Abstract: Information technologies in music. Information products and technologies in music education Information technologies in music business and creativity
INFORMATION TECHNOLOGY IN MUSIC
A modern music lesson is a lesson during which modern pedagogical technologies, computer technologies, and electronic musical instruments are used. A music lesson is characterized by the creation of a creative environment, since the content of music lessons consists of emotions and their subjective experience. Such specific content determines the choice of various techniques, types of work and new multimedia tools.
The computer provides ample opportunities in the creative process of teaching music, both at the professional level and at the amateur level.
Music computer technologies have opened a fundamentally new stage in the technical reproduction of musical products: in music printing, in genres of applied music, in sound recording media, in the high-quality capabilities of sound-reproducing equipment, in theatrical and concert activities, in sound design and music broadcasting (including broadcasting over the Internet) .
One of the leading trends in the field of music pedagogy of the 21st century is introducing students to information and computer technologies. Mastering information and computer technologies is objectively necessary:
· firstly, for the professional training of composers and performers,
· secondly, for use as a source of auxiliary educational material (reference, training, editing, sound recording, sound reproduction, etc.).
In some Russian universities, electronic technologies related to musical creativity are studied as a subject of the curriculum. In such educational institutions, sound “dictionaries” are developed on the basis of computer systems, musical compositions are created using light and color special effects, film and video sequences, and acting pantomime.
Computer programs are also used in teaching how to play instruments, in developing an ear for music, in listening to musical works, in selecting melodies, in arranging, improvising, typing and editing music text. Computer programs make it possible to determine the range of the instrument, the performer’s fluency in passages, the execution of strokes and dynamic shades, articulation, etc. In addition, the computer allows you to learn pieces with an “orchestra”. It can also act as a conducting “simulator” (using television equipment). Computer programs allow for musical and auditory analysis of melodies (themes) of works in the course of music history. For many musical disciplines, the computer is a valuable source of bibliographic and encyclopedic information.
Widespread design tasks with computer presentations that allow you to more clearly present or illustrative material.
3.1 Music teaching software
There are many programs for working with music on a computer. Conventionally, they can be divided into the following groups:
· music players,
· programs for singing karaoke,
· musical constructors,
· music encyclopedias,
· training programs,
· programs for improvisation, group music playing, music composition.
The first group of programs includes programs such as Windows Media Player, WinAmp, etc.
They allow you to play music files, create a list of melodies, and record them in various formats. This range of programs is widely known to all users of the Windows operating system.
To teach singing, it is advisable to use programs such as VocalJam. You can compose your own composition using the KarMaker program. These programs are built on the same principle - a “minus” is played, and the words of the song are displayed on the screen.
Musical encyclopedias provide great assistance in musical literature and music lessons. For example, « Encyclopedia of Popular Music of Cyril and Methodius» , which contains information about almost all modern groups and performers, music albums. With the help of this encyclopedia, you can learn about the history of the development of a group, about the formation of rock, jazz, pop music in different countries, listen to a recording or watch a video clip. To test your knowledge, the encyclopedia has a special section called “Quiz,” consisting of various questions and musical fragments.
In the program "Masterpieces of Music" Review materials have been collected on different styles of music, the material covers the period from the Baroque era to modern music. In addition, the program contains biographical information about composers and describes the history of the creation of famous works. The works are accompanied by comments, audio and video fragments. The program is equipped with a dictionary of various terms and musical instruments, which greatly facilitates the work.
Program "Music class" , allows you to practice both music and solfeggio. This program is educational in nature. It is adapted for primary school students.
The program also has a section "Music Theory" , in which the user independently selects a lesson, listens to it and performs exercises to test knowledge acquisition. The disadvantage of the program is the fast pace of playing music materials.
The program also provides music game modes, for example, "Tic Tac Toe", "Musical cubes". The essence of the games is to determine instruments, ensembles and note durations. These games allow you to compose a musical dictation using cubes.
Such a section of the program as "History of Musical Instruments" contains information about groups of musical instruments, their types and history of creation. And this section of the program harmoniously complements the operating mode “ Electronic piano" It gives you the opportunity to perform a piece on any of the proposed 10 instruments. This combination is very effective, since along with theory, practice is also carried out: users not only theoretically study musical instruments, but also virtually play them.
In addition, the program "Music class" equipped with " Cybersynthesizer" This function makes it possible to create your own work in the style chosen by the user. This unique “musical constructor” is easy to use; the user does not need special knowledge.
