This week’s reading continued with the idea of musical creativity in the form of composition. The book mentions the two approaches to composition: one in which music notation is used and the other in which non-music notation is used with the aid of music production or digital audio software. In the past I have used the music notation approach to teach my students how to write their own songs partly because all of my students learn how to read music and I use composition as a way to reinforce this skill. I am just beginning to think about ways in which I would be able to use music notation programs such as Noteflight in my classroom.

I have never considered using non-music notation programs for composition in which students may layer and arrange digital audio loops on different tracks to create music. Digital audio workstations (DAWS) such as Soundation enable students with or without formal musical training to be able to create music. I used to believe that these programs provide a fun music activity for students but I did not consider it real or authentic composition. However, after using Soundation myself I can definitely see the potential benefits and learning objectives that could be achieved with this program. Last year when I was teaching a small group of autistic students I would sign in to the Quaver’s Marvelous World of Music website on the three computers in the practice rooms and have the students work on the activities called “Grooves” and “Song Brush.”  “Grooves” is an audio sequencer in which audio may be layered to create different songs and “Song Brush” involves a student drawing a picture that is then converted to a musical melody. The students really enjoyed both of these activities but I always felt slightly guilty having students work on them because I am used to actively teaching and engaging with each student. The students were able to navigate the website on their own, worked well together, and learned to take turns. I now realize how much they were actually learning, in addition to thinking musically, while using these programs.

            After reading Chapter 3 in Music Learning Today by William I. Bauer I have started thinking about ways to expand my music program by using non-music notation programs. The lack of regular access to computers has limited what I am able to offer my students. However, I think it would be wonderful to have a class in which students needed no prior musical background in order to compose music by using programs such as Soundation. The “other 80%” of students could really benefit from this opportunity and like Bauer (2014) says “Skilled teachers can use this as an entry point to further develop students’ musical understanding.”

Reference:

Bauer, W. I. (2014). Music learning today: digital pedagogy for creating, performing, and responding to music. New York, NY: Oxford University Press.