assignment in Soundtrap. If all works well, you should see your own individual copy of the assignment in Soundtrap that is already automagically shared back with me.
Below are some resources to support your work in the podcast presentation assignment.
Switched on Pop Guide to Music Listening
Switched on Pop is a podcast examining popular music from a musicological perspective. You can listen to an episode of the show in which they discuss how they listen to music and consult the embedded graphic for how you might use this process in your own listening.
Essential Questions and Answers
Your task is to attempt to answer a broad “essential” question related to music using specific musical examples to support your arguments. I encourage you to focus your analysis on one or two musical works. Remember an essential question can be answered in a lot of ways and with a number of different sources of evidence.
Below is an example podcast I made comparing two versions of Till There Was You.
Below are resources from the June 1st presentation at the SUNY Conference on Instruction and Technology.
Below is the Scratch game, based upon Super Mario Brothers, which we edited and customized with new sounds.
Below you will find lists of resources that we utilized or discussed during the Topics in Music Technology course.
The poster, embedded below, showcases some of the findings of a content analysis of exhibitors at the Midwest Band and Orchestra Clinic from 1959–2007 completed by myself and Nathan Johnston, a fellow doctoral student in music education at Arizona State.
We were thrilled to share the poster with other music educators at both the 2013 Arizona Music Educators Association (AMEA) Conference and the 2013 Instrumental Music Teacher Educators (IMTE) Colloquium.
This study examined the relationship between music industry and music education through the classifications of exhibitors at the Midwest Band and Orchestra Clinic from 1959 – 2007. Researchers used a sample of exhibitors at four-year intervals beginning in 1959, the first year exhibitors were included in the Midwest Program. The sample included 2,134 exhibitors participating in the event over the 48 year time frame examined. Results showed the emergence of 8 classifications of exhibitors based on existing categories. The most prominent classifications were in the areas of music publishing, music product manufacturing, and travel services. Analysis showed the most significant growth in the percentage of exhibitors at each conference to be in the area of travel services. This study highlights potentially troubling relationships between music industry and music education as the most growth in exhibitor representation has been in areas that are not directly related to classroom music instruction. This may be an indicator that travel is becoming as significant an area in which music programs spend their budgets as musical instruments and published music. Additional analysis found significant relationships between unemployment and number of exhibitors present at the event and percentage of exhibitors in the fundraising and travel services categories.
Had a fantastic time in Texas discussing podcasting. Glad to see so many people enthusiastic about creating content!
Our handouts and slides from the event are embedded below. Also, if you haven’t already, check out the podcast, which I host with Dr. Brandon Houghtalen, at musicedresource.com