Thus, programs like the Music Masterpieces program are a good means of involving students in the creative process of creating their own music. This is also a way to develop their sustainable motivation and interest in studying this discipline.
Programs such as Cubase, FL Studio, Dance eJay will also help you create your own piece of music. These programs are quite difficult to use and require detailed study, skills and abilities from the user.
An example of a program for writing and editing music text is the Final program. It also makes it possible to compose melodies and arrange them.
Using a computer and a synthesizer at the same time in lessons is attractive for students. They can listen to a piece performed by a teacher, or independently perform the piece in different timbres.
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Annotation: The article examines music and computer technologies in the educational system using the example of the work of the educational and methodological laboratory of the Russian State Pedagogical University named after A. I. Herzen (St. Petersburg). The interdisciplinary field of professional activity is associated with the creation and use of specialized musical software and hardware and knowledge both in music and in the field of computer science. And the implementation of the concept of music and computer education for a teacher-musician is carried out through the main educational programs of the professional training system, a system of additional education, professional development of teachers and their methodological support on the Internet. In addition, the educational and methodological laboratory "Music and Computer Technologies" is engaged in scientific activities: this is, first of all, specialized research in this field of pedagogy and holding international conferences.
Abstract: The article deals with musically-computer technology in the educational system on example of the Educational and Methodical Laboratory at the Herzen State Pedagogical University of Russia, St. Petersburg. Interdisciplinary field of professional activities relates to the creation and application of specialized music software and hardware tools and the knowledge in music and informatics. A realization of the concept of musical-computer education in preparing music teachers is through basic educational programs of vocational training, supplementary education, professional development of teachers and methodical support via Internet. In addition, the laboratory Music & Computer Technologies engaged in scientific activity: it is, above all, specialized research in the field of pedagogy and international conferences.
Music is one of the facets of comprehending the spiritual content of the world, its beauty, reflected in sound. In addition, the sound of music is perceived by a person as a special information space. Computer science and information technology today affect various fields, including musical creativity and pedagogy. How information technologies function in the sound (and, in general, semantic) space of music - this issue has become the subject of attention of musicians-teachers and representatives of other specialties in connection with the formation of new creative prospects for musical activity, because knowledge of the secrets of sound formation, sound creativity, the richness of timbre and acoustic the influence of music provides an additional incentive for artistic innovation.
At the turn of the 20th and 21st centuries, a new direction appeared in musical creativity and pedagogy, due to the rapid development of the industry of electronic musical instruments: from the simplest synthesizers to powerful music computers. Modern electronic musical instruments have most fully and completely embodied the accumulated information technologies of music and the art of music-making over centuries [ ]. Therefore, a new interdisciplinary field of professional activity associated with the creation and use of specialized musical software and hardware - music-computer technologies1 (hereinafter referred to as MCT) - requires knowledge and skills both in the field of music and in the field of computer science.
1 The concept is used in various musical fields (creativity, education, media production). Thus, at the Russian State Pedagogical University named after A. I. Herzen (St. Petersburg), a professional educational profile for training bachelors of art education “050610 - Music and computer technologies” was developed, licensed and introduced into the pedagogical process in 2004.
In many educational institutions around the world, musicians are taught elements of MCT: Institut de recherche et coordination acoustique/musique (IRCAM) And Center d'Etudes Mathématiques et Automatique Musicales (CEMAMu) in Paris; Center for Computer Research in Music and Acoustics (CCRMA) Stanford University; San Diego Supercomputer Center (SDSC) University of California; Research Center for Music and Computer Technologies of the Moscow State Conservatory named after P. I. Tchaikovsky and others. The development trends of MCT in general and professional music education, the various areas of their application and wide demand allow us to talk about the emergence of the phenomenon of a new educational creative environment, the main components of which are: a music computer as a necessary element of the hardware-instrumental base and software of the music-computer educational complex; a methodological system that allows the organic use of computer technologies at all stages and in all directions of the music educational process (MKT is a dynamically developing educational environment that requires the constant development of new curricula and courses adapted to modern social needs and corresponding to the level of development of these technologies) [ ; ; ; ].
