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Статья поступила в редакцию 04.10.18
УДК 378
Gorbunova I.B., Doctor of Sciences (Pedagogy), Professor, Department of Informatization of Education, Chief Researcher of Educational Methodological Laboratory Music Computer Technologies, Herzen State Pedagogical University of Russia (St. Petersburg, Russia), E-mail: gorbunova@herzen.spb.ru
Davletova K.B., methodologist, teacher of additional education, Center for Creative Development "Na Vasilievskom" (St. Petersburg, Russia), E-mail: klarad@list.ru
"MUSICAL INFORMATICS": ON THE CONTENTS OF A TRAINING COURSE FOR CLASSES OF ELECTRONIC MUSICAL INSTRUMENT. Learning to play electronic musical instruments acquires a special relevance in the system of general music education at a school of Digital Age, such an opportunity can also be provided in the system of additional education of students. Today in the class of electronic musical instruments it is necessary to meet the requirements of the modern society in connection with the growing social demand for a higher level of professionalism, it is necessary to conduct a quality educational process and develop new technologies, as well as digital technologies in the field of art. The discipline "Musical Informatics", which is constantly evolving, since the mid-70s (IRCAM, France), is designed to solve a number of educational problems in this direction.
Key words: electronic musical instruments (EMI), music computer technologies (MCT), musical informatics, musical education.
И.Б. Горбунова, д-р пед. наук, проф., гл. науч. сотрудник учебно-методической лаборатории «Музыкально-компьютерные технологии», проф. каф. информатизации образования РГПУ им. А.И. Герцена, г. Санкт-Петербург, E-mail: gorbunova@herzen.spb.ru
К.Б. Давлетова, методист, педагог дополнительного образования, Центр творческого развития и гуманитарного образования «На Васильевском», г. Санкт-Петербург, E-mail: klarad@list.ru
«МУЗЫКАЛЬНАЯ ИНФОРМАТИКА»:
О СОДЕРЖАНИИ УЧЕБНОЙ ДИСЦИПЛИНЫ
В КЛАССЕ ЭЛЕКТРОННЫХ МУЗЫКАЛЬНЫХ ИНСТРУМЕНТОВ
Обучение игре на электронных музыкальных инструментах приобретает особую актуальность в системе общего музыкального образования в школе цифровой эпохи, такая возможность может быть предоставлена и в системе дополнительного образования учащихся. Сегодня, подготавливая методическое сопровождение для ведения занятий в классе электронных музыкальных инструментов, необходимо соответствовать требованиям современного общества в связи с растущим социальным спросом на более высокий уровень профессионализма, необходимо вести качественный образовательный процесс и разрабатывать новые, в том числе цифровые технологии в области искусства. Дисциплина «Музыкальная информатика», которая постоянно развивается, начиная с середины 70-х годов (IRCAM, Франция), призвана решить ряд образовательных задач в этом направлении.
Ключевые слова: электронные музыкальные инструменты (ЭМИ), музыкально- компьютерные технологии (MCT), музыкальная информатика, музыкальное образование.
The fundamental change in the environment as an information environment has led to the need for changes in the musical and educational process, increasingly using information technology in music. Changes in educational technologies used in the process of teaching music in the contemporary school are positively perceived by pupils, encourage them to be more actively involved in the educational process. In musical practice, a new class of musical instruments, which includes electronic musical instruments, workstations, music computers, has become widespread. The instruments built on the basis of digital technologies have significant expressive resources, which open up broad prospects for their application in musical education.
The study of information technology in music [1] and their application in the system of contemporary music education has become one of the effective components of the learning process, it promotes the expansion of the educational content and improvement of creative activity of music school students, turning the learning process into more high-tech and intensive. At present, a new musical instrument - electronic musical synthesizer - has appeared in musical education: to learn how to play and be able to control this instrument, there is not enough knowledge of classical music theory, harmony and polyphony.
Contemporary musical synthesizer, electronic musical instrument (EMI) [2; 3; 4], is a digital instrument with appropriate software, in fact, a specialized computer for working with music information -
music computer (MC) [5; 6]. The interdependence of hardware and software in the electronic musical synthesizer characterizes the sound hardware-software complex of the instrument. With this in mind, there is a need to develop new abilities of the musician to work quickly and efficiently with musical information on the basis of new tools, analyzing and processing the results, justifying the decisions made in creative activity, based on the available musical information [7; 8].
This should be taken into account while training specialists, since from the earliest education students of music schools have a practical need for knowledge about information, information processes and basic concepts of informatics as elements of real creative activity on the synthesizer [9; 10].
