The right tool for the job?
By Phil | November 7, 2008
I have been doing some thinking over the last few weeks about different kinds of digital technologies and more importantly their use in secondary classrooms. One only has to glance through educational literature, browse the web or pop into a classroom to see that a multitude of different digital technologies are being used in support of what have been called ‘musical curricula’. By ‘musical curricula’, I mean music as a practical study that can foster creative thinking, encourages positive interaction and integrates composing with listening and performing.
To try to make sense of how such technologies can help, I have grouped them as follows: Mobile systems (MOS), Web based services (WBS), Computer-based tools (CBT) and Hardware/user interfaces (UI). Broadly speaking: Mobile systems allow access to digital data and communications platforms from small devices that can be easily transported between different locations. Web based services have broad applications, which draw on the internet’s storage, communication/ presentation, transmission and search capabilities. Computer-based tools provide specific functions within software environments directed at the completion of tasks more effectively or more efficiently, and Hardware or user interfaces provide for individuals or groups means of interaction with the digital technologies. It should be noted that some hardware interfaces are still analogue, and thus fit outside our notion of computer-based technologies. However, these interfaces are increasingly based around digital microprocessors. Here are some examples of what I would call digital technologies taken from educational literature:
|
Technology
|
Technology type
|
Example
|
Source
|
|
mp3 players
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MOS
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IPOD, Creative Zen,
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(Roberts 2005; Horn 2006; Ashworth 2007; Vardy and Kervin 2007) |
|
Mobile phones
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MOS
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Iphone, Nokia, Motorolla, Samsung
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(Roberts 2005; Ashworth 2007; Baxter 2007) |
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E-portfolio’s, Blogs and wikis
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WBS
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NUMU, Teaching music, PBWiki, Wordpress
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(Manning 2007; Ruthman 2007; Waters 2007; Ashworth 2008; Kirkman 2008; Savage 2008) |
|
e-learning platforms
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WBS
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Musit Interactive
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(Lou, Dedic et al. 2003; Brickell and Herrington 2006; Seddon 2007; Rhode 2008) |
|
Networking platforms
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WBS
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Firstclass, Jam2Jam, Impromptu, ChucK, Audicle
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(Dillon 2003; Cook, Davidson et al. 2005; Sorensen 2005; Brown and Dillon 2007; Dillon 2007; Kirkman 2007) |
|
Multimodal computer workstation software
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CBT
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Cubase, Logic, Sibelius, Finale, Wavelab, Cool Edit Pro
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(Folkestad 1996; Seddon and O’Neill 2003; Folkestad and Nilson 2005; Reynolds 2005; Kirkman 2007; Gall and Breeze 2008) |
|
DJ software
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CBT
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E-Jay, Virtual DJ
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(Dillon 2004; Gall and Breeze 2008; Green 2008) |
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MIDI devices
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HUI
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Keyboards (MK149) Controllers (Korg nanoPAD), Mixers (BCF2000)
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(Reese 2001; O’Neill and Seddon 2003; Gall and Breeze 2007; Kirkman 2007) |
|
Analogue-Digital audio devices
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HUI
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IO2, FA101, Audigy 2, MQT
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(Reynolds 2003; Gall and Breeze 2005; Field 2007; Kirkman 2007) |
|
DJ systems
|
HUI
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Turntable, Digital mixer
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(Challis 2007) |
So having categorised and clustered, grouped and gathered these technologies I asked the question: What can we do with them to promote practical and integrated musical activity, creative thinking and positive interaction? Having done this I realised that I have heard, read and seen some of these technology types used in ways that seem to be hiding what would seem to me to be the greatest opportunities of these technology types in a maze of ‘other things they do’. Is it just me or is it often the case that:
- Mobile systems are banned in the classroom,
- Web based systems are great because they save paper,
- Computer-based tools are great because they allow us to satisfy the requirement to use technology in the classroom, and
- Hardware and user interfaces are great because they save space – students can learn to play the keyboard using a USB interface rather than needing a separate set of keyboards?
Surely:
- Mobile systems are great because they are mobile – like a homework log or a ball point pen,
- Web based systems are great because they link us together,
- Computer-based tools are great because they offer lots of different ways to get into the music at a comparatively low cost, and
- Hardware and user interfaces are great because they let us ‘get our hands dirty with the music’ at a comparatively low cost?
While I firmly believe that great things can be achieved through user centred design, I still think that at the classroom end we should be working with mediums fit for the task. For example: if we want a hammer, of course we must think about what shape and size the handle needs to be to achieve comfort and grip, what weight it needs to achieve the desired force and what shape the head will need to be (claw, ball pein, cross pein, club, mallet). Is a hammer made of jelly ever going to be as good as one made of metal? If its quicker and easier to write on paper then use paper. If you forget your pen all the time and loose your homework log, then use your phone (or maybe you loose that too!). If you want lots of different ways to get into the music then why have a roomful of identical systems? If you can get your hands dirty with the music using a trumpet then use your trumpet. If you can’t play trumpet and keyboard at the same time then consider recording them separately!
I am beginning to wonder if I am asking the wrong question. Not: ‘what can we do with it?’, but; ‘what does it allow us to do really well?’
