MIDI (DRUM Digital Interface) was made in 1980s as a system to hook up different synthesizers and sequencers mutually. (Ballora, 2003). Today they have widely used into various fields, regarding videogame, mobile press, film, live show and etc. Likewise, the improvement of MIDI technology in music education has been significant. It provides numerous opportunities and benefits to educators and students along the way of teaching and learning. On top of that, there are limits of MIDI that need to be taken notice of.
The reason for this paper is to look at the integration of MIDI technology in music education. The newspaper presents a literature overview of MIDI technology effect on music education; the benefits of using MIDI in music coaching and learning; the limits of MIDI technology in education and some advice of how to make use of MIDI to better help music education.
Literature review
Music technology has greatly advanced over the last decade, thus checking new choices in music education. The technology of MIDI has infiltrated all levels of education. From classes for the youngest of children to classes for university music majors, MIDI has enabled instructors to develop new curricular for the teaching of music skills. MIDI permits the user to control musical parameters, thus allowing one to experience and generate a great variety of music with a straightforward keyboard and computer. Computer systems can also "test" musical skills and offer instant and intuitive feedback. This opens the door for the introduction of an abundance of software created for the pedagogy of music skills.
Mager (1997) researched the position of MIDI and technology in advanced schooling. A the greater part of teachers giving an answer to his questionnaire mentioned that technology was boosting university student learning. Music theory was shown as one of the highest areas using technology, according to the study. The availability of several fine software packages, which can help develop basic music skills, plays a part in this. The respondents also sensed that music technology will continue steadily to play an increasing role in higher education.
Several studies have shown that computer-assisted teaching (CAI) is a powerful tool for increasing music skills. Even as early as 1984, shortly following the technology of MIDI, studies began to determine the efficiency of CAI in music education. John J. Deal's review at the University or college of Iowa determined that software could significantly help music majors develop skills in problem detection (John, 1991). Chang also provided a report demonstrating the increase of CAI in the music class room (Chang, 2001). Using many surveys to back again his hypothesis, he asserts that the utilization of CAI will increase the student's learning curve in music basics.
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This research will reveal three features of technology and MIDI used for the music lessons.
Analysis
3. 1 Benefits:
Incorporating MIDI technology into the music curriculum helps achieve some objectives: students truly learn through experience through synthesizer labs and workstations; they acquire skills and techniques as method of attaining ends which make direct vital charm: the use of technology to serve art; and they certainly become familiar with changing world, one where computers are not confined to the electronic digital music labs in universites and colleges, but are being used to make music for recordings, tvs, films, live performances and etc.
MIDI helps teachers teach existing training more effectively. The ability to create music for the course, project it on the display, and play it back again with high fidelity audio tracks are made easier with these systems (David 1991).
In the meantime, university student utilizes MIDI to write their own music. During this process, MIDI permits them to revise, edit and focus on every note widely. The series of actions are accomplished by just moving the mouse and pressing the keys on keyboard. In
MIDI technology expands the number of music technology applications beyond the record keeping, instructor communication, preparation of newspaper handouts and educator presentations that dominate today's uses for pcs in music education.
Notation, accompaniment, and sequencing software offers students immediate control over the components of music-making melody, tempo, harmony, firmness color, dynamics, and form. It provides the various tools to actively create and revise music and then easily notice what new material sounds like and how changes influence it. Synchronization of perception and audio under direct learner control provides significant advantages over what might be achieved with paper, pencil, and other styles of recordings. The capability to prepare interactive homework projects stimulates the students' interest and rises their pleasure about the music learning process. Pcs and synthesizer technology make learning and exercising music more fun.
Technology and MIDI allow music students to become more actively mixed up in learning process, instead of participating in the role of unaggressive listener. In a general laboratory, students can stretch one-time or short-term creative activities into a composition process that carries on as time passes. If students are not yet ready to use the icons of staff notation to symbolize does sound, they can click symbols into put on a "piano roll" grid or type the letter labels of chords. Primary ideas can be generated and then edited and altered through a series of successive drafts into a finished, or constructed, form. Using MIDI escalates the range of students in a school involved concurrently in the thinking and decision-making process. Students are challenged to make repeated selections and solve numerous problems regarding their jobs or assignments alternatively than passively watching other students answering instructor questions or only following the guidelines of the conductor throughout a rehearsal. This calls for students in positively working with the components of music, making decisions, and dealing with musical problems.
Technology and MIDI also allow teachers to supply the students with skills they'll need to meet some of the issues of music industry in the foreseeable future.
4. configuring a MIDI installation is straitforward and inexpensive.
