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music education

How do you program music for ensembles?

How do you program for ensembles? Jordan Randall Smith posted the following message on Twitter on 12/26/19 (along with some great connected questions): Many conversations about programming in music education tend to focus on the “what” (the repertoire). So, questions about principles and processes are refreshing! I suggest checking out the thread for varied perspectives on programming music. Here are some thoughts regarding programming music for an ensemble in an educational context. Consider these ideas as starting points to expand… Read More »How do you program music for ensembles?

Maker culture and music education: Programming a digital ornament with music and lights with MakeCode

How diverse are the forms of musical engagement that we support in music programs? I think music education, particularly in K-12 contexts could be much more expansive in terms of the types of musical engagement we include or address in music programs. Combining music education and maker culture as STEAM education has great potential. Here’s a post on combining music, computational thinking, and physical computing as a form of arts-driven STEAM education. TL;DR Last year (2018), I created a digital… Read More »Maker culture and music education: Programming a digital ornament with music and lights with MakeCode

Video Games & Music Education: The Potential of narrative & musical branching

What do you imagine in sound and imagery when thinking about video games and music education?

A theme I’ve explored throughout my writing and teaching related to video games and music education (O’Leary & Tobias, 2017; Tobias, 2012; Tobias & O’Leary, 2017) is that there are many more possibilities than focusing primarily on rhythm action games in connection to performing instruments.

Inviting students to create and perform dynamic and adaptive music for video games has so much potential. I have the sense that addressing this more non-linear approach to musical engagement is rare (at this point) in music programs. It is probably more common for students in music programs to perform arrangements of video game theme music in large ensembles than to create and perform their own music for video games.

When I saw this tweet by composer Austin Wintory, I wondered if the video clip he created could catalyze related projects in music programs:

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The Potential of StyleSwaps in Music Education

While looking up some info on Post Malone’s Better Now I came across Simon De Witt’s (AKA Blanks) 80s Version of Better Now. Here are both versions:


StyleSwap(s) and Music Education

De Witt (Banks) refers to his 80s vision of Better Now as a StyleSwap. In fact, Banks has a YouTube Channel of StyleSwaps I’ll post below. Whether you think of a StyleSwap as an arrangement, stylistic transformation, or creative cover or some other concept, from my perspective it has a lot of potential as a form of musical engagement for students in music programs.

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Exploring “Mine” and “7 Rings” Through Public Forensic Musicology

Does Ariana Grande’s “7 Rings” copy Princess Nokia’s “Mine” ? I’m a proponent of music programs inviting students to engage in public forensic musicology or as “musical detectives” as a form of musical engagement and learning. Here’s a recent example of an artist accusing another artist of copying their music. In this case, Princess Nokia is accusing Ariana Grande of copying Nokia’s Mine with Grande’s 7 Rings. Some people are also suggesting that 7 Rings also mimics aspects of flow… Read More »Exploring “Mine” and “7 Rings” Through Public Forensic Musicology