THE UNIVERSITY OF WESTERN ONTARIO FACULTY OF MUSIC. Music 3870A. Fall 2015

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1 Department of Music Education Don Wright Faculty of Music Fall 2015 THE UNIVERSITY OF WESTERN ONTARIO FACULTY OF MUSIC Music 3870A Computer Applications in Music Education I Fall 2015 INSTRUCTOR: R. Wood rwood@uwo.ca GRADUATE TEACHING ASSISTANT: Patrick Feely pfeely@uwo.ca MIDI, digital audio recorders, music notation software, electronic instruments, and mobile apps are but a few of the technological tools that teachers can use to support music learning. However, technologies alone don t develop students musicianship. Engaging learning activities, purposefully selected to effect desired outcomes, are essential. To become well- rounded musicians, students need to have meaningful experiences as composers, improvisers, performers, and listeners while also developing their cognitive understanding of music. Experiences designed to align music content with well- selected learning activities and supporting technologies can assist students meaningful music learning. Bauer, W.I., Hofer, M., & Harris, J. (2012). Grounded tech integration using K 12

2 music learning activity. Learning & Leading with Technology, GENERAL Please make sure that your computer account with ITS is in order. When contacting me via , make sure that the subject of the note starts with "M3870a." For work in the IMC Lab, you will need to provide your own headphones. Anything that you normally use to plug in to your computer (ear buds will work but are not recommended) will be fine. You will also need a USB flash drive (or other type of USB storage unit) to keep copies of your work. Drives with 4GB or more will suffice. CLASS SCHEDULE AND LAB HOURS Classes will be held Tuesdays from 7-10 p.m. We will be using the Interdisciplinary Multi- Media Centre (IMC) in the North Campus Building, Room 120. Much of the course work can only be completed by using the equipment available in the lab, and, while there will be time in class meetings to work on projects, it is likely that you will have to make use of lab hours at points throughout the term. The lab s complete schedule is available at INTRODUCTION The requirement to integrate music- specific and other technologies into the music program can be found in the curriculum guidelines developed by the majority of school systems in Canada and elsewhere. Curriculum guidelines published by the Government of Ontario are no exception. Guidelines for Grades 9 and 10 Arts (The Ontario Curriculum: The Arts Grades 9 and 10, Revised 2010) courses state: The integration of a wide range of technologies into the arts curriculum represents a natural extension of the learning expectations associated with each art form. An education in the arts will engage students in using various technologies through which artistic expression can be achieved Students of music can use analog and digital technology including notation, sequencing, and accompaniment software in composing, arranging, recording, and editing music. Expectations for each specific course also include objectives directly related to the integration of technology into the music curriculum. The following example is taken from the Grade 12 (AMU4M) music guidelines (The Ontario Curriculum: The Arts Grades 11 and 12, Revised 2010). By the end of this course, students will: A3.3 use a variety of current technologies with increasing skill when practising, performing, composing, arranging, or recording music (e.g., record a multi- track

3 sequence using the functions of audio- editing software; record their performance of a range of selections for a performance portfolio; use notation and sequencing software when producing a work in a twentieth- century style [expressionist, minimalist, blues, musique concrète]; arrange an original composition for the class using various scoring tools in a notation program). The content of this course has been developed with such guidelines in mind and with a view to providing Music Education majors with a "hands on" opportunity to build a knowledge base and skills set which can be used in developing technology- based instructional material. There will also be an opportunity to consider issues surrounding the place of music technology in the school music curriculum, including: Approaches to using technology in a creativity- based music curriculum; The technological profile and culture of students in the music class; Exploration of the status of technology use in school music programs; The use of mobile devices in the music program. The course has been designed with the following primary goals. At the end of the course, the student will have begun to develop a framework by which to assess the value and effectiveness of a range of technologies in a technology- based music instruction setting. will have acquired competencies in working with: o Multitrack music production (MMP) software; o Digital Audio Workstations (DAW), entry level and professional level; o Simple waveform editors o o (Online) music notation software Screen recording and video editing software (used to produce video tutorials and video training) will have an understanding of a range of digital sound file formats. This understanding will be demonstrated by an ability to create sound files using different formats, edit sound files, and convert files to different formats. Within the parameters of instructional technology, it is no longer meaningful to consider music- specific technology in isolation from other technologies that are being used in teaching. While it is not possible to cover the entire range of what is available, it is hoped that the materials presented in this course will allow the student to deal confidently with a synthesis of at least a number of technologies. References Government of Ontario Ministry of Education (2010). The Ontario Curriculum: The Arts Grades 9 and 10. Retrieved from Government of Ontario Ministry of Education (2010). The Ontario Curriculum: The Arts Grades 11 and 12. Retrieved from

4 REQUIRED TEXT Watson, S. (2011). Using technology to unlock musical creativity. New York: Oxford University Press. EVALUATION Course evaluation will be based on the following activities. Details will be provided in class. In- class exercises and participation Remix assignment Soundtrack assignment Notation assignment Screen capture assignment Technology use survey Critical reflections of assigned readings University Policy on Accommodation for Medical Illness. This can be found at As of May 2008, the University has a new policy on Accommodation for Medical Illness, which states that in order to ensure fairness and consistency for all students, academic accommodation for work representing or more of the student s overall grade in the course shall be granted only in those cases where there is documentation indicating that the student was seriously affected by illness and could not reasonably be expected to meet his/her academic responsibilities. Documentation shall be submitted, as soon as possible, to the appropriate Dean s office. Students with special learning needs or circumstances are asked to inform the instructor as soon as possible so that necessary accommodations can be made. Students that are in emotional/mental distress should refer to Mental Health@Western for a complete list of options about how to obtain help. Instructor Policy on Illness and Attendance. It is expected that students will attend all classes. Absence due to illness requires medical documentation unless you have received permission of the instructor. If you are ill or encounter a problem which prevents you from attending class, you must notify the instructor either before or immediately after the class. Unexplained absence will result in a reduction of 3 points in the participation grade for each absence. Late assignments will only be accepted and graded if permission has been given by the instructor. Scholastic Offences. Scholastic offences are taken seriously and students are directed to read the appropriate policy, specifically, the definition of what constitutes a Scholastic Offence, at the following Web site: Student Support Services The following websites may be useful to you in obtaining support during your studies

5 Office of the Registrar This site provides you with information on things like course enrollment, student finances, and student records, as well as the latest updates from Student Central. The Student Development centre The Student Development Centre is home to a variety of services specially designed to meet the needs of undergraduate and graduate students on campus Student Services Within this portal you will find services, application, personal information, along with connections to other services offered to help you during your time here at Western!