Recently, there has been a significant public interest in electronic music and, in particular, in music and computer technologies. This is due to several reasons.
Firstly, computer technologies penetrate into all spheres of activity, bringing new opportunities for self-realization.
Secondly, the versatility, fantastic infinity in improvement, the global applicability of electronic music raise learning to a new level, stimulate the rapid development of the intellect, make music lessons in demand among a wide range of art and creativity lovers.
Thirdly, the compatibility of electronic music with traditional musical technologies creates conditions for the continuity of musical eras and styles, their interpenetration and synthesis, thus contributing to the development of the creative potential of students and strengthening interest in musical culture in general.
Anyone who is not indifferent to what will happen in our country with musical education in the coming decades will agree that one of the directions in which modern musical education is already going today is not only theoretical, but even performing education - this is computer training and computer communications. In recent years, computer and communication technologies have increasingly affected the sphere of culture and especially music.
Only about a decade has passed since the computer appeared in our lives, and today it is already impossible to imagine how many professional and everyday problems can be solved without it. Digital technologies have also touched the sphere of musical activity, both professional and amateur, and the transformations taking place in it are striking in their scale and radicalness.
A professional composer today does not need a symphony orchestra or soloists to voice his music - whether it be an experimental piece or a piece of song and dance genre, an accompaniment to a play, movie, television and radio program or a computer game. A musician of any, including an elementary level of training, today can create detailed, diverse in nature of sounding electronic compositions, and the spread of such activities among adolescents and young people in its mass character has no historical precedents.
Digital tools are gaining more and more confident positions in music education. In children's music schools, art schools and other institutions of additional education, classes and departments of electronic music are being opened; this activity is increasingly resorted to in the classroom in a comprehensive school; music festivals for electronic musical instruments are held in different cities of Russia. At the same time, many educators have conflicting feelings about digital tools. The questions that arise are similar. What is the purpose of a synthesizer and a computer in music classes - are they designed to facilitate the process of mastering the necessary knowledge, skills and abilities in traditional areas of musical activity or are they needed for electronic musical creativity? To use computerized instruments in musical activity - doesn't this mean that it is deliberately limited to the framework of electronic music of an experimental, in fact, elitist direction? Within the framework of pop or rock music, in most cases built on primitive clichés? After all, such genre or stylistic restrictions will inevitably lead to a decrease in the level of musical culture of students.
Active processes of modernization of youth education are taking place in educational institutions in many regions of Russia. In the near future, electronic musical instruments and music-making will take a firm place not only in mass - primary musical education, but also in modern professional education, in particular, its middle level.
In recent years, music and computer technologies have become very attractive for a huge number of music lovers who, unfortunately, do not have enough education to professionally engage in musical creativity, but have a desire to compose, experiment with sounds, and devote all their free time to music making. These are truly noble aspirations. Among such amateurs there are many people with technical professions: engineers, specialists in the field of computer science, acoustics, sound recording, computer technology. A number of modern computer programs for creating and arranging music, indeed, are designed for the fact that their users do not have a professional musical education. For the most part, these programs are focused on modern song and dance genres in European and Latin American popular cultures.
Of course, when a composition is born from a set of blanks-samples or rhythmic-textural elements of certain genre patterns, this kind of "creativity" can only be a kind of intermediate stage on the way to comprehending the foundations of real art. But here, too, the creative nature is able to overcome clichés, extract for itself either intuitively or meaningfully defined laws, the rules of composing technologies, so that as a result, a music lover can find his own creative techniques.
Work in sequencer programs such as Cakewalk, Cubase, Ableton Live, FL provides much more room for composer's imagination. studio. Later versions of these software products, designed for powerful high-speed computers, integrate various functions of MIDI sequencers, multi-track digital audio studios, and virtual synthesizers.
For musicians, these programs are difficult due to the multiplicity and "tricks" of their options; from music lovers, on the contrary, they demand an unconditional professional musical education.
It is obvious that the problem of moving towards each other two vectors of educational technologies in music has been put on the agenda: to teach musicians all the intricacies of computer programming of the modern sound "canvas", and to teach specialists in the field of information and computer technologies, sound design to competently understand the laws of musical creativity. The issues of teaching music in secondary schools deserve a separate serious discussion. It is known with what eager curiosity teenagers (especially boys) are drawn to technical innovations, to what delight they are led by the sight of radio equipment on the stage (microphones, camera consoles and speakers), the groovy rhythms of loud dance music, on the one hand. But, on the other hand, how difficult it is to teach them at this age an understanding of the masterpieces of eternal classics and respect for truly great musicians.
Perhaps the presence of a musical computer in the classroom of a comprehensive school, an enterprising singing teacher who owns such a computer as freely as a piano keyboard. Able to captivate his class with various forms of work with the musical repertoire thanks to computer technology, all this will transform music lessons.
To introduce computer technologies into the process of music education, a music teacher needs the following technical means: a multimedia projector or an interactive whiteboard, and all kinds of musical programs, a computer, a synthesizer. Synthesizer-instrument with limitless electronic possibilities. According to P.L. Zhivakin, he has a great future. He rightly notes: "In recent years, computer and communication technologies have increasingly affected the sphere of culture and especially music. At one time, the piano revolutionized music education. The day will come when the synthesizer will play a similar role."
