March 10, 2017.
Implications & Exploring Links to Practice.
During this inquiry process, I continue to broaden my perspective regarding what music and sound actually entails. I used to think that music was limited to playing an instrument, or voice, but I no longer believe that is true. I’ve learned that a Soundscape unit can be implemented in a classroom with simply the sounds our bodies can make, without the need for expensive musical instruments or classical lessons. Soundscape activities involve all of the key elements of music: creativity, notation which is invented by the group, collaboration, coordination, rhythm, amplitude, dynamics, melody, tone, texture, and even timbre. I learned a lot from participating in three Soundscaping-related lessons at UBC, and would like to integrate this experience into my classroom during my long practicum. In the final project, students create their own 60-second soundscapes in groups of 4-5 maximum. We observed that larger groups had difficulties compiling a soundscape if they had more than 5 members.
Apple’s Garageband software application is also a relatively simple way to experiment with different sounds, instruments and even making compositions. Garageband contains several pre-recorded sound “loops” of a wide range of instruments, that can be assembled and composed to create different forms of music. The i-Pad is particularly user-friendly, where a student can use the touch pad to beat a drum, play a keyboard, or even make string sounds (violin, cello, bass, etc.). Music making is becoming more accessible during the 21st century due to the latest advances in Information Technology (IT). One of the main costs, however, is the cost of the i-Pads. I wonder if classical music training will start to decrease in popularity now that motivated individuals can teach themselves how to play music on an i-Pad or with YouTube videos. I also wonder if classical theory training still necessary in order to compose and enjoy music?
As an educator, becoming more knowledgeable regarding Soundscaping pedagogies and music composition apps like Garageband, will enable me to bring these modern and relevant methods into my classroom. Students may already be using Garageband at home or with friends, and I’d like to find out more about what they already know! This app allows students to create a diverse range of music from their laptop or iPad, using a few basic IT skills, such as copying and pasting loops onto separate tracks.
My musical background is in piano, and there is a part of me that feels like Garageband sounds somewhat “manufactured” in nature. An important part of music is being able to create and express emotion through the music being played. The listener may also experience similar emotional responses to different kinds of music. I still wonder how does one create (or replicate)authentic feelings through music technology? Does this mean no one will go to see concerts or the symphony any longer because they can replicate the musical sounds at home? Will younger generations have an appreciation of the 10,000+ hours a talented musician has invested over their lifetime, to reach the level they have achieved?
For my practicum, I plan to implement both a Soundscaping and a Xylophone unit. Before starting the unit, I plan to do a quick “Kahoot” on-line survey, to find our more about there musical backgrounds and what they would like to learn about music. I want the lessons to be interesting and relevant to the students to keep them engaged. My practicum school is fortunate to have a full set of xylophones available in the music room for our class to use. Currently, there are no formal music classes integrated into the school curriculum, so I would like to attempt to fill this gap. I would likely start with soundscaping which requires no musical background, then move into xylophones, so students can compare and contrast the different pedagogies and related experiences.