Individualized Learning Project
"Cultural Integration Through Technology:
the Amazing Slow Downer, Finale and SmartMusic"
Introduction:
In my Individualized Learning Project (ILP), I explored the use of technology, particularly computer software including the Amazing Slow Downer, Finale and SmartMusic, as a means of supporting cultural integration in my first grade Juneau Alaska Music Matters (JAMM) class at Riverbend Elementary School. The process involved transcribing Eagle Island Blues and the Hook Song from digital recordings on to staff paper, then notating the handwritten music in Finale, and finally, converting the Finale files into SmartMusic files so they can be used for student accompaniment and assessment. The objective of this project is to preserve the authenticity of the two Alaska Native folk songs, and furthermore to preserve the oral tradition of passing on music by ear. In the classroom I will teach the two songs by rote which includes listening, repetition and echoing. Technology, like the SmartMusic files I created as part of my ILP, will be used to accompany and assess the students, to support learning and instruction in a meaningful manner.
I have a special connection with both Eagle Island Blues and the Hook Song, as both of these songs were passed down to me in person. There is something about learning a song through someone else that is very personal and touching. I learned Eagle Island Blues from Athabaskan, Elder Bill Stevens, in Fairbanks, Alaska. Eagle Island Blues is a classic tune across the interior Alaska and the Yukon. It is a lonesome love song written by a Native elder, who lived in a cabin along the Yukon River.
I learned this Hook Song this summer from Tlingit musician and educator Ed Littlefield. The Hook Song is about a beautiful traditional halibut hook with cedar bark twine. The song depicts a halibut being caught on a traditional wooden hook.
In my Individualized Learning Project (ILP), I explored the use of technology, particularly computer software including the Amazing Slow Downer, Finale and SmartMusic, as a means of supporting cultural integration in my first grade Juneau Alaska Music Matters (JAMM) class at Riverbend Elementary School. The process involved transcribing Eagle Island Blues and the Hook Song from digital recordings on to staff paper, then notating the handwritten music in Finale, and finally, converting the Finale files into SmartMusic files so they can be used for student accompaniment and assessment. The objective of this project is to preserve the authenticity of the two Alaska Native folk songs, and furthermore to preserve the oral tradition of passing on music by ear. In the classroom I will teach the two songs by rote which includes listening, repetition and echoing. Technology, like the SmartMusic files I created as part of my ILP, will be used to accompany and assess the students, to support learning and instruction in a meaningful manner.
I have a special connection with both Eagle Island Blues and the Hook Song, as both of these songs were passed down to me in person. There is something about learning a song through someone else that is very personal and touching. I learned Eagle Island Blues from Athabaskan, Elder Bill Stevens, in Fairbanks, Alaska. Eagle Island Blues is a classic tune across the interior Alaska and the Yukon. It is a lonesome love song written by a Native elder, who lived in a cabin along the Yukon River.
I learned this Hook Song this summer from Tlingit musician and educator Ed Littlefield. The Hook Song is about a beautiful traditional halibut hook with cedar bark twine. The song depicts a halibut being caught on a traditional wooden hook.
The Process:
1. The Amazing Slow Downer:
I downloaded the Amazing Slow Downer for Mac OS X on my laptop and imported the two songs: The Hook Song from Ed Littlefield's album Walking Between Worlds, and Eagle Island Blues played by Bill Steven's from the album Wood That Sings. The Amazing Slow Downer allows you to repeat any section of a music track at full speed, speeded-up, or slowed-down by stretching the music by -50% to 400%.
1. The Amazing Slow Downer:
I downloaded the Amazing Slow Downer for Mac OS X on my laptop and imported the two songs: The Hook Song from Ed Littlefield's album Walking Between Worlds, and Eagle Island Blues played by Bill Steven's from the album Wood That Sings. The Amazing Slow Downer allows you to repeat any section of a music track at full speed, speeded-up, or slowed-down by stretching the music by -50% to 400%.
An important feature is that it does not change the pitch, unless you elect to adjust it. In order to accurately transcribe the audio recordings onto my page with a pen and paper I was able to create multiple loop points.
This is a lengthy process, but an important skill to develop as a music teacher. My ear training from college was definitely coming in handy!
2. Finale:
My next step was notating the two pieces on a music software program, Finale 2014. I have a fair amount of experience working with Finale, including simple note entry, simple rest entry, and adding lyrics and expressions. In order to take this project to the next level, I explored the Finale's tools for elementary educators. Because this project is designed for the use by first grade students, I elected to use larger note heads and Finale AlphaNotes, which places note names inside of the note heads.
Another decision that I made was based on the Juneau School District Music Standards, which states that first graders should know eighth notes, quarter notes, half notes, and whole notes by the end of the year. In order to simplify the rhythm, without changing the either song, I rhythmically transcribed the music so each note is worth double its value.
Thus, my transcription from above:
Became:
3. SmartMusic
The last step of my ILP involved exporting my Finale documents, Eagle Island Blues and the Hook Song, into SmartMusic files.
The last step of my ILP involved exporting my Finale documents, Eagle Island Blues and the Hook Song, into SmartMusic files.
SmartMusic is interactive, computer-based technology that provides music teachers and students with many flexible tools. For an example, the tempo or speed can be altered, the student can play along with an accompaniment and there is an option for assessment. In my first grade violin class we will use these SmartMusic files as a means of engaging students in material of cultural significance. Because SmartMusic, provides instant visual feedback students are motivated to take their learning to the next level.
Conclusion:
The process of transcribing local and relevant music is a means of supporting cultural integration within the music curriculum. Furthermore, the use of technology makes the experience exciting and relevant to today's youth. The development of my skills with software like the Amazing Slow Downer, Finale and SmartMusic is an important part of my improvement as a music educator. There are always ways that I can furthermore explore the use of technology to support my instructional techniques, and I will continue to look for these as my teaching career progresses.
The process of transcribing local and relevant music is a means of supporting cultural integration within the music curriculum. Furthermore, the use of technology makes the experience exciting and relevant to today's youth. The development of my skills with software like the Amazing Slow Downer, Finale and SmartMusic is an important part of my improvement as a music educator. There are always ways that I can furthermore explore the use of technology to support my instructional techniques, and I will continue to look for these as my teaching career progresses.