MIDI and music courses
In the following part, this article will present the details of how can MIDI help in music technology lessons, composition lessons and music history courses.
MIDI and music technology courses
Sound recording classes, for music students who want to familiar with saving technology, can certainly benefit from the use of MIDI to augment the amount of "tracks" available for recording. That is accomplished by the capability of personal computers to record musical performances into "virtual" monitors that are performed by synthesizers, drum machines, and samplers. These virtual monitors are then added to the tape songs, used to record vocals, guitars, winds, and percussion equipment, making even small studios sound like larger saving facilities.
Sound design and synthesis courses can also take advantage of the use of computer systems. The graphics features and the high audio quality of pcs and digital audio boards allow instructors to demonstrate ideas such as additive and subtractive synthesis, influx editing and enhancing, and sampling.
MIDI and structure courses
Composition courses can benefit in several ways from use of technology and MIDI. Using sequencer software, students can listen to their music as they write it. Modern synthesizers, audio modules, and samplers provide immediate access to a great variety of orchestral instruments, thus benefiting orchestration classes. Notation software (one kind of music software utilizing MIDI technology) can be used to prepare scores and individual parts for performance. Music student can use algorithmic structure software and digital converters to "perform" their ideas.
MIDI and music history courses
There are numerous programs, most of them on CD-ROM format that allow music record educators to provide information about composers, their biographies, and their work. Students can easily see pictures, read qualifications information, listen to the music, or watch the score. The music can be stored in MIDI format, so the students can listen to the whole report, or any of the individual parts, or just a small portion. The learner can also print out ratings, biographical information, or commentary or reviews from music historians or musicologists
Limitation
There are several conditions that need to be considered by music educators and institutions about music technology and MIDI.
As educators try to learn how to utilize the technology that currently exists in the music industry, and the way to integrate these solutions into coaching of music programs. However, the information changes rapidly and is also available from a number of options. It becomes very hard for the music educator to keep up-to-date.
Regarding MIDI itself, there's also several issues to consider:
The cost of acquiring the devices and facilities (taking studios, workstations) and updating the programs
The amount of space necessary to house the instruments
Sound quality that differs greatly from that of acoustic instruments
In conditions of MIDI sound quality, there are two contrasting views. Some students thought that "the does sound created using the synthesizer were not an effort to imitate a real instrument but, somewhat, had possibilities to build exciting new sonorities. " So whether the sounds were reasonable or not appeared to be unimportant to them. Others asserted that the realism of noises played an important role in music structure. They needed the reasonable sounds to encourage them and the realism of timbres for these students equated closely with the grade of their final product.
The use of MIDI keyboard is the major issues.
Some students considered that MIDI keyboard was not an ideal type device for them, because they lacked keyboard skills plus they found it was difficult to employ a keyboard to try out some musical instruments, like drums.
In terms of MIDI sensible quality, there are two contrasting views. Some students thought that "the looks created using the synthesizer were not an attempt to imitate a genuine instrument but, somewhat, had possibilities to build interesting new sonorities. " So whether the sounds were natural or not seemed to be unimportant to them. Others asserted that the realism of may seem played an important role in music structure. They needed the sensible sounds to encourage them and the realism of timbres for these students equated tightly with the grade of their final product.
4. Recommendation
There a wide range of known reasons for the integration of music technology and MIDI into the curricula of traditional music programs as well as in to music technology programs. However, this article will give a few suggestions about the potential of the integration of music technology and MIDI into music programs.
The first suggestion is the development and implementation associated with an introductory course on MIDI suitable for music education, structure, performance majors. This course would emphasize practical experience. For instance, the students should (1) learn the basic computer skills needed to run MIDI software on an individual computer, how MIDI can help copy data to and from computer, (2) become familiar with a few of the CAI programs available and how these programs exercise necessary to master some of the basic music principles, and (3) understand how the basic guidelines of MIDI sequencing and notation can be used to facilitate the teaching and learning of basic music skills like harmony, counterpoint.
Secondly, access to the internet should be contained in the curriculum. MIDICentered on research of Mager, he feels that the internet performs an important role in music education, and in the foreseeable future it will play a much increased role (may be essential one) than it can today (Mager 1997). The explosive growth of INTERNET and its multimedia system interactive capacities, like exchanging information, moving data, research data gathering, will make internet a great tool for music education. Once all educational corporations are wired for internet communication, the circulation of music and information about music will change drastically. Music and information can be stored in computer systems and made available for downloading instantly and at faster rates of speed than it is today.
5. Conclusion
Music technology and MIDI are there to waiting teachers to explore, learn, and take advantage of them, to make lecture better teachers and to make students ready for the troubles that they can face as music artists in the future.