In particular, in 2002, at the Russian State Pedagogical University named after A. I. Herzen, an educational and methodological laboratory (UML) “Music and computer technologies” (http://muslab.spb.ru) was created, which develops both musical and information technology education also affects the social aspects of the process of informatization of education as a whole. The tasks set by the laboratory were: development of a new educational direction (in general and special music education); implementation of a methodological system of music-computer pedagogical education at different levels of education, which reflect the content, forms and methods of using MCT in professional, general and inclusive music education; introduction of IT technologies into the music educational process.2
2 The UML working group "Music and Computer Technologies" includes musicians and programmers: Irina Gorbunova, Gennady Belov, Nina Berger, Alexey Gorelchenko, Sergey Chibirev, Andreas Kameris, Peter Rodionov, Alexey Voronov, Elena Bazhukova, Yulia Kiseleva, Lyudmila Romanenko, Olga Prazdnichnykh etc.
The main direction of the laboratory's work is educational activities. The implementation of the concept of music and computer education in the preparation of a musician teacher is carried out through the main educational programs of the professional training system, a system of additional education, professional development of teachers and their methodological support on the World Wide Web. Thus, the laboratory staff has developed classes in many specialized disciplines for students of music departments3. The implementation of an innovative educational system is also carried out through additional education: professional retraining programs, as well as advanced training programs and course training programs.
3 “Computer music”, “History of electronic music”, “Technologies and teaching methods (in the disciplines of specialized training: music and computer technologies)”, “Architectonics of sound”, “Fundamentals of studio recording”, “Information technologies in music”, “Technology of musical styles", "Fundamentals of composition, instrumentation and computer arrangement", "Traditional and computer orchestration", "Studio recording technologies", "Methodology and practice of teaching electronic composition and arrangement", "Methodology of teaching playing an electronic musical instrument", "Standard software ensuring the professional activity of a musician", "Traditional and electronic instrument studies", "Musical computer", "Basic electronic musical instrument", "Additional musical instrument (electronic)", "Electronic synthesizer", "Electronic ensemble", "Musical and computer workshop" . Even for students of the Faculty of Correctional Pedagogy (department of deaf pedagogy), classes have been developed and conducted according to the programs of the cycle of disciplines “Music and computer technologies for the rehabilitation of people with hearing disabilities.”
The principles underlying the creation of the laboratory's methodological system are the foundation for various types of professional activities, both for musicians working with MCT (sound engineering, digital audio recording, sound design, sound production, performance on synthesizers and MIDI instruments, etc.), and and programmers and developers in the field of electronic music systems. This system is built on the basis of the use of specialized software and a specially equipped classroom, and is associated with an individual-group form of conducting classes (an important component here is ensemble play: creative aesthetic activity has a high developmental potential).
Based on the methodological system proposed by the laboratory staff, advanced training programs were created4. For everyone, course training is provided under the following programs: “Intensive course in playing keyboard instruments (musical computer and synthesizer)”, “Computer arrangement and composition”, “Modern recording studio and work in it”, “Designing sheet music on a computer”, etc. .
4 For music teachers of preschool institutions - "Innovative methods and technologies for the musical development of preschool children based on music and computer technologies." For music teachers of secondary schools and teachers of children's music schools and children's art schools: "Music and computer technologies", "Methods of teaching musical disciplines using music and computer technologies", "Computer musical creativity", "Methods of teaching electronic musical instruments", "Arranging music on electronic musical instruments" etc.
The implementation of the concept also provides for the professional development of music teachers and their methodological support on the Internet. The methodological system developed by a team of authors makes it possible for a wide range of students (both future professionals and amateurs) to communicate with music interactively. Over the past 10 years, large-scale testing of the developed comprehensive innovative educational system for various levels of education has been organized and carried out, in particular in pilot regions of Russia (many educational complexes have been developed, implemented and tested jointly with the St. Petersburg computer studio "Mart" with the support of the National Training Fund frames). Thus, the following have been introduced into the educational process: innovative educational and methodological complex (IUMK) “Music and Computer Science”, grades 1-4; educational and methodological complex (UMK) "Musical computer (a new instrument for a musician)", grades 9-11; information sources of complex structure (ISISS) and digital educational resources (DER) “Music in the digital space”, grades 5-9; "Sound and music in multimedia systems", grades 8-11; inclusive education system (equal opportunities for music education and rehabilitation of children with disabilities). The resources are freely available on the Internet (at the moment, absolutely all products created by the laboratory are open source).
