{"id":73847,"date":"2022-01-25T16:57:00","date_gmt":"2022-01-25T21:57:00","guid":{"rendered":"https:\/\/www.ludwig-van.com\/toronto\/?p=73847"},"modified":"2022-01-25T16:57:00","modified_gmt":"2022-01-25T21:57:00","slug":"feature-online-music-teachers-getting-creative","status":"publish","type":"post","link":"https:\/\/www.ludwig-van.com\/toronto\/2022\/01\/25\/feature-online-music-teachers-getting-creative\/","title":{"rendered":"FEATURE | Online Music Teachers Are Getting Creative"},"content":{"rendered":"<p style=\"text-align: center\"><img decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-73848\" src=\"https:\/\/www.ludwig-van.com\/toronto\/wp-content\/uploads\/sites\/2\/2022\/01\/BLOB_OPERA-Music_Education.jpg\" alt=\"BLOB_OPERA-Music_Education\" width=\"1200\" height=\"628\" \/><\/p>\n<p>Learning to make music\u00a0is a full mind-and-body activity. Whether teaching how to play a musical instrument, or how to sing, teachers rely on learners\u2019 physical cues to help them progress \u2014 cues that are often obscured either by watching someone on a screen or listening through a microphone. As a music educator, I\u2019d hazard that few school music teachers would opt to teach their students remotely.<\/p>\n<p>However, as many teachers and students have\u00a0discovered in the last two years of on-and-off virtual school, music lessons during the pandemic have unearthed some pleasant surprises.<\/p>\n<p>Going online has forced music educators to adapt existing ideas, or adopt existing technology, to discover, invent and share ways to reach students to keep music education alive.<\/p>\n<h3>Instrument-free music<\/h3>\n<p>During the pandemic, most school-based music teachers have faced the challenge that elementary students don\u2019t have access to instruments at home. This often leaves online tools as the default. As school budgets are always stretched, it\u2019s important for programs to be very inexpensive or preferably free.<\/p>\n<p>At the elementary level, students can enjoy and learn from\u00a0apps such as <a href=\"https:\/\/www.incredibox.com\/\" target=\"_blank\" rel=\"noopener\">Incredibox<\/a>, where students can explore beatboxing, combining rhythms and sound effects to create unique pieces. Beatboxing musicians who create\u00a0complete <a href=\"https:\/\/www.youtube.com\/watch?v=bRp5qGQXaGQ\" target=\"_blank\" rel=\"noopener\">musical works<\/a> manipulating their breathing, mouths and throats\u00a0inspired this tool\u2019s development.<\/p>\n<p>Or teachers can introduce students to choral exploration in\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=nAgdT-YO_nc\" target=\"_blank\" rel=\"noopener\">Blob Opera<\/a>, a \u201c<a href=\"https:\/\/experiments.withgoogle.com\/blob-opera-on-tour\" target=\"_blank\" rel=\"noopener\">machine learning model<\/a> trained on the voices of four opera singers,\u201d developed by Google and AI artist David Li.\u00a0In <a href=\"https:\/\/artsandculture.google.com\/experiment\/blob-opera\/AAHWrq360NcGbw?cp=e30\" target=\"_blank\" rel=\"noopener\">Blob Opera<\/a>, students manipulate four operatic blobs \u2014 a soprano, alto, tenor and bass quartet \u2014 and can have them sing a variety of pieces on global stages. Students can \u201ctake the blobs on tour\u201d where they might sing\u00a0a Korean folk song in Seoul, or a piece by composer\u00a0Erik Satie\u00a0in Paris.<\/p>\n<div class=\"jetpack-video-wrapper\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"640\" height=\"360\" src=\"https:\/\/www.youtube.com\/embed\/ZfLYuXi6sDI?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation\"><\/iframe><\/span><\/div>\n<p>On various platforms, students are able to share their creations live with teachers and classmates. I\u2019ve found that when we introduce technology to students, they often take it in unexpected directions. One student I was teaching set up a rhythm on Incredibox and left that window open and playing to accompany a Blob Opera set: not an obvious musical pairing but a wonderfully creative one.<\/p>\n<h3><strong>Learning from home with instruments<\/strong><\/h3>\n<p>Even before the pandemic, some <a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/14613808.2019.1585791\" target=\"_blank\" rel=\"noopener\">music researchers<\/a> were interested in helping educators overcome hurdles with\u00a0teaching instrumental music online and how online lessons could benefit children in rural locations. However, singing and playing instruments online comes with its own set of technological issues, the most prominent of which is time lag \u2014 what some of my students refer to as \u201cglitchiness.