For example, a necessary type of musical activity in traditional music lessons was and remains listening, which involves familiarity with the works of composers of various eras and peoples. The teacher, having chosen a piece of music, can use the comparison method, which consists in performing the piece on the piano, then on the synthesizer and listening to the same piece in the electronic version of the arrangers. Students, having perceived the same work in different performances, can make a comparative analysis, highlight the positive aspects and advantages of each instrument.
An important activity in music lessons is choral singing. In this case, we assume the use of synthesizer accompaniment or the Karaoke program. Having recorded the "backing track" of the song, the teacher will be able to direct all his attention to working with the children's choir. Karaoke will be able to perfectly integrate into extracurricular activities. Such arrangements will be an excellent background for musical and rhythmic games, etc. The teacher himself can come up with a lot of techniques and methods for using karaoke in his work on the musical education of children.
The appearance of educational computer programs, games, game questions and answers, multimedia crossword puzzles allows you to study musical notation and gain elementary knowledge about music.
In music classes where music lessons are held, there is a need to install a multimedia projector or an interactive whiteboard. These technologies will enrich the musical process of lessons with bright and interesting events in the art of music, and the demonstrated material will be absorbed by students more deeply.
Finally, in professional music education, if we bear in mind the difficulty of familiarizing a talented musician with the intricacies of modern computer technology, then it should probably start at an earlier stage, even at a music school or college. But here it is important for the teacher to show a sense of proportion so that the technical principle does not suppress the artist-creator with a fine and well-educated ear for music in the young musician.
The musical computer opens up the widest possibilities in the creative development of the space of music, both at the level of professional art and amateur creativity.
Musical computer technologies have created an evolutionary new period of technical reproduction of musical products: in musical notation, in the genres of applied music, in recording media, in the quality capabilities of sound reproducing equipment, in theatrical and concert activities, in sound design and music broadcasting (including over the Internet) .
One of the main trends in the field of music pedagogy of the 21st century is to familiarize students with information and computer technologies. Their development is necessary:
First, for the professional training of composers and performers;
Secondly, for use as a source of auxiliary educational material (reference, training, editing, sound recording, sound reproducing, etc.).
The methods discovered in electro-acoustic music form a new composing technique. Modern professional requirements for a composer require knowledge in the field of acoustics, electro-acoustics, sound recording. For future composers, it is important to study software, sound synthesis methods, sound programming language. It is necessary to familiarize him with the methods of controlling individual parameters of sounds, modeling resonance, and the consciousness of textured layers. Computer technologies also enable the composer to carry out technical work: to make a sound collage, to "reduce" different fragments, to edit the recorded material.
The conservatories have already accumulated some experience in teaching students of the specialty "composition" academic disciplines of the corresponding direction. In a number of universities (Moscow, St. Petersburg), electronic technologies in relation to musical creativity are studied optionally, and as a subject of the curriculum - in the Ural Conservatory (course "Electronic and computer music"). The practical work of students, as well as Yekaterinburg composers (T. Komarova, V. Galaktionov, O. Payberdin, etc.), is carried out in the studio of electro-acoustic music. Here, on the basis of computer systems, sound "dictionaries" are developed, musical compositions are created with the involvement of light and flower special effects, film and video sequences, actor's pantomime. (T. Komarova. "Autumn Reflections" for voice and electronic instruments; "Reflections", "Sensations" for synthesizers and computer. O. Payberdin. "Civilization" for synthesizer and computer).
Computer programs are applicable in teaching to play instruments, in developing an ear for music, in listening to musical works, in selecting melodies, in arranging, improvising, typing and editing musical text.
The computer also makes it possible to learn pieces with an "orchestra", perform the functions of a "simulator" in conducting (using television equipment), conduct musical and auditory analysis of melodies in the course of music history. For many disciplines, the computer is an indispensable source of bibliographic and encyclopedic information. Finally, the computer is widely used as a means of musical typing of a piece of music.
The use of computer technology is focused on the individual nature of the work, which generally corresponds to the peculiarities of music lessons. A personal computer makes it possible to regulate the individual mode of the musician's work in accordance with his tempo-rhythm, as well as with the amount of work performed. And, despite the fact that not all methodological problems have been solved yet, various methodological manuals are published in a different system of musical notation and not all educational institutions of the country conduct classes on a synthesizer and a musical computer, electronic musical instruments in the educational process prove their right to independence. .
"Modern technologies in the work of the musical director of a preschool institution."
Prepared by: Alyokhina E.V., musical director of the SP GBOU secondary school, Novodevichye village, Shigonsky municipal district, Samara region
At the present stage of development, changes are taking place in educational processes: the content of education is becoming more complicated, focusing the attention of preschool teachers on the development of children's creative and intellectual abilities, correction of the emotional-volitional and motor spheres; traditional methods are being replaced by active methods of education and upbringing aimed at enhancing the cognitive development of the child. In these changing conditions, a preschool teacher needs to be able to navigate the variety of integrative approaches to the development of children, in a wide range of modern technologies.
New approaches to musical education require the use of the most effective modern technologies in the musical development of a preschooler.
The work of a music director in a preschool educational institution at the present stage is filled with new content - to raise a person capable of independent creative work, an active, searching person. Music is a source of special children's joy, and the use of various pedagogical methods in music classes solves the most important task of early musical education of children - the formation of the leading component of musicality - development of emotional responsiveness to music. To solve the main task of developing the musical education of preschoolers, I use new programs and technologies in my work in various types of musical activities.
