“Let the children be their own composers”
- Carl Orff
As an Orff inspired teacher, this module was incredibly interesting to me. Improvisation, composition,
arrangements, and overall student choice is at the center of the Orff philosophy. While I include some
form of creativity in every class across all grade levels, I rarely incorporate technology into my teaching
practice. This module made me re-examine my teaching strategies and consider how technology can be
used to assist my teaching practices.
arrangements, and overall student choice is at the center of the Orff philosophy. While I include some
form of creativity in every class across all grade levels, I rarely incorporate technology into my teaching
practice. This module made me re-examine my teaching strategies and consider how technology can be
used to assist my teaching practices.
I was particularly intrigued by Kratus’ model for an improvisation sequence. The traditional Orff
sequence follows the “imitate, explore, improvise, create”, but the Kratus sequence is much more fleshed
out and detailed. I could see the parallels, with students beginning by establishing a music vocabulary,
gradually deriving meaning from their creations, and eventually arriving at a unique personal style. I
thought this sequence gave valuable insight into the process of improvisation, and it is a continuum that I
referred to often as I planned lessons this week for my students.
sequence follows the “imitate, explore, improvise, create”, but the Kratus sequence is much more fleshed
out and detailed. I could see the parallels, with students beginning by establishing a music vocabulary,
gradually deriving meaning from their creations, and eventually arriving at a unique personal style. I
thought this sequence gave valuable insight into the process of improvisation, and it is a continuum that I
referred to often as I planned lessons this week for my students.
Though the creation of music plays a central role in my teaching, technology is rarely something I use in
the creation process. More often, technology is used as a way of sharing out: I post student compositions
on my department’s Instagram page or through the Seesaw app. After completing this module I know of
a variety of programs that could assist in creating music in my classroom.
the creation process. More often, technology is used as a way of sharing out: I post student compositions
on my department’s Instagram page or through the Seesaw app. After completing this module I know of
a variety of programs that could assist in creating music in my classroom.
In particular, I considered the role of music notation in my students’ creation process. We commonly
connect our creations back to notation if we want to remember them or share them with others. In my
classroom this notation is almost always written by hand instead of using a digital device. If students
were to use a notation software instead of writing by hand, they could experiment with playing their
composition back on a variety of different instruments. The files would be written neater and allow for
easier sharing.
connect our creations back to notation if we want to remember them or share them with others. In my
classroom this notation is almost always written by hand instead of using a digital device. If students
were to use a notation software instead of writing by hand, they could experiment with playing their
composition back on a variety of different instruments. The files would be written neater and allow for
easier sharing.
I even started brainstorming a song collection by grade level or class where students could catalogue their
compositions and folk song arrangements. The song collection could either be printed or stored digitally,
and given as a gift at the end of the year or sold as a fundraiser. This possibility is only one of the many
ways I could use MIDI devices in the classroom.
compositions and folk song arrangements. The song collection could either be printed or stored digitally,
and given as a gift at the end of the year or sold as a fundraiser. This possibility is only one of the many
ways I could use MIDI devices in the classroom.
Through the use of a musical instrument digital interface (MIDI), students have more possibilities than
ever to experiment and show their work. The author explains on page 28 of the textbook:
ever to experiment and show their work. The author explains on page 28 of the textbook:
“Working with MIDI data in a music sequencing program, students can explore many parameters of
music. MIDI sequencers have multiple tracks that can be recorded one at a time allowing the user to
develop a complex composition or arrangement little by little, gradually adding tracks to complete the
whole.”
music. MIDI sequencers have multiple tracks that can be recorded one at a time allowing the user to
develop a complex composition or arrangement little by little, gradually adding tracks to complete the
whole.”
The author points out that the use of notation programs can inhibit music audiation if used irresponsibly
(p. 66). I agree that the “symbol to sound” approach can be damaging to overall musical development.
However, if students were to create a musical idea and notate out of the necessity to share that idea
(creating the sound first and deriving the symbol second), I believe Dr. Bauer’s concerns would be
pacified.
(p. 66). I agree that the “symbol to sound” approach can be damaging to overall musical development.
However, if students were to create a musical idea and notate out of the necessity to share that idea
(creating the sound first and deriving the symbol second), I believe Dr. Bauer’s concerns would be
pacified.
I had the opportunity to explore new notation software that my be useful to my students. MuseScore and Noteflight both offer user-friendly, reliable, and free notation programs. Though my younger students may have more success with a graphically oriented software (p. 63), both MuseScore and Noteflight could be simple enough for my older students to use.
- Click here to view my Noteflight project.
One of the most exciting things I encountered this week was on pages 69 - 72 of the textbook. This
“idea bank” of creation activities was intriguing to me. I was excited reading this collection of activities
because I already incorporate a large number due to my Orff training. However, as I mentioned earlier,
I had not considered the role of technology in these activities. I loved the layout of this table that provided.
I referred back to it often throughout the week because of the practicality and creative potential of the
activities.
“idea bank” of creation activities was intriguing to me. I was excited reading this collection of activities
because I already incorporate a large number due to my Orff training. However, as I mentioned earlier,
I had not considered the role of technology in these activities. I loved the layout of this table that provided.
I referred back to it often throughout the week because of the practicality and creative potential of the
activities.
One activity we do every single class is to improvise a rhythmic answer to a rhythmic prompt. This is
done with auxiliary percussion instruments or body percussion. However, if I were to do that same
activity and record student responses on my school iPad, we could listen back and offer constructive
feedback to our improvisation. The same activity could be extended if students used a program like
done with auxiliary percussion instruments or body percussion. However, if I were to do that same
activity and record student responses on my school iPad, we could listen back and offer constructive
feedback to our improvisation. The same activity could be extended if students used a program like
GarageBand to create even more rhythmic responses and explore a variety of sounds through MIDI.
This would enhance our regular class activity and turn it into something much larger, with more musical variety, and in a way that is easier to share. My students would be thrilled at the possibility of showing their musical ideas as a part of our spring performance, and I know parents would be blown away as well.
This would enhance our regular class activity and turn it into something much larger, with more musical variety, and in a way that is easier to share. My students would be thrilled at the possibility of showing their musical ideas as a part of our spring performance, and I know parents would be blown away as well.
This module has left me excited about the possibilities for using technology in the general music
classroom. I look forward to exploring more ideas to bring greater educational value to my students.
classroom. I look forward to exploring more ideas to bring greater educational value to my students.
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