Audio/visual music

Recording groups is a great way for them to hear what is happening. The process of recording can get in the way. There may be a parent in the school who has recording experience. Seek their assistance. During the concert, you need more than someone who ‘just has to push the button.’

In the large school district where I taught for many years, the music department owned the CD recorder. It was a simple process to request it for whatever event. The music supervisor structured a professional development afternoon for us all to learn how to use it. It was much simpler than what was described in the reading. Easy to set up and use any time. Duplicating the recording for the students was just as easy. Directors do need to check into copyright laws to avoid unwanted lawsuits.

The students experience great benefits when they are able to analyze their own rehearsal. When they can get out of the mechanics of playing, they can listen and realize where the wrong notes happen, when rhythms are missed and when parts just don’t fit together correctly. Their own awareness is heightened and they become better listeners. As the group works together to correct mistakes, they become attentive to the many layers to the music, intonation and balance.

Visual representations of sound can be helpful too. I have used GarageBand to show students what a crescendo should look like. They work till they achieve a smooth waveform the gradually increases in size. A printout of the student’s performance would be helpful to explain some expectations to parents. Many parents claim to know nothing about music. A visual will help them see their child’s progress and take some of the objectivity away from the music assessment. The example of legato and staccato in the Watson article is clear. This could be a great help during parent-teacher conferences.