Topics: Classroom, Musings, Research, Uncategorized | 2 Comments »
C-MuSE is a great idea!
By Phil | October 17, 2008
If you ever look through music blog post for information on a particular subject then go here. If you do then I think you won’t be dissapointed. Joseph Pisano (MusTech.net/ ME blogger campaign) has created a google custom search engine that currently indexes 87 sites, with plans to expand this with 150 useful music education sites in the near future. I think this is sure to be a time saver for anyone who uses blogs to share ideas and keep up with the latest thinking in music ed. GREAT IDEA!
Topics: Collaborating, Reviews | No Comments »
Teaching Music
By Phil | October 14, 2008
Have you seen the new ‘Teaching music’ website? This is the latest offering developed by Synergy - who brought us numu and support for musical futures. Teaching Music is aimed at teachers as a “portal to help you reflect and improve your knowledge, understanding and skills in music education”.
The idea is that, a bit like facebook, folks will sign up and create a profile thatwill include informaton about your approach to teaching and the resources you use. It holds a lot of potential for bringing us all into closer contact with each other in a single space.
However, as with all these sites, the test will be how well it is used; the quality of the resources you can find and whether teachers have the time or inclination to participate in such a site. Lots of potential here so definitely worth a look. I have signed up but not made my profile up yet. Watch this space…
(Available to all those involved in music education. Funded by the TDA , NAME and MEC)
Topics: Classroom, General, Links | 4 Comments »
Classroom control?
By Phil | October 5, 2008
Have you seen the new Korg nano series?
The Nano series is a set of three small USB MIDI controllers that can be used with many computer-based music making software programs (Ableton, Logic, Cubase, Garageband, Sibelius…).
I heard about these after the London International Music Show in June and they sounded quite promising. However, I was waiting until I had taken a proper look before commenting on them.
The Basics
Classroom Potential
I can see these being useful for giving more direct access to the functions of your classrom computer music workstations. In particular I like the X-Y pad on the ‘nanoPAD’ and the transport buttons on the ‘KONTROL’. I have found the X-Y pad can be quite inspiring for sound shaping, while the transport buttons save your mouse hand from RSI and are much quicker for students to use than shortcut keys.
However, as with all controllers, the potential is in the way they are set up to work with the gear you already have. It is true that the keyboard and the KONTROL will work with very little (if any) work in your software configuration panels. But, both the PAD and the KONTROL need more than a basic ‘record’ ‘edit’, ‘play’, ’save’, ‘print’ knowledge of your chosen software.
Time spent learning how to set up and use the MIDI controllers at your disposal will, I think, be time well spent. But do you fancy doing this on 30 machines? Some out of the box controller and patch settings for the most common software applications would be a very helpful download from Korg. They have gone some way to addressing this with the ‘KONTROL editor’ they mention in the documentation. But having searcherd around the closest thing to what they describe is the microKONTROL Editor/Librarian Ver 2.0.1 (download here). This was written for the ‘microkontrol’ and could be a bit non-intuitive if you don’t already know how to edit MIDI contollers.
How do they compare?
When looked at alongside other similar products, I think these stack up prety well. I like that they don’t try to do everything. I find some of the all in one solutions make too many compromises and end up being keyboards with other knobs that the students never use. The Korg series are dedicated units and, as a consequence, will help student’s to focus on and shift between the different opportunities afforded by the software. Also, they have a simple, clean layout that is less likely to intimidate potential student users.
My biggest reservation is that the nanoKEY is a compromise too far and you may be better off spending a bit more for full size keys that won’t remind you of 1980s bontempi! Compare with: Novation Nocturn Controller - £68 Edirol PCR M1 - £99, AKAI MPD24 £116, Evolution eKeys37 £30, E-mu Xboard £80, CME M-KEy £65. Behringer UMX25 £73. Killamix Mini (Kenton) - £230
Pros:
- Size - Will not take up too much desk space
- Price tag - In the UK they are retailing at around £40. (US = just under $50)
- Extras - Some nice ‘free’ software packaged with the controllers
Cons:
- How long will they last in your classroom?
- Requires powered USB - possible issues when using on a USB hub
- Set up - Are you ready to configure a classful?
Conclusion - Well worth it if you know your class won’t destroy them and your students will set them up!
See http://www.korg.com/gear/info.asp?a_prod_no=NanoSeries and http://www.korg.com/gear/specs.asp?A_PROD_NO=NanoSeries for more
Topics: Classroom, Reviews | No Comments »
Cultural reflections and refractions
By Phil | September 23, 2008
Well…after a long period of silence, I am finally back in the blogging seat. Thanks to all those who have sent their good wishes to Beth (my wife), who availed herself of the joys of the American health care system during our family vacation (a trip to the Intensive Care Unit is not quite what we had in mind). She is now making good progress towards full recovery.