What is educational technology? This is a tool that allows the teacher, the musical director of the kindergarten to effectively (with a high probability of obtaining the desired result) solve the problems of their professional activities.
The use of a computer in a preschool allowed me to significantly revive the joint educational activities with children. Computer technologies expand the possibilities of a musical director in presenting musical and didactic material provided for by the educational program of a preschool institution. It is very important that the music director, using ICT, has an additional opportunity to transfer visual information to children. Music lessons with the use of ICT enhance the cognitive interest of preschoolers in music, activate children's attention, as new motives for mastering the proposed material appear. In such classes, children are more active in the joint discussion of a piece of music. The musical lesson becomes more meaningful, harmonious and productive.
The tasks of musical education are carried out through several types of musical activities: listening to music, singing, musical and rhythmic movements, musical and didactic games, playing children's musical instruments.
I include the means of new information technologies in all types of musical activity.
So, in the “Listening to Music” section, I use computer presentations that I either create myself or find on the Internet. They allow you to enrich the process of emotional-figurative cognition, cause a desire to repeatedly listen to a piece of music, help to remember the piece of music offered for listening for a long time. Presentations are indispensable when introducing children to the work of composers, in this case, bright portraits, photographs attract the attention of children, develop cognitive activity, and diversify children's impressions.
Singing occupies a leading place in the system of musical and aesthetic education of preschool children. This type of activity also involves the use of new information technologies. So, the condition for good diction, expressive singing is understanding the meaning of the words, the musical image of the song, so I created electronic illustrations for various songs that require explanations for the text. For example, in the song “Winter has passed”, the children do not understand the meaning of the words “groove”, “ravines”, in the song “Solnechnaya drops” we clarify the concept of “drops”, so I suggest looking at the illustrations for the song, which help to understand the meaning of words.
The use of ICT when performing musical and rhythmic exercises, various dances helps children to accurately follow the instructions of the teacher, expressively perform movements.
High-quality performance of dance compositions is facilitated by watching special video discs, for example, “Dance School for Children + Children's Multidisco” for children from 2 years old. The process of learning dances using instructional videos becomes exciting and takes less time than with verbal explanation of dance movements and exercises. I widely use the CD for the computer: Programs. Planning. Abstracts of classes. Music in DOW.
I also conduct musical and didactic games using colorful voiced presentations, such as “Guess the sound of a musical instrument”, “Who came to visit us? "Music House", "Guess the Melody", etc. The principle of constructing such presentations: the first slide is the task, the next one is to check the correctness of the proposed task.
When teaching children to play musical instruments, I use video recordings of concerts of a symphony orchestra, an orchestra of Russian folk instruments, solo sounding of various instruments; I explain what an orchestra, a group of instruments is, introduce the profession of a conductor. After watching the videos, children have an interest in the harmonious performance of music on children's musical instruments, the correct sound extraction.
Videos make it interesting, vivid and understandable for preschoolers with different types of art, such as theater, ballet, opera.
The practice of working with preschoolers in a preschool educational institution shows that the use of computer technology contributes to the disclosure, development and realization of the musical abilities of a preschool child.
We introduce health-saving technologies in our garden. Musical education in our preschool educational institution simultaneously solves the problems of maintaining the health of children.
We kindergarten use such types of rehabilitation as:
breathing exercises;
articulation gymnastics;
speech with movement or word games.
Breathing exercises:
Corrects violations of speech breathing, helps to develop diaphragmatic breathing, helps to develop strength and proper distribution of exhalation.
At the beginning of training, the main task is to learn how to breathe correctly. I paid special attention to this section, moving forward, periodically returning to it, repeating breathing exercises, as a warm-up exercise before singing. In the classroom, a set of exercises for setting breathing should be used:
Respiratory gymnastics contribute not only to the normal development of the voice, but also serves to protect it from diseases.
Examples of breathing exercises:
"Fluffs" - light exhalation, as if blowing off a fluff;
"fly" or "bee" - a sharp exhalation.
"little hamster" - puff out your cheeks, open your teeth and quickly roll the air;
“Tprunyushki” - we exhale air with force, copying the snorting of horses.
Examples of articulation gymnastics:
Working with the tongue (bite the tip of the tongue, chew the tongue alternately with the left and right side teeth, click the tongue in different positions, stretch the tongue, roll it into a tube, etc.);
with lips (bite the lower and upper lip with teeth, protrude the lower lip, giving the face an offended expression, raise the upper lip, opening the upper teeth, giving the face a smile expression), massage the face from the roots of the hair to the neck with your own fingers.
· Protrusion of the tongue to failure with successive biting of the tongue from the tip to an increasingly distant surface.
Biting the tongue with the side teeth;
Biting the inner surface of the cheeks;
Circular movements of the tongue between the teeth and cheeks;
· Tsokonye and clicking tongue and many others.
"Yawn". Yawning is easy to artificially induce. So call several times in a row as gymnastics for the throat. Yawn with your mouth closed, as if hiding your yawn from others.
"Tube". Pull out the lips with a tube. Rotate them clockwise and counterclockwise, stretch your lips to your nose, then to your chin. Repeat 6-8 times.
"Laughter". While laughing, put your hand on your throat, feel how tense your muscles are. Similar tension can be felt during all the previous exercises. Laughter can also be artificially caused, because from the point of view of muscle work, it does not matter if you are laughing for real or just saying "ha-ha-ha". Artificial laughter will quickly awaken high spirits.
