Module 4: Reflection

Performance is an important component and standard of music education programs across the United States. For many, it is the most traditionally visible component that informs the general public and teaches students a variety of knowledge and skills that use psychomotor, cognitive, and affective components (Bauer, 2014 p.79). Many music educators are tasked with tackling the feat of teaching these ideas. Technology can help aid in this process and help students to develop clearer and more proficient understandings and practicums of performance.

A common concern stated at many music educator conferences, discussions, and social media groups is encouraging, motivating, and trackings student practice. There are a variety of tools that can help students to practice. Bauer (2014) discusses that even the most simple technologies such as metronomes or tuners can significantly enhance student practice. However, educators can enhance these practice sessions further. Programs such as SmartMusic can give students the opportunity to practice performance with an ensemble and/or accompaniments. SmartMusic allows students to practice in a harmonic context and can help with developing their harmonic intonation. Even though programs like these can help provide students with a different scenario in which to practice, it may or may not contribute to their intrinsic motivation.

There are many aspects of teaching ensemble and performance skills and knowledge that can be aided by technology in a rehearsal setting. Video and audio recordings of rehearsals can be extraordinarily informative to the student learning. Video recording rehearsal can provide students to see different aspects of performance such as posture and expression. Students can review these videos as individuals or a group via platforms such as Google Classroom to critic and revise performance. Personally, the GoPro is a great and simple high-quality camera that allows for capturing the details of students performance. However, any smartphone has a camera capable of recording in enough detail to inform student critic and performance improvement choices. However, it can be important to remember that without a proper set-up, audio and video devices can be deceiving in what they capture from a sound standpoint. There are three different types of microphones in video and audio recording devices; mono, stereo, and multi-channel. With mono microphones give the least clear audio picture and multi-channel microphones give the most detailed.

Technology can be a great way to teach and reinforce new performance skills and knowledge. There are a variety of options for students to examine modeling, practicing, solo and ensemble performances. It can increase student motivation to practice and perform as well as give them useful perspectives. As with all technology, it can have its barriers such as cost and access. However, in a world where technology is becoming more present and accessible, we as music educators have to be willing to overcome those barriers, even if it means thinking outside the proverbial box.

References:

Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding to music. New York: Oxford University Press.