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With an ALF Products Music Software System (Nine Voice) for Computer-Assisted Instruction in Composition Was Examined

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With an ALF Products Music Software System (Nine Voice) for Computer-Assisted Instruction in Composition Was Examined DOCUMENT RESUME ED 225 650 PS 013 290 ' AUTHOR Upitis, Rena TITLE A Computer-Assisted Instruction Approach to Music for Junior-Age Children: Using ALF for Teaching Music Composition. PUB DATE Apr 82 NOTE 34p.; Paper presented at the International Computer Music Conference (Venice, Italy, September, 1982). PUB TYPE Reports Research/Technical (143) Speeches/Conference Papers (150) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Computer Assisted Instruction; Elementary Education; Foreign Countries; Individual Differences; Individualized Instruction; *Instructional Materials; Instructional Systems; *Learning Activities; *Microcomputers; MUsic Activities; *Musical Composition; Music Education; Student Motivation IDENTIFIERS *Apple II Plus; Canada ABSTRACT The potential of using the Apple II+ microcomputer with an ALF products music software system (nine voice) for computer-assisted instruction in composition was examined. Two boys, 8 and 10 years of age, served as subjects. Naturalistic observations were made as the children participated in a 10-session program that consisted of composition activities, such as adding harmony and writing rounds, and related activities, including listening tasks. Most of the composition activities, particularly the round or canon, were found to be useful vehicles for teaching both composition and other topics, such as music fundamentals. There were some differences in the nature of the subjects' compositions,and in their approaches to the tasks. Although one subject preferred a traditional orientation to the ALF program and the other had less conservative musical preferences, the program accommodated these individual differences. Moreover, the interest displayed by both subjects extended beyond the instructional sessions. Teacher characteristics, such as teaching skills and musical background, were found to be of critical importance for the success or failure of the microcomputer-based approach to music instruction. It was concluded that the ALF music system could be used to advantage on an individual basis in initiating interest in composition. Limitations of the program and the system are pointed out. (Author/RH) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** AComputer-Assisted Instruction Approach to Music U.S. DEPARTMENT OF EDUCATION for Junior-Age Children: Using ALF for "PERMISSION TO REPRODUCE THIS 7 NATIONAL INSTITUTE OF EDUCATION Teaching Music Composition EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER,01c, 'Ns dot umem hes been reproduced aS Rena Upitis 1 3 ieceivedI torn the person Or Organization originating t )XMinur changes hese been made to «mem, Queen's University, Kingston, Ontario reprOduLtion qtyilitte Points id slew or opinions SMted ti this docu TO THE EDUCATIONALRESOLIRCES inent du nut necessanis represent official NIE April, 198 2 INFORMATION CENTER (ERIC)." Using microcomputers for teaching various aspects ofmusic is a CD relatively new area of development in computer-assistedmusic instruction. While large computers have been used for teaching a LC) number of specific aspects of music such asinterval recognition and C\J rhythm exercises, the use of micros, especially for youngchildren, offers novel and promising advantages over thecomputer-assisted LLJ instruction which requires larger hardwarefacilities. Since the late 1960's computers have been used toteach many aspects of musical knowledge andperformance. Much of the early work was in the areas ofear-training, sight-reading and rhythm. For instance, the PLATO system, comprised of a central computerlinked to terminals with keyboards and videoscreens by telephone,has been used for teaching rhythm perception (Placek, citedin Watanabe, 1980). College students were required toidentify time signatures, represent rhythms and indicate which of severalrhythm patterns had been presented. The same system has also been used for suchtasks as interval recognition (Hair, 1977), a varietyof pitch exercises (cf. Watanabe, 1980) and for music dictation(Newcomb, 1980). Computers have also been used for studyinginstrumental performance. For instance, at Pennsylvania State University, Diehl(1972) us!d an IBM 1500 computer for teaching articulation,phrasing and rhytha for clarinet. Not surprisingly, computers have not beenused to the sa- degree for teaching such aspects of music likecomposition or music appreciation difficult teaching topics to pursue with or without the computer aid. Perhaps the most promising advances in thisdirection Cif) have been offered recently tlirough the useof microcomputers. In particular, the work with LOGO music pursuedby Bamberger (1972, 1973, 1974, 1975) and Beckwith (1975)offers many attractive possibiliies. By using a series of musical games orexercises which require the active participation of the student,Bamberger and Beckwith have Paper -presented at the International ComputerNusic Conference, Venice, Italy, September, 1982. The research was conducted at Oueen's University, Kingston, Ontario, Canada. 