Exercise "Toad Kwak"
Exercise for the muscles of the soft palate and pharynx
Kvaka's toad has risen with the sun - they stretch, arms to the sides
Yawned sweetly. - children yawn
Chewed juicy grass - imitate chewing movements,
Yes, I ate some water. - swallow
She sat on a water lily
She sang a song:
"Kwa-ah-ah-ah!" - pronounce sounds abruptly and loudly
Quee-ee!
Qua-a-a-a!
Kwaki's life is good!
Speech with movement or games with the word:
stimulates the development of speech;
develops spatial thinking;
develops attention, imagination;
Develops speed of reaction and emotional expressiveness.
Game-exercise "The bear has a big house"
Goal: development of imitative movements
The bear has a big house - the children rise on their toes, their hands pull
up.
The bunny has a small house. - children squat down, hands
lowered to the floor.
Our bear went home - they walk like bears, waddling.
And behind him is a hare. - jump on two legs - "bunnies".
Musical and recreational work:
increases the level of development of musical and creative abilities of children;
stabilizes the emotional well-being of each child;
increases the level of speech development;
reduces the level of morbidity;
stabilizes physical and mental performance in all seasons of the year, regardless of the weather.
Music for a child is a world of joyful experiences. I open the door to this world for him, help him develop his abilities, and above all emotional responsiveness. The use of advanced technologies and methods in the complex of music lessons by me ensures the versatile development of the child's personality due to the close relationship between aesthetic education and moral, mental, and physical education. When using all types of musical activities available to preschool age, the creative possibilities of the child, the harmony of musical and aesthetic education is achieved, and, consequently, the decision The main goal of my work as a music director is to teach children to love and understand music.
Methodological development "The use of music and computer technologies in the activities of a music director"
A modern educational institution needs a teacher who owns all the capabilities of a modern computer sound “canvas”. A music director who is proficient in information technology in the same way as a piano keyboard is able to captivate children with various forms of working with the musical repertoire, not only thanks to their vocal abilities, academic knowledge, but also computer technology. Obviously, the technical principle should not suppress either the teacher or the pupil of the artist-creator with a delicate ear for music and uncontrollable imagination.
Not every teacher who uses ready-made multimedia tools in his practice is satisfied with their quality, construction, management, level of content, etc. The educational process is highly individual, requiring a differentiated approach, depending on a large number of variables.
Therefore, a preschool teacher, a music director, who thinks quite freely and creatively, should be able to independently prepare multimedia material for classes, holidays, etc.
Along with the traditional musical instruments that music education is focused on, music-computer technologies (MCT) with a wide range of possibilities are becoming more widespread. The musical computer is becoming indispensable in the activities of a composer, arranger, musical designer, music editor, and is increasingly being used in teaching. These technologies open up new opportunities for creative experimentation, expanding the musical horizons, the artistic thesaurus of students, and this makes learning to master them especially relevant.
New information technologies focused on modern music education create conditions for the training of a musical figure who, in addition to traditional musical disciplines, owns a musical computer as a new musical instrument.
The most important areas of application and development of ICT today are:
MCT in professional music education (as a means to expand creative possibilities);
ICT in general education (as one of the means of education);
ICT as a means of rehabilitation of people with disabilities;
ICT as a section of the discipline "Computer Science", "Information Technology";
MCT as a new direction in the education of technical specialists, associated, in particular, with the modeling of elements of musical creativity, sound-timbral programming, which leads to the emergence of new creative technical specialties.
The use of MCT in the music education of a preschool organization solves the following tasks:
1. Significantly intensify the development of musical ear and thinking, which is due to their intensive learning capabilities based on the integration of logical-perceptual forms of activity. Understanding the elements of the musical language occurs with the help of sensations and visual representations, which complements the possibilities of verbal communication. Non-creative forms of teacher's work are transferred to the computer, which makes it possible to demonstrate
2. expressive possibilities of harmony (primarily constructive logic), observe the patterns of musical morphology and syntax, simplifies the acquisition of orientation skills in the intonation-semantic plane, hearing and understanding the content-figurative plan, contributes to the convergence of educational material with artistic practice, and finally enriches the timbre the hearing of pupils, their ideas about the colorful and multidimensional quality of sound;
3. Musical training programs can be widely used in those cases when intensive restoration of skills is required after a long break in training or when it is necessary to quickly and firmly form special musical skills.
USE OF MULTIMEDIA PROGRAMS IN THE EDUCATIONAL PROCESS
When creating a multimedia program, it is necessary to clearly imagine for whom and for what it is being created. The content of information slides can be compiled on any topic of the curriculum of the subject, or be of a developmental nature for classroom and / or extracurricular activities.
A multimedia program is a combination of dynamics with reasonable amounts of transmitted information. This is a synthesis of computer technologies that combines sound, video clips, information, still and moving images. Unlike video films, they need a much smaller amount of information to be transmitted.
The creation of multimedia programs, telecommunications projects involves the development of a script, concept, directing, editing, editing, sound design (if necessary).
To create a multimedia program, first of all, a script is developed and the sequence of presentation of the material is determined, taking into account the percentage of use of the text, visual and sound range. It is quite obvious that it is not practical to create a multimedia program including only textual information. Such material can be prepared within the Microsoft Word program. When searching for information, you can use links to collections of educational sites, sites with a selection of images.