Our experiences over the summer have given me some unexpected time for further reflection on issues of culture and communication. Being a ‘mid-atlantic’ family, we frequently muse on our own particular brand of this thing we call ‘culture’. The first time we travelled to the Mid-USA together, Beth was surprised at just how many every day things were confusing to me: “Where is my knife?; Jelly on toast – gross!; Why would you want to put gas in a petrol car?; Why do you still keep turning right when there is a red light?; I need the bill not a cheque – and then I pay it with a cheque not a bill!; Can I not get a good chip barm somewhere?”.
The new music national curriculum makes explicit reference to issues of culture. Key concept 1.2 states: Cultural understanding. 1). Understanding musical traditions and the part music plays in national and global culture and in personal identity. 2). Exploring how ideas, experiences and emotions are conveyed in a range of music from different times and cultures. It is possible to see the origins of this notion in the secondary national strategy’s publication “KS3 music: a professional development programme”. This document defines musical understanding as “the outcome of combining two areas of learning: 1) knowing about musical conventions, processes and devices; 2) exploring a range of diverse musical styles, genres and traditions through practical music making. My understanding of this is that the part of musical understanding which is the key skill of cultural understanding, is the outcome of ‘knowing about’ and ‘exploring’ a range of music roles and contexts. When I first looked at this I felt intuitively that something was missing but couldn’t put my finger on what. So without going into why understanding is presented as ‘the’ outcome, rather than ‘an’ outcome (Is there only one possible result?) I want to ask “what’s missing from this notion of ‘cultural understanding?”
In “The Culture of Education”, Bruner discusses the idea that cultural constructions (an example of which could be a musical work) achieve meaning through a complex network of relations between product, conventions and an individuals’ expectations. However, he argues, these sign systems are also in a constant process of change - signs are created, meanings develop and fall into disuse: these symbols are “shared… conserved, elaborated and passed on to succeeding generations who, by virtue of this transmission, continue to maintain the culture’s identity and way of life” (1996:3). As agents in this process, students can use and modify these signs and symbols because meaning is not just adopted but actively constructed by each individual in a community.
My wife grew up inhabiting a place ‘between two cultures’. Growing up in an American (mid-west + west coast) family in the UK she was able to speak English and American interchangeably without even noticing that there was such a significant difference. Only with the introduction of a new perspective was she able to see the tensions and contradictions between the two cultures.
I would suggest that a key aspect of ‘cultural understanding’ is the shared nature of (musical) cultural experiences, which bring into view meanings outside our own experience. Doesn’t 1.1b (Participating, collaborating and working with others as musicians, adapting to different musical roles and respecting the values and benefits others bring to musical learning) fit better into key concept 1.2? Is it ‘Integration of practice’ or the practice of Integration?
Topics: Collaborating, Musings | No Comments »
Slideshare
By Phil | June 25, 2008
Slideshare is a great site that makes light work of sharing your powerpoint slides with others.
Slideshare works along the same lines as youtube - post a presentation and then embed within your page or comment at the slideshare site. The code for embedding your presentation is generated automatically and you upload the file as a standard ppt file so most of the work is done for you. You can also download presentations. Here is an example (From Netlash - not mine).
My one niggle is that you can’t attach any audio to the slides without uploading to a different URL and linking it in. This makes it rather too cumbersome to be helpful. Still if you want an easy way to share basic presentation files then you might want to try it out.
Find Slideshare at: http://www.slideshare.net/
Topics: Collaborating, Links, Reviews, Tips | 1 Comment »
Seeing the word differently!
By Phil | June 20, 2008
Here is a wordle image of my blog this month.
The wordle website takes a selection of text and arranges it into one of these word clouds. I love the way that this helps you to see different connections between thoughts as they are emerging over time.
Try it out at: http://wordle.net/
Topics: Fun stuff, Links | 1 Comment »
Networking environments
By Phil | June 20, 2008
I am currently been working on evaluating several platforms that can be used to encourage student/teacher networking. I am looking for a site that enables flexible textual and musical interaction (through video/audio), can be linked in with other personal sites like facebook and that allows personalization. I have checked out NING, Elgg, PBWiki, Twitter, Wordpresss and am about to trial NING and PBWiki in school.
Would be worth highlighting Miikka Salavuo’s blog at this point. A great blog with LOADS of useful posts on this topic. For example “How to design educational social software?” and “Simple or Versatile Web environments?”.
Also, while I think about it, here are some examples of a Social networks in education http://socialnetworksined.wikispaces.com/ and here is a social networks comparison tool that I have found really helpful http://www.cmsmatrix.org/
Does anyone have any experience of using them to support high school (GCSE) composing? I would be very interested to hear how you got on.
Topics: Classroom, Composing, Links | No Comments »
A great way to start the day!
By Phil | June 20, 2008
I was recently emailied with details of this great website. An mp3 url is sent to your inbox that links to a daily melody played by Daniel Calabro (a guitar teacher from Victoria, Australia). Here’s the link: http://www.dailymelodies.com/
Topics: Fun stuff, Links | No Comments »
New site for collaboration
By Phil | June 12, 2008
Here’s a couple of links I was sent recently. Learning interchange is a great site for collaboration, which covers a wide range of subject areas. One of the groups is specifically aimed at music education and technology (Mac only - hence the name): Music and the mac. Hope you find them useful!
Topics: Collaborating, Links | No Comments »
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