The reading for chapter three engaged me instantly this week. Notation and literacy are at the very core of my philosophy as a teacher. I have frequently used words very much like those used by the author "Just as someone wouldn't be considered literate in language unless he or she could read or write, these music educators believe the same is true for musical literacy. (p. 59)" I truly believe that the greatest gift I can give my students is the ability to actually read and be functionally musically literate. Whether or not they choose to pursue music as a vocation, music can be an activity that they can enjoy for a lifetime. I need no convincing that literacy is my approach. Instead, I'm going to reflect on and explore the pedagogical philosophy of allowing students to compose without notation.
Composition without notation is identified as being attractive and interesting to students who have not otherwise engaged in school music programs, but who enjoy music. If I understand correctly, this compositional pedagogy uses non-notational exploration as a "hook" to give a students the opportunity to engage in music. Once students are exploring and creating, teachers can begin work to expand their musical knowledge.
The use of "graphically oriented software" seems to be the most logical choice for a technological exploration of non-notational composition. As Bryan is a Mac district, GarageBand is the most readily available software option available to me. I like that it can be used on a basic level with younger students, but can be explored in more rich, complex, and expressive ways as students grow and mature. The author acknowledges that this may lead to "tool-driven" composition that may become "more sophisticated and of higher quality than would be possible if everything had to be notated. (p. 65)" If the goal is to help students become facile with sound, this may not be an inherently negative thing.
I very much like the idea of encouraging students to "think in sound. (p. 65)" Audiation is essential to composition, performance, arranging, and improvisation. Does "thinking in sound" using software have a greater benefit that listening to excellent music? I honestly have no idea. Might exploration aurally and through manipulation enhance one's ability to do so? Quite possibly.
Does anyone in this class use GarageBand or a similar program to teach composition or arranging in a non-notational manner? Have you found that it helps or hinders a student's ability to read music? If in your experience has been that it helps, it may be time to revise my philosophy (at least as it pertains to teaching composition and notation to students).
Hi Ben!
ReplyDeleteIn my elementary music classroom, I do not spend a lot of time on composition. I feel that it is more important that my students experience music by making it with their voice or an instrument. I do teach notation to my students as they pass through the grades so that they are able to read music, and we even touch on a little bit of composing. So don't get me wrong - I agree that for a student to be musically literate, they must be able to write it -but in elementary, it is so much more important that they can create it and experience it.
I have been experiencing this whole concept of composition 'without notation as a hook' this year. A few of my fifth grade students are approaching the "I'm too cool for general music" stage, and have been harder to engage in class. But the minute I pulled out the iPads to use GarageBand... they were HOOKED!
I am using GarageBand as an integrated unit where they will be composing rhythmic accompaniments to raps they will be writing about the branches of the goverment. The music standard that I will be achieving is teaching and writing form - ABA (etc).
However... I don't think I agree that using a DAW is composition 'without notation' - it's just a different form of notation. So my response to your last question - in my experience so far (elementary school, first time using it with students), it neither helps NOR hinders a student's ability to read standard notation, but instead allows the students to create music more quickly and with more variety. They do not have to learn to read the music, write the music and how to play the music on a variety of instruments - it's all there for their use! They are able to manipulate the tracks to make it their own!
Thank you for your post!
Megan
Hey Megan!
ReplyDeleteI honestly hadn't thought about things from an elementary perspective. I've been removed from participation in an elementary classroom so long, I may have lost more than a little perspective. You're entirely right!
I have spent so little time (aka only the time I've spent doing this week's project) using a DAW that I may have spoken too soon. There most certainly is a graphic representation of notes in time with a DAW, especially looking at MIDI input, I just didn't know what I was looking at.
I appreciate your insight on how it helps your elementary students create using more variety with greater speed. Given how fast-paced our kids' lives tend to be today, this may be just the way to "hook" them!
Thanks for your comment!