\u201d<\/p>\n<p>However, research conducted during the pandemic suggests that teaching students how to play instruments online can offer music teachers the chance to\u00a0redefine curriculum, set new goals for students and consider new criteria for evaluation.<\/p>\n<p>For students who have access to instruments at home, music teachers can use a flexible accompaniment app like\u00a0<a href=\"http:\/\/www.smartmusic.com\/\" target=\"_blank\" rel=\"noopener\">SmartMusic<\/a>. Without altering pitch (a critical capability), students can change playback speeds, manipulate the nature of accompaniment they hear, activate a metronome and even click on individual notes in a score to show the fingering and sound of the note for specific instruments.<\/p>\n<p>This program costs money, but schools are able to purchase site licenses, thus making the resource accessible to more students.<\/p>\n<h3><strong>Sound exploration<\/strong><\/h3>\n<p>Google\u2019s\u00a0<a href=\"https:\/\/musiclab.chromeexperiments.com\/\" target=\"_blank\" rel=\"noopener\">Chrome Music Lab<\/a>\u00a0suite offers learning for K-8 students. Younger children\u00a0can explore rhythm, or teachers and students can explore melody, harmony, form, duration, rhythm, timbre and tempo\u00a0to compose relatively complex electronica, save projects and submit them for assessment.<\/p>\n<p>At the secondary level, teachers can encourage students to explore and collaborate on\u00a0<a href=\"https:\/\/www.bandlab.com\/\" target=\"_blank\" rel=\"noopener\">Bandlab<\/a>, a program akin to Apple\u2019s Garageband. Students can compose pieces using standard western notation on the web-based\u00a0<a href=\"https:\/\/www.noteflight.com\/\" target=\"_blank\" rel=\"noopener\">Noteflight<\/a>\u00a0\u2014 especially accessible because it requires no downloads or sharing of personal information.<\/p>\n<p>Some online offerings promote healthy movement at home.\u00a0Ollie Tunmer, British body percussionist and former STOMP cast member, hosts professional development for teachers and\u00a0short lessons for kids.<\/p>\n<div class=\"jetpack-video-wrapper\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"640\" height=\"360\" src=\"https:\/\/www.youtube.com\/embed\/0519TNM1mcc?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation\"><\/iframe><\/span><\/div>\n<p>Other teachers have posted\u00a0clips exploring form and movement in music, based on techniques from an approach to teaching rhythmic movement, listening and embodied music intuition known as\u00a0<a href=\"https:\/\/dalcrozeusa.org\/about-dalcroze\/what-is-dalcroze\/\" target=\"_blank\" rel=\"noopener\">Dalcroze Eurythmics<\/a>\u00a0and subsequent work by\u00a0early childhood music educator <a href=\"https:\/\/www.feierabendmusic.org\/john-feierabend\/\" target=\"_blank\" rel=\"noopener\">John Feierabend<\/a>.<\/p>\n<div class=\"jetpack-video-wrapper\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"640\" height=\"360\" src=\"https:\/\/www.youtube.com\/embed\/TIYQr-TfVPk?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation\"><\/iframe><\/span><\/div>\n<h3><strong>Making music education more inclusive<\/strong><\/h3>\n<p>Aside from making music at home accessible for many students, online learning that focuses more on pop music, electronica and rhythm-heavy musics tends to shift the curricular emphasis away from predominantly Western art music like \u201cclassical\u201d genres.<\/p>\n<p>Music researcher <a href=\"https:\/\/www.ams-net.org\/ojs\/index.php\/jmhp\/article\/view\/310\" target=\"_blank\" rel=\"noopener\">Margaret Walker<\/a> examines how\u00a0music education in the West has traditionally advanced European exceptionalism and cultural superiority. Walker is one of many music educators promoting music education that reflects the cultural diversity of learners. Music education researcher\u00a0<a href=\"https:\/\/www.routledge.com\/How-Popular-Musicians-Learn-A-Way-Ahead-for-Music-Education\/Green\/p\/book\/9780754632269\" target=\"_blank\" rel=\"noopener\">Lucy Green<\/a>\u00a0found that students who have more choice about their own repertoires are more successful and stay with music longer.<\/p>\n<p>Revising music curricula to be more inclusive may involve both introducing new forms of music, but also repositioning canonical artists like Mozart and Bach within a broader musical context to allow entry and success for more learners.<\/p>\n<h3><strong>Learning about music<\/strong><\/h3>\n<p>Music curriculum calls not just for making music but also learning about music. Online read alouds \u2014 narrated stories accompanied by music \u2014 existed before the pandemic, but likely became even more useful in remote contexts. Favourites of my students include Sergei Prokofiev\u2019s 1936 composition <em>Peter and The Wolf<\/em> and the 2015 children\u2019s book <em>Trombone Shorty<\/em> by Troy Andrews.