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Composition in the General Music Class

Composition in the General Music Class. Carlos Xavier Rodriguez College of Education UNIVERSITY OF IOWA. Rationale. general music is that branch of music education in which knowledge, skills, and reactions are most highly integrated, and music composition invokes all three.

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Composition in the General Music Class

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  1. Composition in the General Music Class Carlos Xavier Rodriguez College of Education UNIVERSITY OF IOWA

  2. Rationale • general music is that branch of music education in which knowledge, skills, and reactions are most highly integrated, and music composition invokes all three. • advancements in computer technology have eliminated the traditional requirements for music composition, permitting students of varying abilities to experiment with sound. • pre-service music teacher education should require familiarity with composition software, so that technology is put to its best use—encouraging creative thinking—and music instruction achieves its highest goal—providing the tools and conditions for self expression.

  3. The Composition Unit Lesson 1 add drums to a pre-existing song. design a three-section piece, adding a new instrument in each section. interpret a picture, poem, or other idea using sound. Lesson 2 Lesson 3

  4. The Working Environment • The School of Music’s new Instructional Technology Center, featuring thirty-one Apple MacIntosh multimedia workstations and a teaching station with projection system. • MIDI (Musical Instrument Digital Interface) technology, a language which allows computers and electronic musical instruments to communicate with each other. • Opcode “MusicShop” software, which features a flexible, user-friendly interface for layering multiple “tracks” of sound, much like a recording studio.

  5. A Glimpse of the Action

  6. Evaluative Criteria • is there evidence of the student’s increased familiarity with the range of software capabilities? • is the student able to discuss various aspects of the compositional process, such as artistic decision-making, strategies used, etc? • is the student articulating an emerging compositional style? • does the composition conform to the lesson guidelines? • is there an artistic balance of unity (repetition) and variety (contrast) in the composition? • does the composition reveal a growing sensitivity to the expressive potential of music?

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