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Teaching Music Through Composition focuses on teaching students basic music concepts and compositional techniques, and has students demonstrate those skills through creating music. Whether music technology is the primary focus of your class or used as a curricular supplement, this book will show you how it can be done with practical, tried-and-true lesson plans, student assignments, projects, worksheets, and exercises. The MusicFirst online edition of Using Technology to Unlock Musical Creativity is intended to provide teachers with valuable information and tools for evoking creativity through technology from their students.

This allows music educators, students, administrators, and parents to accurately and instantly determine what students understand and are able to demonstrate, using standards-based rubrics of musical concepts. Each private assessment can be given on a laptop, tablet or desktop computer that has a quality external or built-in microphone. Click here to watch it in action. The story follows Jessie as she attempts to fit in at her new school, and attempts to retrieve her lunch and love note, which have been stolen from her by a clique of bullies. This curriculum guide provides integrated lessons to be used in conjunction with the show by guidance counselors in addition to their anti-bullying programs and teachers to enhance their classroom programs.

My school has had music technology classes continually since ! Again, its here.

Much more than documents.

Its here to stay, and schools around the world, elementary through university, use technology to teach music more than ever before. Are you ready to jump on board? If we retain our present monolithic concentration on bands, orchestras, and choruses as the major ways to offer special musical opportunities, and if we continue to con- centrate on performance-focused methodologies as the major way to provide general music education, then we may find ourselves left in historys dust.

I am forever grateful to my partner, Yelena, my parents and family, and the entire gantze mishpochah for your support and encouragement and for understanding when I just couldnt attend!

Books on Teaching Music Composition

No words can adequately thank my editor at Oxford University Press, Norm Hirschy, for believing in me and in what so many of us do for our students through music technology and for his vision to have us share it with the world. Thank you Oxford University Press for elevating and legitimizing our passion for teaching music with technology by producing a series of books for the educator and musician. Many thanks go to my colleagues, including Scott Watson and Jim Frankel, for their expertise, support, and encouragement.

Without these and many other dedicated and brave colleagues who had the vision and spent countless hours learning and fixing! Thanks to all of you for the many frustrat- ing days and sleepless nights. Thank you to my friend Edith Ish Bicknell for your unique expertise and perspective as a musician, composer, educator, and professional editor. This book would not have been pos- sible without your early and ongoing advice and guidance. I am deeply grateful to music teacher Ann Modugno and the Greenwich Public Schools for having the vision to establish one of the first music technology classes in the country in It was years of continuous support and enthusiasm from students, parents, teachers, and administrators that brought us to todays music technology programs in the Greenwich Public Schools.

All other graphics were created by Barbara Freedman except where otherwise noted. Contents ix.

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The website contains all of the student assignment sheets, handouts, worksheets, overhead sheets, and other resource materials referenced in the lessons, including video, audio, and MIDI files. It also contains all the piano supplemental material, including the fingering charts and piano video demonstrations. All are marked in the text by the icons and. Teachers can download these resources, distribute them to students, and project them for classroom viewing and use.

Access the website using username Music5 and password Book Introduction xv. Teach Music; The Technology Will Follow No matter what your skill level in technology, you already have the most important skills to teach composition. You are a musician and probably a highly skilled one.

Remember, we are music educators, and we teach, first and foremost, music. In my first few years of teaching, especially working with a new and very advanced piece of software, Apples Logic Studio, students would ask me how to do some of the craziest, most complicated things that the soft- ware could do. Regardless of what it could sound like, they wanted to turn it upside down, backward, inside out and, oh yeah, make it stand on its head! I had no idea.

But you know the saying: If you want to know something about technology, ask a year-old. I went through a lot of Specials those first two years! I learned the intricacies of the software, some of which we never used again; they learned that often simple is better; and they also learned valuable research and self-teaching skills. Kids love showing up their teachers, too.

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I took many courses, went to conferences, read books, asked questions of colleagues in my personal learning network, used online video tutorials free and paid, and of course, asked a student. Today, if you want to learn something about a piece of software, take a course, read a book, look it up on the Internet, or ask a kid!

The curriculum objective of this book is to teach basic musical concepts through the cre- ative process of music composition. The lessons and projects presented here are resources through which learning music can be accomplished.

The tool with which students create, edit, save, and reproduce music is the technology. The tool must not hinder the learning or creative process but must enhance it.

Available anywhere

Understanding how to use the tool and the ease with which one does so helps the creative process. This book will not teach you how to use a specific piece of software. It is intended to teach musical and technical concepts that can be applied to any software. If you need to learn a piece of software, do the student assignments using that soft- ware and refer to any number of available resources to learn the tasks necessary to complete the assignments.