For example, the IISS “Music in the Digital Space” is a practical course in mastering a field of knowledge that develops skills and abilities in the use of new music computer technologies in music education and subsequent creative activity (presentation of new material in the lesson and independent creative activity of students). IISS contains a set of the following training resources:
- a collection of information sources (systematized in a database), including texts, illustrations, audio and video fragments, animations (if necessary), etc., equipped with convenient navigation for searching for the necessary materials and their selection for further use;
- lesson models (ready-made “lectures”) that offer the author’s options for presenting theoretical materials, as well as assignments and creative works;
- tools for selecting and maintaining one’s own lesson trajectories (formed on the basis of resources presented in the IISS collection and, possibly, using resources found or prepared by the teacher independently);
- a set of teaching materials describing methods of working with the resource base and lesson models presented in the IISS, as well as instructions (or links to relevant printed and electronic publications) for using programs designed to work with digital music.
With the help of this digital course, a teacher can solve pedagogical and methodological problems: choose a ready-made “lecture” to accompany the lesson and adapt it to his own pedagogical tasks (excluding or adding the necessary resources); create your own lesson trajectory using materials from the resource collection and additional materials collected independently; select practical and creative tasks to complete in class or for homework; organize dialogue in the lesson using a pre-selected collection of resources. And the student gets the opportunity to use the materials of the resource collection to complete teachers’ assignments, create their own creative projects based on the studied material and proposed methods for working with digital music, as well as independently increase the level of knowledge and develop creative abilities. Thus, IISS acts as an organizer of dialogue between teacher and student in the process of studying and understanding the features of the musical and cultural space.5
5 The introduction of this IISS into the educational process contributes to: improving the quality of mastering a number of traditional musical disciplines, such as classical musical literature, solfeggio, composition, arrangement, etc.; a significant expansion of the range of theoretical and practical ideas of students about modern forms of music as an art form and about the technologies of its creation; the formation of new artistic and aesthetic ideas about computer and electronic music; getting to know new genres and trends in computer and electronic music; acquiring knowledge about the possibilities of using a music computer for school musical creativity (computer arrangement, composition, studio work, etc.); expanding ideas about the latest trends in music related to new computer technologies; formation of knowledge in the field of electronic sound and systematic ideas about the prospects for the development of musical art in general; developing students’ needs for music education, including the use of a music computer; expanding opportunities for professional guidance for students in the field of music and computer technologies.
The use of IISS in everyday educational activities allows: to provide students with the opportunity to acquire practical skills in mastering a music computer as a new musical instrument; master new knowledge and skills (including initial professional ones) through musical and practical activities in the classroom; get an idea of the acoustic capabilities of a music computer, the features of computer instrumentation, working in a modern digital recording studio, etc. To solve these problems, an electronic manual has been developed, consisting of two main sections.
The first section, “On the Way to a Music Computer,” offers information and lesson structure on topics dedicated to musical creativity in traditional and computer representation. This section includes lessons on the following topics:
- Music as information (the art of music is a specific sound language. This topic is dedicated to the comprehension of various forms and aspects of the informativeness of musical language);
- Musical instruments - from the bowstring to the synthesizer (a story about the development of musical instruments in its historical evolution, as well as the specific features and capabilities of acoustic and electronic musical instruments).
The second section, “Computer Lessons in Composition and Arrangement,” is devoted to the study and practical application of existing computer programs for creating and processing digital music. This section includes:
- Composition as musical programming (studying the components of musical language in direct work with them);
- “Something for us from Mozart...” (introduction to the basics of composition using the example of musical classics);
- Composing step by step (practical lessons on composing and arranging in the simplest forms and various genres);
- Sound and music in multimedia systems (the variety of manifestations of musical digital technologies in various types of arts);
- Music without borders (workshop on searching for musical information on the Internet, sound design of an Internet site, remote communication between teacher and student in the process of music education).
The use of IISS in the educational process solves a number of problems that are relevant for modern education. Among them: expanding the sources of knowledge, including the use of information capabilities of the Internet (in the form of homework or extracurricular work); reducing the load on the teacher when preparing for classes by activating the creativity and individuality of his activities (creating his own educational trajectories); increasing the motivation for obtaining knowledge from students by introducing computer technologies into traditional approaches to studying music and relying on the individual’s needs for creative self-realization; the student obtains the experience of co-creation with the teacher and friends through various forms of teamwork in mastering educational material.