When selecting material for a multimedia program, it must be remembered that we are talking about creating such information that will flow and grow in dynamics as the student progresses in the proposed material. This is especially important for individual learning, when the user can stop, write down the main thing for him, go back to clarify concepts and move on (such options are provided).
It must be remembered that the presented material is a capacious presentation of the accumulated material, where the textual presentation is often replaced by symbols, tables, diagrams, drawings, photographs, reproductions.
Selected video and sound for your program.
All this provides the user with the most comfortable conditions for the perception of the material. Multimedia elements create additional psychological structures that contribute to the perception and memorization of the material.
Benefits of music lessons using multimedia presentations in the Power Point program:
- the use of animation and surprise moments makes the cognitive process interesting and expressive;
- children receive approval not only from the teacher, but also from the computer in the form of pictures-prizes, accompanied by sound design;
- a harmonious combination of traditional means with the use of presentations in the Power Point program can significantly increase the motivation of children to study.
Designing classes using multimedia technologies is a completely new direction in the activities of a teacher, and it is here that you can apply all the accumulated experience, knowledge and skills, and a creative approach. Classes held in schools using electronic educational publications will be remembered by children for a long time. At the same time, of course, the role of the teacher, which cannot be replaced by any computer, remains the most important in the education of musical taste.
Summarizing all of the above, we can conclude that the creation and use of multimedia lesson scenarios is one of the promising areas for the use of information and communication technologies in schools. However, it is necessary not to forget about the scientific nature, expediency, logic of presentation of multimedia information.
Educational interactive games with triggers
What is a trigger? A trigger is an animation tool that allows you to set an action on the selected element, the animation starts on click.
It is the use of triggers in educational presentation games that makes them interactive.
Consider the algorithm for recording animation time using a trigger.
1. We will select the necessary pictures and think over the questions, if any. It is better to rename the names of the pictures to convenient ones before placing them in the presentation. The object of animation and triggers can be both pictures and text objects with which, according to the plan, the action will take place.
2. On the slide, place the objects to which the animation and trigger will be applied. Think about the content of the use of animation, for example:
Selection: Rotate or Resize;
Travel paths: Direction of travel or Draw custom path. (Fig.1)
Important: Do not take animation Entrance
3. Bind the animation effect to the object so that it starts on the slide on click. We want the object to disappear when clicking on incorrect answers, for example, and when clicking on the correct answer, it will increase with a sound signal. To do this, select the object or “click” the arrow next to the effect in the task pane (circled rectangle) to open the drop-down menu and select the Time command (Fig. 2).
In the open window, activate the Switches button, it is responsible for the operation of the trigger. Select - Start effect on click. Attention! Select from the list on the right required an element from the proposed options for animation effects created by us. (Fig.3).
After this action, we will see the word “trigger” above the object in the Animation settings task area (Fig. 4). The trigger has been created.
When showing a presentation, the arrow cursor on the object with the trigger turns into a palm cursor.
4. Repeat all actions with the remaining objects.
5. You can check yourself in the Animation Settings: each object with the same name has an animation, a trigger and a music file (if any).
6. Now let's set up the objects for the appearance of sound. Attention! The sound file must be small! Insert a sound (applause, etc.) through the menu Insert - Sound - select the desired file (from a file, from the organizer of clips, own recording) and play the sound on click (Fig. 5).
Drag the sound to the desired object. We set the microphone icon to invisible mode (Fig. 2) (Effects parameters - Sounds parameters - Hide the icon during the show, set V).
7. Adjust the sound: select the "sound" object or "click" the arrow next to the sound in the animation area (circled rectangle) to open the drop-down menu, and select the Time command (Fig. 2).
8. Attention! (Fig.6)
Beginning - After the previous one.
Start effect on click - find the object with which the music will sound.
9. Add a button to go to the next slide. We select in the menu Insert - Shapes - Control buttons (Fig. 7). We draw below (the cursor became +) the selected figure. The Action Settings window opens.
10. Perform the Action settings (Fig. 8): On mouse click - Follow the hyperlink - Select the slide to go to in the window that opens - OK.
11. When the presentation is shown, the arrow cursor on the Control button turns into a palm cursor, just like on the object with a trigger.
Applying triggers is not always convenient, for example, to WordArt objects. In them, only the surface of the letters is active and it is difficult to get into it with the cursor. In such cases, the method of transparent triggers is used, when the trigger is assigned not to the object itself, but to a transparent figure superimposed on this object.
1. Insert menu - Shapes - select, for example, a rectangle and draw it on the WordArt object. Select it, right-click and select the "Shape Format" line: Fill - Color white, transparency 100%; Line color - No lines.
2. We apply animation to the WordArt object, and in it - a trigger to the object. The surface of the rectangle is active, which means it is easier to hit it with the cursor.
For some games, it is convenient to use moving triggers, for example, “shooting” at a moving target, “Bubble Pop”, etc.
- Objects start moving automatically when changing slides: Animation Paths of movement - Start of the first object On click, subsequent ones - With the previous one.
- Add animation to objects. The speed of the object movement in Animation is set (Fig.3) in the Time tab.
- To prevent unintended slide transitions when you accidentally click past during the game, uncheck the “On click” slide change and set a control button or an object with a hyperlink to the next slide.
A hyperlink is a highlighted object (text or picture) that is linked to another document or location within that document and responds to a mouse click.
