This week we will dive into performance skill development and the technology can be implemented. The first strategy we can implement technology with is modeling, which is something I do not do enough of in my own class. In his book, Bauer (2014) says “motor learning still takes place when people watch and listen without actually engaging in the motor movement skill. While the learning gains will not be as large as with physical practice, a definite improvement can occur.” (p.85). There is a technology we take for granted in our everyday life and as educators can be utilized more often for models of skill development and music engagement outside of our classroom. Musical recordings. We can use recordings of professionals and others who are skilled at an instrument or quality singers to help them hear the correct tone, technique, and high-quality sounds. I have created a playlist of Youtube videos as an example. Playlist Pro Players.
The available resources are incredible. Starting with one of the many music websites, Spotify. Students may not know where to look for proficient players/sounds and as educators, we know what to listen for, we can be their guides. Compiling song lists or artist list on Spotify we can provide a good listening list for developing musicians. Youtube would be the next site we can direct students to. Creating a playlist of videos for students to watch professional groups and musicians. We can begin using technology to support the development of their psychomotor skills and show them good models for them to improve their sound would be the goal with listening.
As students work toward developing performance skills, a key part of that is practice. A great piece of technology to assist with practice is Smartmusic. Teachers can organize the specific pieces of music for students to practice, send it to them electronically and hear recordings of the student's practice. As students are practicing, they can receive immediate feedback as they play. Another great thing about Smartmusic is the many accompaniments that are available for many selections in Smartmusic including method book exercises. Students can develop a sense of the harmonic context of what they are playing and rather than playing by themselves. Students become more engaged as when they are playing with a group.
I recently began using Smartmusic and I have seen the excitement when we use it in class to play along with the accompaniment provided by Smartmusic making them focused a little more. They can then see the progress they make. Hearing their own recording helps them recognize their progress in performing with the feedback we can provide quickly in the program.
There are two important factors of great practice habits mentioned in the text, "quantity, and quality" (Bauer 2014 p.81). Doing several sessions over the week is more impactful than one long practice session in a week. Quality can be questioned at times but to help the students strive for better quality, outside of using technology, will depend on teaching and modeling best practice habits. If we set the student up for success and help them see it and increase their self-efficacy, their intrinsic motivation increases along with it. Self-efficacy and its relationship with intrinsic motivation can be a great tool to further develop their skills.
There are many more uses of technology we should remember in our everyday classes, such as metronomes, tuners, and audio recording devices. With TonalEnergy Tuner, for example, students will be able to hear the note as well as have a visual for the specific note they are playing. combining the visual of a tuner in front of them they can develop the skill of adjusting as they play. The visual giving them a grasp of their location on the note (too high or low). It can be used to guide them alongside recordings of proficient players students to hear what good playing sounds like and discuss the sound and practice skills to get that sound or note in tune.
Bauer, William I. (2014), Music Learning Today, Digital Pedagogy for Creating, Performing, and Responding to Music: New York NY, Oxford University Press
Websites mentioned:
www.Smartmusic.com (Paid membership required for many features)
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