The educational process is accompanied by the scientific activities of the laboratory staff, which are carried out in various areas. In particular, fundamental research is being conducted on the topics “Development of conceptual foundations for the introduction of information technologies in music education” and “Formation of information competence of a modern musician based on music-computer technologies”, Ph.D. theses devoted to the functioning of music-computer technologies in the music-educational process are defended, musical creativity, information technologies in music and music education, computer modeling of elements of musical creativity (I. V. Zabolotskaya, S. V. Chibirev, A. Kameris, A. V. Gorelchenko, E. V. Kibitkina, M. Yu. Chernaya , S. Yu. Privalova, etc.).
UML "Music and Computer Technologies" organizes and conducts a number of conferences, seminars, and participates in exhibitions. The most large-scale projects here are: a permanent city seminar “New information technologies in modern music education and creativity”, within the framework of which composers, as well as scientists from a number of universities in Russia and the world (Great Britain, Poland, USA); the annual International Scientific and Practical Conference "Music and Computer Technologies in the Modern Education System", which has been held by the laboratory staff together with various institutions in St. Petersburg since 2008; annual International scientific and practical conference "Modern music education", held jointly with the St. Petersburg State Conservatory named after N. A. Rimsky-Korsakov since 20026.
6 Conference topics (2012): current problems of music education in the system of holistic art education; problems of professional music education; electronic musical instruments; new trends in the system of general and special music education; new information technologies in music education and creativity; computer music; music informatics; music and computer technologies in primary music education (children's music schools, children's art schools, lyceums); media music; music theory in modern musical practice; computer musical creativity; problems of implementing state standards in the field of music in school education.
This requires, on the one hand, the training of musicians who understand modern multimedia technologies. On the other hand, there is an obvious need to train technical specialists who have the basics of general music education and have knowledge in the field of sound programming, sound synthesis, audio engineering, sound-timbral programming, modeling of musical creative processes, as well as knowledge of studio recording technologies and computer programs, - that is, specialists capable of modeling as one of the methods for objective research of musical creativity [ ; ]. This explains the creation of special training courses and teaching aids aimed at a wide audience of students, which make it possible to present at an accessible level the principles of operation of a musical computer and an electronic musical instrument [ ; ; ; ].
The versatility and global applicability of electronic and computer music provide new, essentially limitless opportunities for self-realization, stimulate the rapid development of intelligence, raising learning to a new level. The compatibility of electronic music with traditional music technologies creates conditions for the continuity of musical eras and styles, their interpenetration and synthesis, strengthening interest in musical culture as a whole. Success in the modern use of such systems lies in the integration of all computer capabilities (symbolic and numerical interface, built-in graphics, music, animation, databases and data banks, etc.).
References
- Belichenko V.V., Gorbunova I.B. The phenomenon of music and computer technologies in teaching computer science to musicians (in the context of the transition to new educational standards): Monograph. SPb.: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2011. 220 p.
- Gorbunova I. B. Information technologies in music: Textbook. allowance. SPb.: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, T. 1. 2009. 175 pp.; T. 2. 2010. 210 pp.; T. 3. 2011. 399 p.
- Gorbunova I. B. Musical sound: Monograph. SPb.: SOYUZ, 2006. 165 p.
- Gorbunova I. B. Musical computer: Monograph. SPb.: SOYUZ, 2007. 400 p.
- Gorbunova I. B. The phenomenon of music and computer technologies as a new educational creative environment // News of the Russian State Pedagogical University named after. A. I. Herzen. 2004. No. 4 (9). pp. 123-138.
- Gorbunova I. B., Zalivadny M. S., Kibitkina E. V. Musical programming: Textbook. allowance. SPb.: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2012. 195 p.
- Gorbunova I. B., Kameris A. The concept of music and computer education in the preparation of a musician teacher: Monograph. SPb.: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2011. 160 p.
- Gorbunova I. B., Privalova S. Yu. A musical instrument for every child. SPb.: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2009. 117 p.. St. Petersburg: Izd-vo RGPU im. A. I. Gertsena, 2011. 220 p. (In Russian).
- Gorbunova I. B. Informatsionnye tekhnologii v muzyke. St. Petersburg: Izd-vo RGPU im. A. I. Gertsena, 2009, vol. 1. 175 p.; 2010, vol. 2.210 p.; 2011, vol. 3. 399 RUR (In Russian).
- Gorbunova I. B. Muzykal"niy zvuk. St. Petersburg: SOYuZ, 2006. 165 p. (In Russian).
- Gorbunova I. B. Muzykal"niy komp"yuter. St. Petersburg: SOYuZ, 2007. 400 p. (In Russian).