First, we create the required number of slides: we recommend using themes or layouts "Title Only" or "Blank Slide".
To create one level of an interactive game, we need three slides (one - with a task; the second - with the value of an incorrect answer and returning to the slide with the task; the third - with the value of the correct answer and moving to the next level) (Fig. 9).
On the slide with the task we place objects that we will link with a hyperlink to another slide (place in the document)
Select the object, go to the "Insert" tab, select the "Hyperlink" command (Fig. 10)
In the window that appears (Fig. 11), in the "Link to" field, select "Place in the document". In the "Select a place in the document" field, click "Slide Title", find the slide that you want to use as the target of the hyperlink (you can see it in the "View Slide" window). Click "OK".
If there is a need to remove a hyperlink, in the same window (Fig. 11) there is a button "Delete hyperlink", click "OK".
We connect each object on the slide with the task with a hyperlink to the slide that is necessary in meaning.
In order to return to the slide with the task or go to the next level of the game, you can create a text hyperlink, as in Fig. 9, or you can use the Control buttons. Select the menu Insert - Shapes - Control buttons (Fig. 12).
We draw below (the cursor became +) the selected figure. The Action Settings window opens. We perform the Action Settings (Fig. 13): By clicking on the mouse - Go to the hyperlink - Select the slide to go to in the window that opens (we recommend SLIDE) - a window will open where you can see the slide you are going to - OK.
We can drag the control button to any place on the slide, reduce or increase its size, use the Drawing Tools to change the color, fill, write text, etc.
We create the number of game levels we need in a similar way and we can start the game. Additionally, you can attach sound files.
RECORDING AND CUTTING AUDIO
You can record and edit an audio file in a professional studio with special programs, or you can use improvised tools - standard programs and utilities of the Windows operating system. In addition to this, we need ready-made files with different resolutions, a microphone for voice recording and some skills.
sound recording
You can record a small sound file using the Sound Recorder program, which is a Windows system program designed for recording, mixing, playing and editing sound recordings. In addition, the Sound Recorder program allows you to link sounds to another document or insert them into it. Sound source - microphone, CD-ROM drive or external device.
Open the program: Start Menu - All Programs - Accessories - Entertainment - Sound Recorder. To record audio, select the New command from the File menu. To start recording, click the Record button. To stop recording, click the Stop button. We get a file with WAV resolution, the sound duration is no more than 60 seconds.
To mount several sound files into one or paste one file into another, choose File - Open. Find the file you want to edit, move the slider to the location where you want to paste the other file. On the Edit menu, choose Insert File and double-click the file you want to open. The duration of the sound can be increased in this way.
The file can be played in reverse order, for this we enter the Effects menu - Invert and click the Play button, in the Effects menu, change the file - the Add echo command.
You can overwrite a music file using a karaoke player. The KAR or midi file is adjusted at the desired tempo and key, then turn on Playback of the entire file or its fragment on the player and at the same time Record in the Sound Recorder program. We get the output and save the file with WAV resolution.
Windows Movie Maker
Another option for recording and editing files (sound and video) using Windows Movie Maker.
Audio recorded with a microphone is saved as a Windows Media format audio file with a .wma extension. By default, the audio memo file is saved in the "Comment" folder located in the "My Videos" folder on your hard drive. The program allows you to add sound effects: the volume of the sound gradually increases to the final playback level or gradually decreases until the sound disappears completely.
To edit the sound, open the file through Record video - Import sound or music, a note will appear in the central field, which we drag to the timeline below.
On the right in the window, turn on Play, use the Split clip into parts button (Fig. 3) when listening. Unnecessary fragments remove Del on the keyboard, pull up the remaining fragments and end up with a potpourri, which we then save on the computer in the Windows Media Audio File format.
The same thing happens with a video file, only through Import Video.
Trim mp3 file online
Your attention is presented to the online cutting of music on the Internet. (http://mp3cut.foxcom.su/) . In the past, we have been looking for sophisticated audio file editing programs. With the free service of the site mp3cut.ru, cutting has become easier, faster and more convenient (Fig. 4).
Step 1. Click the "Download mp3" button, select the required file from your computer and wait for it to load. Once the file is editable, the track will turn pink and the play button will turn red.
Step 2.Now you can cut the mp3 file. Runners-scissors expose the desired segment of the composition.
Step 3. Click the "Crop" button, the download will start instantly.
Features of the on-line program for cutting music
Music cutter supports most audio formats: mp3, wav, wma, flac, ogg, aac, ac3, ra, gsm, al, ul, voc, vox, which allows you to use the online service as a converter of audio files to mp3: wav to mp3, wma to mp3, ogg to mp3, flac to mp3, etc.
The presence of the function of amplifying / attenuating the sound at the beginning and at the end of the selected segment. Thanks to this option, you can create a ringtone yourself that will not scare you with a sudden start or suddenly end at the end.
Double the cut volume. The function allows you to increase the volume of cutting, which is often necessary, especially when creating a ringtone.
The duration of cutting has no limit. And the segment is selected exactly to the milliseconds. Using the keyboard (left / right arrows), you can set very precisely the beginning and end of the musical segment.
Possibility of multiple trimming of one audio file without additional download. those. it is possible to create several ringtones from one song, melody, musical composition.
File size is almost unlimited
BIBLIOGRAPHY:
1. Altshuller, G.S. Creativity as an exact science: The theory of inventive problem solving / G.S. Altshuller. - M., 2008. - 84 p.