2 the various attempted to create a settingwhere students may explore has developed dimensions of musical sounds. Recently, Lamb (1981) and highly similar games to those ofBamberger, with a colorful child to explore informative visual display.These games invite the is a game various musical dimensions.For instance, there experiment with titled "Timbre Painting"which allows the child to the musical different timbres by paintingthe corresponding colours on currently delivered on a PDP11/45, score. Lamb's Musicland games are but are being adapted for amicrocomputer. approach to There are other potentialbenefits of a microcomputer certain aspects of musicinstruction. For one, microcomputers are schools and accessible to students andteachers, as more and more of one sort or private individuals areinvesting in microcomputers neglected another. As well, the possibilityof stressing previously composition, may well be done topics in the musiccurriculum, such as instruction. through the use ofappropriate computer-assisted and Computers also offerthe features ofimmaculate record-keeping immediate aural feedback. distributed by ALF Productsin A music softwaresystem (nine voice) is one system which can Denver, Colorado forthe APPLE microcomputers fundamentals and be used for teachingaspects of the music however, has beenprimarily composition. The ALF music system, educational device. categorized as a musiceditor, rather than as an Nevertheless, it has beenused in educationalcontexts, The undertaking of such as for teachingcomputer and musicliteracy. feasibility of using the ALF the present research wasto assess the at the Junior(Grades 4 - 6) system as an aidfor teaching composition level. Method Subjects subjects. Subject 1, Two boys, aged 8and 10 years, served as musical training inpiano and the younger child,had some private priority in the home, asall voice. In addition,music was given high activities of various types. family members areinvolved in musical Subject 2 had very little Classical music inparticular was stressed. As well, music didnot play as prior individual musicinstruction. 3 important a role in the home for Subject2 as for Subject 1. While the the parents of Subject 2 enjoymusic, their encouragement to children for pursuina musical endeavors wasnot as directed as in 2's home Subject l's family situation. Much of the music in Subject was contemporary, due tothe presence of older teen-agesiblings. Apparatus , An APPLE II+ microcomputerwith an ALF card, gamespaddles disk were used. and colour monitor, anamplifier and the ALF music Using the two main programsof the ALF editort PLAYand ENTRY, music can be played on thesynthesizer or composed usingthe APPLE keyboard and games paddles. When musiC is played, amulti-coloured is shown display Aepicting the voices,pitch and duration of the notes the user to write on the colourmonitor.. The ENTRY program permits virtually any type of music usingtraditional symbols andnotation. signatures are entered Some of the fundamentalssuch as time and key Others, such as by typing the appropriatecommands on the keyboard. paddles. As pitch and duration, areachieved by manipulating the game facilitate the well, subroutines may bewritten, saved and called,:to writing of music where passages arerepeated at several points throughout the composition. In all cases, the musicitself or the monitor as commands related to tempockr: dynamicscome in view on the screen if it is they are entered, orinforMationmay be called to ENTRY mode, not within theimmediate workspace. As well, while in the time so a the music that has beenwritten may be played back at any composition may be reviewed asit is being written. Similarly, a composition may be edited at anytime, while in the ENTRYrode. Th(2re Els to is proidsion for changingthe type of sounds produced, so dynamic-. approximate different instrumentalsounds, and to alter the durations may be As well,nontraditional symbols for uncommon note Compositions may be employed through the useof a free format mode. saved on the disk, and oncesaved, may be played usingthe PLAY In program, or examinedand/or edited using the ENTRY program. the software. addition, six contrastingcompositions are included with of the ALF Music These compositionshighlight many of the features the entry program System. Some examplesof the visual display for appear
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