- Gorbunova I. B. Fenomen muzykal "no-komp" yuternykh tekhnologiy kak novaya obrazovatel "naya tvorcheskaya sreda. In Izvestiya RGPU im. A. I. Gertsena, 2004, no. 4 (9), pp. 123-138. (In Russian).
- Gorbunova I. B., Zalivadniy M. S., Kibitkina E. V. Muzykal"noe programmirovanie. St. Petersburg: Izd-vo RGPU im. A. I. Gertsena, 2012. 195 p. (In Russian).
- Gorbunova I. B., Kameris A. Kontseptsiya muzykal "no-komp" yuternogo obrazovaniya v podgotovke pedagoga-muzykanta
Gorbunova I. B. Musical and computer technologies: laboratory // ENG "Mediamusic". No. 1 (2012)..html
A modern music lesson is a lesson during which modern pedagogical technologies, computer technologies, and electronic musical instruments are used. A music lesson is characterized by the creation of a creative environment, since the content of music lessons consists of emotions and their subjective experience. Such specific content determines the choice of various techniques, types of work and new multimedia tools.
The computer provides ample opportunities in the creative process of teaching music, both at the professional level and at the amateur level.
Music computer technologies have opened a fundamentally new stage in the technical reproduction of musical products: in music printing, in genres of applied music, in sound recording media, in the high-quality capabilities of sound-reproducing equipment, in theatrical and concert activities, in sound design and music broadcasting (including broadcasting over the Internet) .
One of the leading trends in the field of music pedagogy of the 21st century is introducing students to information and computer technologies. Mastering information and computer technologies is objectively necessary:
· firstly, for the professional training of composers and performers,
· secondly, for use as a source of auxiliary educational material (reference, training, editing, sound recording, sound reproduction, etc.).
In some Russian universities, electronic technologies related to musical creativity are studied as a subject of the curriculum. In such educational institutions, sound “dictionaries” are developed on the basis of computer systems, musical compositions are created using light and color special effects, film and video sequences, and acting pantomime.
Computer programs are also used in teaching how to play instruments, in developing an ear for music, in listening to musical works, in selecting melodies, in arranging, improvising, typing and editing music text. Computer programs make it possible to determine the range of an instrument, the performer’s fluency in passages, the execution of strokes and dynamic shades, articulation, etc. In addition, the computer allows you to learn pieces with an “orchestra”. It can also act as a conducting “simulator” (using television equipment). Computer programs allow for musical and auditory analysis of melodies (themes) of works in the course of music history. For many musical disciplines, the computer is a valuable source of bibliographic and encyclopedic information.
Widespread design tasks with computer presentations that allow you to more clearly present or illustrative material.
It should be noted that the use of computer technology is aimed at the individual nature of the work, which generally corresponds to the specifics of music classes. A personal computer allows you to vary the individual working mode of a musician in accordance with his tempo, as well as the amount of work performed.
3.1 Music teaching software
There are many programs for working with music on a computer. Conventionally, they can be divided into the following groups:
· music players,
· programs for singing karaoke,
· musical constructors,
· music encyclopedias,
· training programs,
· programs for improvisation, group music playing, music composition.
The first group of programs includes programs such as Windows Media Player, WinAmp, etc.
They allow you to play music files, create a list of melodies, and record them in various formats. This range of programs is widely known to all users of the Windows operating system.
To teach singing, it is advisable to use programs such as VocalJam. You can compose your own composition using the KarMaker program. These programs are built on the same principle - a “minus” is played, and the words of the song are displayed on the screen.
Musical encyclopedias provide great assistance in musical literature and music lessons. For example,« Encyclopedia of Popular Music of Cyril and Methodius» , which contains information about almost all modern groups and performers, music albums. With the help of this encyclopedia, you can learn about the history of the development of a group, about the formation of rock, jazz, pop music in different countries, listen to a recording or watch a video clip. To test your knowledge, the encyclopedia has a special section called “Quiz,” consisting of various questions and musical fragments.
In the program "Masterpieces of Music"Review materials have been collected on different styles of music, the material covers the period from the Baroque era to modern music. In addition, the program contains biographical information about composers and describes the history of the creation of famous works. The works are accompanied by comments, audio and video fragments. The program is equipped with a dictionary of various terms and musical instruments, which greatly facilitates the work.
Program "Music class", allows you to practice both music and solfeggio. This program is educational in nature. It is adapted for primary school students.