2. Gorbunova I.B. The Phenomenon of Music and Computer Technologies as a New Educational Creative Environment // Izvestiya RGPU im. A.I. Herzen. 2004. No. 4 (9). pp. 123–138.
3. Graphic editor Paint. PowerPoint Presentation Editor (+ CD) /under. ed. Zhitkova O.A. and Kudryavtseva E.K. - M.: Intellect-Center. 2003 - 80 p.
4. Ermolaeva-Tomina, L.B. The problem of development of children's creative abilities / L.B. Ermolaeva-Tomina // Questions of psychology. - 2009. - No. 5. - P.166-175.
5. Krasilnikov I.M. Electronic musical creativity in the system of art education / I.M. Krasilnikov. - Dubna, 2009. - 496 p.
6. Plotnikov K.Yu. Methodical system of teaching informatics using music-computer technologies: monograph. SPb., 2013. 268 p.
7. Tarasova K.V. Musicality and its constituent musical abilities // Musical director. - 2009. - No. 5.
8. Teplov B.M. "Psychology of musical abilities" - M., 1978.
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10. Creating presentations in Power Point - [Electronic resource]
UDK 78+159.9
R.N. Slonimskaya
Teaching technologies in music education
The article deals with humanitarian teaching technologies in music education. A brief description of the existing technologies and their application in music education is given. It is proposed, based on the established practice and a systematic approach in domestic music education, to study, generalize and include music-computer technologies in the daily educational process, using interactive forms of education.
Key words: humanities learning technologies, music education, reflective, projective learning, development of critical thinking, problem learning, case study technology, game, modular learning, organization of student's independent work.
R.N. Slonimskaya
learning technologies in music education
The article deals with human learning technology in music education. A brief description of the existing technologies and their application in music education. Invited, with the current practice of a systematic approach in the national music education, study, compile and include music and computer technology in everyday learning process by using interactive forms of learning.
Keywords: humanitarian technology education, music education, reflexive, projective learning, critical thinking, problem-based instruction, the technology of "case studies", playing, modular training, organization of independent work of the student.
The development of education is becoming one of the important life values in modern society. Human development is one of the conditions for the progress of modern society. The actualization of modern technologies in education is largely related to the socio-economic changes taking place in Russia. Modern vocational education today is understood as an integrated concept directly related to the labor market, expressing the ability of an individual to independently apply various elements of knowledge and skills in a certain context. And this in a certain way reflects the concept of "competence", understood as the area of authority of the governing body, official or knowledge, experience in any industry. Mastering a certain level of competence is the ability of a student to use and combine knowledge, skills, depending on the changing requirements of a particular situation or a problem that has arisen.
The development of innovative methods in the training of specialists is implemented through educational programs for bachelor's, master's, postgraduate studies, programs of additional education and advanced training. The determining factor in the innovative development of education is information and communication technologies, based on
scientific research, since computer networks link educational resources with participants in this process.
Let us designate and characterize the main modern humanitarian technologies that are used in music education.
The technology of reflective learning is the most developed in domestic music education. It is associated with the growing role of subjectivity and independence, the need for lifelong learning. It can be described as a leader in the musical education of the modern world. This is due to the increasing role of reflection in learning. It was used at all levels of musical primary, secondary (professional) and higher education. In the use of this technology, we have certain priorities and achievements, which are largely reflected in the leading role of domestic musicians in the cultural life of the planet. In the technology of reflective learning, the subjective position becomes the determining factor in the educational process. Personal development acts as one of the main educational goals, therefore, internalization is of particular importance - a psychological concept that means the formation of mental actions of the internal plan of consciousness through the assimilation by an individual of external actions with objects and social forms of communication. The internalization of subject knowledge in organic unity with reflexive-methodological and cultural foundations creates conditions for the development of students' reflexive skills. In the technology of reflective learning, conditions are created for the formation of skills, abilities and abilities through the student's own personal experience. Almost all methods and techniques of performing arts are based on reflective technology.
The technology of projective learning is a fairly new form in domestic music education. It is based on humanitarian technology and ensures the actualization of a personal attitude to educational and scientific problems, subjects studied and participants in the educational process. It helps the subjects of the educational process to realize their personal potential. Realization of the student's personal potential is most effective in the technology of projective learning. In domestic humanities education, this technology was more often used in the system of higher musical education.
The technology for the development of critical thinking was used in domestic general music education at the level of vocational training. It could be characterized by the words of D. Braus and D. Wood, who believed that critical thinking is “reasonable, reflective thinking, capable of putting forward new ideas and seeing new opportunities.”
The problem situation of the psychological state of the student's intellectual difficulty arises if he cannot explain the new
new fact with the help of existing knowledge or to perform a known action in the old, familiar ways, and therefore must find new opportunities. Such a humanitarian technology is represented by problem-based learning. Methods of problem-based learning are determined by the degree of search and creative independence of the student. The heuristic method plays a special role in problem-based learning technology.
Heuristic learning puts the chain to construct their own meaning, purpose and content of music education. This includes the process of organizing it, diagnosing and understanding the result of this training. A student uses this technology in music education quite often, if not on a daily basis, especially in performing practice during regular rehearsals.
