Composing+and+Arranging+Software+in+the+Music+Room



For the purposes of this chapter, composing/arranging software programs will be defined as computer programs that allow the user to create or modify music electronically. Some use standard notation, while some visualize the music graphically, and others can do both (McCord, 2001). Composing/arranging software programs hold exciting possibilities for use in music classrooms. These programs can allow music educators to teach students in new ways that help students further their knowledge and understanding of music. They provide students with the opportunity to experiment with music in ways that would not be possible using only pen and paper. These programs offer new activities that educators can incorporate into their daily lessons. Sam Reese (2001) provides the following list of examples of activities music educators can have their students do using these programs:


 * re-orchestrating an existing piece, selecting different instrument tone colors
 * improvising or composing sound effects to accompany a story
 * creating rhythmic patterns or phrases and then "adding" pitches from a pentatonic scale to the rhythm
 * completing melodic or rhythmic fragments provided by the teacher
 * "yarnball" composing, in which students create short melodies to extend a melody composed by other students
 * repeating and layering short musical ideas in several tracks or staves, using ostinatos or "minimalist" patterns
 * creating original arrangements of familiar music like "Heart and Soul"
 * improvising or composing a melody or percussion accompaniment for a blues progression
 * improvising or composing a melody to go with a percussion part or chord progression
 * creating a "rap" with drums and bass parts
 * composing a melody, perhaps for a poem, and then harmonizing the melody with chords, ostinatos, or countermelodies
 * creating pieces in an assigned form, such as ABA, song form, thirty two-measure "aaba," or theme and variation
 * composing a sound track for a radio play or music video
 * creating the music and words for a commercial jingle (p. 44-45)

Composing/arranging software programs can be used by either the teacher or the students. Teachers may use these programs to compose accompaniment parts that their students can use to practice improvisation skills. For example, a teacher may create a chord progression (either from scratch or from a lead sheet), and have the computer play it while the student improvises over it. This allows the teacher the freedom to move around a classroom and not be stuck behind a piano playing chords. It also gives students in small ensembles the ability to practice with the sound of accompaniment without needing the accompanist/rhythm section to be present. Another benefit of composing/arranging software programs is that they enable educators to use the sounds of a whole rhythm section in their accompaniment parts, not just piano chords (Ferguson, 2005). Two examples of great composing and arranging software programs available for music educators to use in their classroom are Band-in-a-Box (available at <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">[]) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;"> or GarageBand (available as standard software on Apple computers). With these types of programs it is easy to change the key, tempo, timbre and style of these accompaniment parts as the needs of the students change. Since these programs make transposition so simple, it is easy for music educators to have their students practice playing in all twelve keys. In addition, this allows students to hear the harmonic changes under the melody.





<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Programs like Band-in-a-Box and GarageBand are also great tools for students to use themselves, even for those who do not know how to play a musical instrument. Once they learn how to use a program, they can use it to write their own music and immediately hear how it sounds without requiring other people to perform it. In class, students can use these programs while working individually or in groups. Students can ask each other for help or opinions on what they have written. For students who do know how to use musical notation, Band-in-a-Box and GarageBand can be combined with a notation program. This could be a useful exercise to develop aural skills through transcription. An example of such a program is Finale Notepad, shown below (and available here):



<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">One real strength of some composing/arranging software programs is that students do not necessarily need a background in music theory or even the ability to read musical notation to use them. GarageBand is an example of such a program. This gives the general music teacher the ability to include those students who want to participate in composition, but do not know how to read music. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Some composing/arranging software can also make the inclusion of students with exceptionalities easier in the music classroom (McCord, 2001). It is important to note that if a student has an IEP (Individual Education Plan), it should be reviewed before using the software. McCord (2001) provides the following list of points to consider when choosing a program:


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Selecting a program that automatically saves the student's file will allow the teacher to retrieve it later for assessment purposes. Students should be held accountable for the time that they spend on the computer. A file that keeps track of what students have done in the program aids the teacher in knowing if the student remained on task.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">The navigation controls that appear on the computer screen should be easy to use. When a screen displays a great deal of text, children with reading difficulties may have trouble identifying what is important.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">The program should have a limited number of response options and should have a clearly indicated way for students to exit.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Programs that reward children who answer correctly can serve as motivators. When the student answers incorrectly, some programs have monsters pop up or wild sounds occur; but when the child answers correctly, the programs simply go on to the next question or activity without any positive feedback. Software programs that reward the child for the right answer during an exercise or drill provide better motivation. (p. 31)

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">McCord (2001) states, “Technology is a powerful tool that can enhance the traditional methods of teaching and creating music in the classroom, especially for children who need special consideration to succeed” (p. 64). Composing and arranging software programs offer new and exciting methods for teaching music in the middle years/senior years music class. This technology presents the opportunity to include more students in school music programs than traditional methods, and opens the door to a more comprehensive music education experience.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">**Resources**

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;"> Click here to watch Garage Band tutorials

Band-in-a-Box tutorial: media type="youtube" key="S1XZAdEV54w" height="251" width="448"

Click here for Finale's user manuals

 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Works Cited **

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Ferguson, L. (2005). Band-in-a-box for the general music classroom. General Music Today, 18(2), 7-13.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">McCord, K. (2001). Music software for special needs. Music Educators Journal, 87(4), 30-35,64.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Reese, S. (2001). Tools for thinking in sound. Music Educators Journal, 88(1), 42-46,53.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;"> D. Berglund and D. Mechler