The program also has a section"Music Theory" , in which the user independently selects a lesson, listens to it and performs exercises to test knowledge acquisition. The disadvantage of the program is the fast pace of playing music materials.
The program also provides music game modes, for example,"Tic Tac Toe", "Musical cubes". The essence of the games is to determine instruments, ensembles and note durations. These games allow you to compose a musical dictation using cubes.
Such a section of the program as"History of Musical Instruments"contains information about groups of musical instruments, their types and history of creation. And this section of the program harmoniously complements the operating mode “Electronic piano" It gives you the opportunity to perform a piece on any of the proposed 10 instruments. This combination is very effective, since along with theory, practice is also carried out: users not only theoretically study musical instruments, but also virtually play them.
In addition, the program"Music class" equipped with " Cybersynthesizer" This function makes it possible to create your own work in the style chosen by the user. This unique “musical constructor” is easy to use; the user does not need special knowledge.
Thus, programs like the Music Masterpieces program are a good means of involving students in the creative process of creating their own music. This is also a way to develop their sustainable motivation and interest in studying this discipline.
Programs such as Cubase, FL Studio, Dance eJay will also help you create your own piece of music. These programs are quite difficult to use and require detailed study, skills and abilities from the user.
An example of a program for writing and editing music text is the Final program. It also makes it possible to compose melodies and arrange them.
Using a computer and a synthesizer at the same time in lessons is attractive for students. They can listen to a piece performed by a teacher, or independently perform the piece in different timbres.
must not only know the basic resources necessary for the professional activities of trained specialists, but also be able to work with Web.2.0 technologies, take part in scientific and educational projects based on Internet resources; know the principles of creation and functioning of personal web pages, pages of the university educational portal. If necessary, they must change and supplement the content of the resources used.
However, not all teachers are equally interested in the systematic use of information and communication resources. Recently, the terms “digital natives” have appeared, i.e. people who widely use digital technologies in all spheres of life, and “digital immigrants”, i.e. those who, for various reasons, especially age-related ones, do not want to delve into the essence of the changes taking place. They very accurately reflect the attitude towards the use of ICT in the learning process.
A very important issue when creating your own content on a portal or your page is copyright when using materials from paper or electronic media. It is known what serious
A strong fight is now being waged against piracy and copyright infringement. At the same time, the use of lawfully published works and excerpts from them as illustrations in publications, radio and television broadcasts, sound and video recordings of an educational nature to the extent justified by the stated purpose is permitted.
It should be emphasized that in the practice of teaching a foreign language, many teachers have been successfully using multimedia tools for a long time, but in this case we are talking about creating a comprehensive system that covers all linguistic aspects and accompanies each student from the beginning to the end of studying a foreign language at a university.
Literature
2. Education First [Electronic resource]. URL: www.englishfirst.ru/epi/
3. Kostina E.V. Model of blended learning and its use in teaching foreign languages // News of universities. Ser.: Humanities. 2010. pp. 141-144.
4. Internet and law [electronic resource]. URL: http://introweb.ru
INFORMATION TECHNOLOGY IN MUSIC PEDAGOGY
G.N. Soikina
The article substantiates the need to master information and computer technologies in music pedagogy. New areas of research in music pedagogy are considered, including research related to information technologies in music, studying the role of information technologies in musical creativity, and their significance in actualizing creative potential.
Key words: information technology, music pedagogy.
A modern music lesson is a lesson during which modern pedagogical technologies, computer technologies, and electronic musical instruments are used. This topic is interesting to me, since I myself play the electric violin and regularly give concerts for a wide variety of audiences, including my students and their parents. I also create videos for various
musical works. Watching a video while listening to music helps to better understand its content and promotes understanding of classical music.
A music lesson is characterized by the creation of a creative environment, since the content of music lessons consists of emotions and their subjective experience. Such specific content determines
1. Study of the processes of informatization of the education system in the context of globalization
selection of various techniques, types of work and new multimedia tools.
The computer provides ample opportunities in the creative process of learning to play musical instruments both at the professional and amateur level.
Music computer technologies have opened a fundamentally new stage in the technical reproduction of musical products: in music printing, in genres of applied music, in sound recording media, in the high-quality capabilities of sound-reproducing equipment, in theatrical and concert activities, in sound design and music broadcasting (including broadcasting over the Internet) .