The "case study" technology in domestic music education is a fairly new and promising form of education. This method is based on the theory of practicing learning. "Case study" is a method of specific situations, situational analysis, i.e. learning using descriptions of real economic, social and business situations. The student must analyze the situation, understand the essence of the problem, propose possible solutions and choose the best one. Cases are based on real factual material or are close to the real situation.
The technology of game learning is sufficiently developed in domestic music education, and exists in a variety of forms of education. For more than forty years, the technology of game learning has been used by the Children's Musical Theater "Around the Piano", whose permanent leader in the St. Petersburg Okhta Center for Aesthetic Education is L.M. Borukhzon. More than one dissertation has been defended on gaming technologies, and its authors continue to improve this form of education. It should be noted that any technology of game learning has several stages of development.
Stage 1 - introduction to the game. It includes: defining the content of a given game; analysis of the received information; instructing about the goals of the game and what you can learn with it; formation of game groups and distribution of roles.
Stage 2 includes: constructing a description of the object being developed, which involves role-playing communication in groups and a description of the object of study.
The 3rd stage involves the evaluation of the projects of the groups or the discussion of the submitted projects in the form of a discussion.
The 4th stage is the experimental implementation of the presented projects. It includes an assessment of the projects and activities of the players, an analysis of the game itself.
Group discussion technology involves managing the course of a group discussion, and also pays attention to the compliance of the content
discussions on the topic, goals, problems posed. The technology of group learning includes structured discussion, compliance with its rules and regulations. The second participant in this technology, besides the teacher, is a group of students who are actively and interestedly connected to the discussion of each of its elements.
The technology of modular learning has become especially widely used in music education in recent decades, and is associated with the intensive introduction of computer technologies in the field of education. A training module is an autonomous part of the training material in the form of a standard package (set) consisting of the following components: an information bank, a methodological guide, practical exercises, summaries, various types of control (test) work for training and inspection purposes.
The last, quite in demand in music education and at the present stage, which is effectively included in the modern educational process, is the technology of organizing student's independent work. According to the nature of the cognitive activity of students, all independent work is divided into three types. The first type is reproductive. It includes the following elements: reproducing, training and review. The second type is search work. They include: laboratory-practical and logic-co-search forms of education. The third type of technology for organizing student's independent work includes creative work. These are various types of artistic and creative, constructive and design and productive and technological works.
The adaptation of humanitarian technologies in relation to music education, their awareness, comprehension, free use and the formation of a systematic approach in technological processes will not only enrich student learning, but make it creative, open up interactive opportunities in the perspective of lifelong education.
Notes
1. Soviet encyclopedic dictionary / ed. A.M. Prokhorov. M.: Council, en-tsikl., 1980. 1600 p.
2. Braus J.A., Wood D. Environmental education in schools: Per. from English. No. LLEE, 1994. 97 p. See also: Zagashev I.O., Zair-Bek S.I., Mushtavinskaya I.V. Teaching children to think critically. 2nd ed. St. Petersburg: Alliance "Delta": Speech, 2003. 192 p.
3. The case method is a teaching technique that uses a description of real economic, social and business situations. Students must analyze the situation, understand the essence of the problems, propose possible solutions and choose the best of them. Cases are based on real factual material or are close to the real situation.
4. Borukhzon L.M. Children's musical theater "Around the piano". St. Petersburg: Composer, 2009. 40 p.
A modern music lesson is a lesson during which modern pedagogical technologies, computer technologies are used, electronic musical instruments are used. The music lesson is characterized by the creation of a creative environment, since the content of music lessons is made up of emotions and their subjective experience. Such specific content determines the choice of various methods, types of work and new multimedia tools.
The computer provides ample opportunities in the creative process of learning music, both at the professional level and at the level of amateur creativity.
Musical computer technologies have opened up a fundamentally new stage in the technical reproduction of musical products: in musical notation, in the genres of applied music, in recording media, in the quality capabilities of sound reproducing equipment, in theatrical and concert activities, in sound design and music broadcasting (including broadcasting over the Internet) .
One of the leading directions in the field of musical pedagogy of the XXI century is the acquaintance of students with information and computer technologies. The development of information and computer technologies is objectively necessary:
Firstly, for the professional training of composers and performers,
· secondly, for use as a source of auxiliary educational material (reference, training, editing, sound recording, sound reproducing, etc.).
In some universities in Russia, electronic technologies related to musical creativity are studied as a subject of the curriculum. In such educational institutions, on the basis of computer systems, sound "dictionaries" are developed, musical compositions are created using light and color special effects, film and video sequences, actor's pantomime.
Computer programs are also used in teaching to play instruments, in developing an ear for music, in conducting listening to musical works, in selecting melodies, in arranging, improvising, typing and editing musical text. Computer programs allow you to determine the range of the instrument, the fluency of the performer in passages, the performance of strokes and dynamic shades, articulation, etc. In addition, the computer allows you to learn pieces with an "orchestra". It can also act as a "simulator" for conducting (using TV equipment). Computer programs make it possible to carry out musical and auditory analysis of melodies (themes) of works in the course of music history. For many musical disciplines, the computer is a valuable source of bibliographic and encyclopedic information.
Widespread design tasks with computer presentations that allow you to more visually present or illustrative material.
It should be noted that the use of computer technology is aimed at the individual nature of the work, which generally corresponds to the specifics of music lessons. A personal computer allows you to vary the individual mode of work of a musician in accordance with his tempo-rhythm, as well as with the amount of work performed.