Check your software manufacturers website for free tutorials and forums. Paid video tutorials for many music software titles can be found at www. Fortunately, the entry-level software programs that can be used for many of the exercises and projects in this book are either free or inexpensive and can be learned in just a few hours.

If you keep your focus on teaching music and learn what you need about the technology to teach and convey a musical concept, then learning the technology will not be overwhelming. Teach music. The technology will follow. Teaching Music Through Composition. How to Use This Book xvi The material in this book is presented in an order designed to give students cumulative knowl- edge to complete compositions and projects and to give them musical tools to create increas- ingly more sophisticated music. However, teachers should feel free to use whatever material inwhatever order they wish, modifying content as needed to suit their students needs, their teaching style, and the genre focus of the class or unit.

Each chapter represents a teaching unit. Units contain related lesson plans, student assign- ment sheets, worksheets, handouts, and overhead sheets. Overhead sheets are digital files to be viewed by the entire class while the teacher refers to the file. This can be done with an old- fashioned transparency and overhead projector or via the teachers computer or iPad using a projector or network management software such as Remote Desktop Mac or an interactive whiteboard IWB such as a Smartboard or Promethean. Overhead sheets, student assign- ment sheets, MIDI and audio files, and other digital files are located on the companion web- site.

Some of the digital files are in a format that teachers can edit to accommodate their stu- dents needs or teaching styles. Worksheets are provided as a tool for engaging students. Given that the materials in this book are to be used in a digital environment, it is recommended that teachers explore using as many resources as they can. Online video instruction about using the specific software is available through the manufacturer, third-party user sites, or You- Tube. Materials for learning technical concepts unique to music in a digital environment, for example the use of plug-ins in mixing and mastering, can also be obtained online.

Online sites that are free or fee based include:. An excellent resource for younger learners or those with special needs that require functional age-appropriate learning differentiation include Music Ace and the free website of Alabama music teacher Karen Garrett, www. These resources can be used in the classroom and for supplemental materials at home. This book has several lessons that focus on basic music concepts and music theory. The purpose of the multitude of exercises and drills presented in these lessons is to provide a means for students to practice their craft of music composition on their instrument of technology much as any musician would practice his or her instrument.

There must be a bal- ance of time in each class to present new material, to practice newly learned material, and to create with the skills obtained. The use of technology is only as fun and engaging as the teacher allows it to be. Know what material is going to be somewhat dry but necessary and gauge your students tolerance.

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Practicing a little each day over time will be more beneficial in the xvii long run than long assignments completed in one or two days. Warn your students that the material may be tedious and remind them that the exercises are meant to teach them a very necessary skill that they can apply to their own music.

Kids tolerance for boring increases ifthey know the purpose and have an end in sight! When one is practicing an instrument, a practice session will have several components, including a warmup, playing scales and arpeggios, learning and practicing new techniques via technical studies, and work on larger pieces for musical expression and growth. A typical class session should have many of these elements, with some days focusing more on one or the other, depending on the students learning needs.

It is suggested that the teacher not spend entire class sessions teaching and reviewing music theory if at all possible. Students do best when engaged with the composition and creative process as much as possible. A typical minute class session for students, past the introductory material, can be structured as follows:. This book has a great deal of materialfar too much for any teacher to cover in one or even two semesters. However, it is not exhaustive. There are many more things teachers can do and many different ways to present the musical, compositional, and technological concepts addressed here.

This book is just one way. It is a place for many teachers to begin or, for some, a resource for new material in their already established classrooms. You are encouraged to use the lessons that work for you and your students, change lessons, and jump around the book to suite your needs. The book is intended to help those new to teaching music with computers and to be a springboard for creating new lessons and projects specific to your students needs. College professors can use this book as a method for teaching music to nonmusic majors, for teaching basic composition to music majors, or as a text for music education majors demon- strating a curriculum for teaching music with technology.

Teaching Music Through Composition - Paperback - Barbara Freedman - Oxford University Press

Unit 13 optional : Dictations xviii Unit class sessions Unit class sessions. Resources for Elementary and Early Childhood Education with Technology This book is intended to offer materials to teach students in grades 6 through college. Of course, many of the concepts can be taught to younger students. Any teacher should feel free to re- write and rearrange lessons and student assignment sheets in this book for their students needs. Some great lessons designed specifically for elementary education are also in Scott Watsons Using Technology to Unlock Musical Creativity Oxford University Press; for more information: www.

Music teacher and music technology integration specialist Amy Burns also has a book created specifically for elementary music teachers, Technology Integration for the Elementary Classroom Hal Leonard; for more information: www.