One of the leading trends in the field of music pedagogy of the 21st century. acquaintance of students with information and computer technologies is advocated. Mastering information and computer technologies is objectively necessary:
for professional training of performers;
for use as a source of auxiliary educational material (reference, training, editing, sound recording, sound reproduction, etc.).
Computer programs are used in teaching how to play instruments, in developing an ear for music, in listening to musical works, in selecting melodies, in arranging, improvising, typing and editing music text. Computer programs make it possible to determine the range of an instrument, the performer’s fluency in passages, the execution of strokes and dynamic shades, articulation, etc. In addition, the computer allows you to learn pieces with an “orchestra”. Currently I am selecting backing tracks to use in specialty lessons with students in my class.
It should be noted that the use of computer technology is aimed at the individual nature of the work, which generally corresponds to the specifics of music classes. A personal computer allows you to vary the individual working mode of a musician, as well as the amount of work performed.
Music pedagogy is currently opening up new areas of research, including:
a) research related to information technology in music:
Application of multimedia in projects;
Issues of computer analysis of musical works;
Information approach to music content;
b) studying the role of information technologies in musical creativity, their significance in actualizing creative potential;
c) research on the direct implementation of information technology in music education:
practical mastery of computer music, music editors;
the use of music-computer technologies and electromusical instruments in the modern educational process;
d) studying problems related to the information culture of a music teacher:
Optimal software for professional activities;
Information technologies in musician’s self-education.
Today there is another important and relevant direction in teaching music - the use of Internet technology.
The goal of this educational trend is to optimize traditional methods of teaching music using modern information technology. Modern computer telecommunications provide a variety of educational information, simplify its search, make it more accessible, and also present it in an original form. This is what distinguishes modern computer technologies from traditional teaching aids. Modern computer technologies, including Internet technologies, require the development and implementation of fundamentally new methodological approaches to the education system as a whole.
When using Internet technologies, the form of presentation of the material is determined mainly by the specific type of lesson, the content of the course, as well as the role of the teacher.
Music theoretical disciplines are an important component in teaching music. The objects of study in such subjects as “Analysis of Musical Forms” and “History of Music” are works of world musical art. Mastering this kind of discipline entails mastering a large amount of information, affecting both the work itself and information about the composer, era, musical phenomena, and other areas of musical culture.
The materials of new teaching methods are the so-called multimedia educational resources. Such resources include: electronic libraries, encyclopedias, music archives, music anthologies, virtual museums (including museums of musical instruments), catalogs of educational music programs, electronic manuals developed in the form of a training course with test tasks attached to it. These resources can not only complement the teacher’s lectures, but also serve as the basis for independent mastery of a course in musical historical and theoretical
Chinese disciplines. In the latter case, the material must be correctly structured and organized. The teacher acts as a consultant and controller of acquired knowledge.
Information and educational resources based on Internet technologies differ in the forms of providing materials, monitoring and testing knowledge, and interaction between teacher and student.
Music teaching software can be divided into the following groups:
Music players;
Programs for singing karaoke;
Musical construction kits;
Music encyclopedias;
Training programs; programs for improvisation, group music playing, music composition.
The development and implementation of such information resources, including Internet resources, into the educational process significantly expands the boundaries of learning, making it more effective and diverse.
INFORMATION AND EDUCATIONAL ENVIRONMENT OF A UNIVERSITY AS A CONDITION FOR ORGANIZING TEST CONTROL OF THE KNOWLEDGE OF A FUTURE TEACHER
E.S. Starko
This article concludes that in the information and educational environment of a university, test control becomes more important. This will lead to more efficient work, open access to electronic resources of libraries, provide the opportunity for remote diagnostics of knowledge, preparation for exams in the form of computer testing.
Key words: testing, information and educational environment of the university, remote diagnostics of knowledge.
Informatization of education is the process of introducing the achievements of computer science and information technology into teaching, educational management and scientific research. Informatization of education is based on the use of computer means of storing, processing and presenting information in a variety of forms. Let us note that the main directions in education listed above are interconnected and mutually complement each other.
The pedagogical and methodological literature highlights the advantages of using
knowledge of information technologies in the information and educational environment of the university: monitoring with feedback, diagnostics and evaluation of results; performing self-control and self-correction; ensuring the ability to complete training tasks; individualization and differentiation of the learning process due to the possibility of step-by-step progress towards the goal along content lines of varying complexity; clarity in demonstrating the dynamics of the processes being studied; strengthening learning motivation through visualization