<\/p>\n<div class=\"jetpack-video-wrapper\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"640\" height=\"360\" src=\"https:\/\/www.youtube.com\/embed\/QitquEL48Co?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation\"><\/iframe><\/span><\/div>\n<p>Music educators and students also benefit from the isolation-inspired composite style videos such as the\u00a0Kingston Youth Orchestra\u2019s performance of Cold Play\u2019s \u201cViva La Vida,\u201d\u00a0especially when students cannot currently attend live performances.<\/p>\n<div class=\"jetpack-video-wrapper\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"640\" height=\"360\" src=\"https:\/\/www.youtube.com\/embed\/w6_MJ6w45hw?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation\"><\/iframe><\/span><\/div>\n<p>For younger children,\u00a0Evan Mitchell,\u00a0conductor of the Kingston Symphony, launched a children\u2019s\u00a0online music series, <em>Harmon in Space!<\/em>\u00a0The series sees Harmon, a fuzzy dog puppet, isolated on a spaceship. Harmon\u2019s limited social contact happens via\u00a0online chats with musical friends \u2014 members of the Kingston Symphony. The first episode has over 12,000 views on YouTube. When I interviewed Mitchell, he said he has received many letters from children concerned for Harmon\u2019s safe return to Earth.<\/p>\n<div class=\"jetpack-video-wrapper\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"640\" height=\"360\" src=\"https:\/\/www.youtube.com\/embed\/kPEY9fmSkK4?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation\"><\/iframe><\/span><\/div>\n<p>No one wants remote music education to become the norm for most students. But the creative minds who have made it feasible, fun and often productive have given us unexpected gifts and welcome strains of beauty amidst global noise.<\/p>\n<p>[This article originally appeared in <a href=\"https:\/\/theconversation.com\/teaching-music-online-in-the-pandemic-has-yielded-creative-surprises-like-mixing-blob-opera-and-beatboxing-174589\" target=\"_blank\" rel=\"noopener\"><em>The Conversation<\/em><\/a>]<\/p>\n<h3 class=\"western\"><em><b>#LUDWIGVAN<\/b><\/em><\/h3>\n<p class=\"western\"><em>Get the daily arts news straight to your inbox.<\/em><\/p>\n<h3 class=\"western\"><em>Sign up for the Ludwig van Daily \u2014 classical music and opera in five minutes or less <\/em><a href=\"https:\/\/ludwig-van.us9.list-manage.com\/subscribe?u=4f785cb3f9058f2393ccad035&amp;id=57cdb68eac\" target=\"_blank\" rel=\"noopener\"><em>HERE<\/em><\/a>.<\/h3>\n","protected":false},"excerpt":{"rendered":"<p>As many teachers and students have\u00a0discovered in the last two years of on-and-off virtual school, music lessons during the pandemic have unearthed some pleasant surprises.<\/p>\n","protected":false},"author":103,"featured_media":73848,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"jetpack_post_was_ever_published":false},"categories":[39907,22,4967,61],"tags":[2304,39941,36130],"yst_prominent_words":[8484,8499,21348,8473,36840,19306,8503,7307,18927],"acf":[],"jetpack_featured_media_url":"https:\/\/www.ludwig-van.com\/toronto\/wp-content\/uploads\/sites\/2\/2022\/01\/BLOB_OPERA-Music_Education.jpg","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p9bakr-jd5","amp_enabled":true,"_links":{"self":[{"href":"https:\/\/www.ludwig-van.com\/toronto\/wp-json\/wp\/v2\/posts\/73847"}],"collection":[{"href":"https:\/\/www.ludwig-van.com\/toronto\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.ludwig-van.com\/toronto\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.ludwig-van.com\/toronto\/wp-json\/wp\/v2\/users\/103"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ludwig-van.com\/toronto\/wp-json\/wp\/v2\/comments?post=73847"}],"version-history":[{"count":1,"href":"https:\/\/www.ludwig-van.com\/toronto\/wp-json\/wp\/v2\/posts\/73847\/revisions"}],"predecessor-version":[{"id":73849,"href":"https:\/\/www.ludwig-van.com\/toronto\/wp-json\/wp\/v2\/posts\/73847\/revisions\/73849"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.ludwig-van.com\/toronto\/wp-json\/wp\/v2\/media\/73848"}],"wp:attachment":[{"href":"https:\/\/www.ludwig-van.com\/toronto\/wp-json\/wp\/v2\/media?parent=73847"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.ludwig-van.com\/toronto\/wp-json\/wp\/v2\/categories?post=73847"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.ludwig-van.com\/toronto\/wp-json\/wp\/v2\/tags?post=73847"},{"taxonomy":"yst_prominent_words","embeddable":true,"href":"https:\/\/www.ludwig-van.com\/toronto\/wp-json\/wp\/v2\/yst_prominent_words?post=73847"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}