The need for such an approach is clearly dictated by the current state of training students and teachers of music schools. As the results of our ascertaining pedagogical experiment have shown, the use of knowledge in computer science by musicians and the ability to apply them in creative activities, as a rule, are fragmentary, the musicians have little knowledge of the necessary level to fully master the modern musical synthesizer as a sound hardware and software complex.
These results show that there are problems in this area:
- the unaccounted fact of need for intellectual and technological improvement of musical and educational process;
- the lack of special attention to the psychological features of perception of information by students-musicians (creative thinking, artistic perception, emotional memory, attraction to certain types of artistic activity), which affects the difficulties in teaching computer science and low educational motivation of students of music schools;
- the lack of attention to the age peculiarities of training students of music schools, where children get a basic understanding of music on a synthesizer;
- the lack of educational and methodical manuals on Informatics for students and teachers-musicians.
The scientific search for a solution to the problem of teaching computer science to music school students aims to resolve the following contradictions:
- the discrepancy between the level of training of students and teachers of the mu-sic school in the field of computer science training and modern requirements for professional musicians;
- the need for knowledge of computer science, without which the musician be-comes impossible to understand the information processes on the electronic synthesizer and the lack of methods of teaching computer science to music school students.
The problem situation is eliminated by developing a methodology for teaching musical Informatics to music school students using the sound hardware-software complex EMI (musical synthesizer).
Creation of methods of teaching Informatics to music school students and introduction of a new discipline "Musical Informatics" at the electronic departments of children's music schools and art schools, where audio software and hardware complex (EMI) becomes a new means of teaching Informatics to musicians and at the same time acts itself as an object of practical orientation in teaching.
The method developed by us and the educational process being conducted for 10 years allow us to consider an electronic musical synthesizer as an instrument to study Informatics with:
- as an audio hardware-software complex of training in Informatics students of music schools;
- as a means and object of learning Informatics, creating a learning environment that contributes to the formation and development of information competencies of the musician.
The following tasks were solved:
1) we studied the problems and prospects of training in Informatics students of music schools;
2) a method of teaching computer science using sound hardware and software complex-modern electronic musical instruments (EMI) and music computer technologies (MCT) [11; 12; 13; 14] were developed;
3) the principles of selecting the content of training in Informatics students of mu-sic schools were applied;
4) the features of the use of EMI as a learning tool and object of study of Informatics by students of music schools were revealed;
5) there was developed an educational and methodical complex (a program / a training course, a textbook, a creative notebook, an electronic textbook for distance support of education, audio and video materials) for students of music schools;
6) the effectiveness of the use of EMI and MCT teaching computer science to mu-sic school students was experimentally tested.
The following are some of the topics of the training course "Musical Informatics", which is based on the correlation of requirements for knowledge of students of secondary schools from the course "Informatics" and students of music schools, mastering software and hardware EMI.
Classes in "Musical Informatics" include the study of the following issues (the main objectives of the lessons on musical informatics are): to study the basic concepts related to the receipt and use of information, both in school and in everyday life; to obtain skills in working with a computer and some peripherals. In the considered training course, it is supposed to study the basic concepts and acquire the skills included in the existing programs (training course) in Informatics, taking into account the fact that all tasks in Informatics are based on materials related to music. Teaching materials on teaching informatics include: a set of materials for the teacher; a set of computer tasks for the student; a set of tasks in workbooks; a set of tasks for active logical and creative games using musical material.
A brief summary of the training course:
1) EMI and keyboard synthesizer as an independent discipline of the educational cycle. Instrument design, familiarity, basic principles of keyboard synthesizers. The main functions of the digital keyboard synthesizer and their role in creating a musical image;
2) Performing apparatus. Two variants of execution on EMI-sit-ting and standing. Specifics of playing conditions and movements of
the left hand in the mode of auto maintenance (Single, Finger, Fingered);
3) Features of work with timbre. Multitimbral possibilities as the main difference EMI from other musical instruments. Classification of voices in the banks. Selecting a timbre for creating an artistic image;
4) Technical parameters of the instrument. The possibility of dividing the keyboard (Split). Auto maintenance panel (Start/Stop, Synchronic Start, Intro, Ending, A, B, C, D). Registration control panel. Effects (delay, chorus, reverb, harmony, Flanger, Phaser, echo, distortion). Buttons Tempo, Mode, Function, etc. work with the drive;
5) The Creation of arrangements in the selection process of the settings tool;
6) Harmonization of melodies digitally in the mode of auto accompaniment. The concept of "digitalization". A compilation of the letters of the chords;
7) Work with a multi-track sequencer for EMI. Recording mode. The drafting arrangement. Adjustment. Implementation in practice;
8) Visiting seminars. Concert as a demonstration of the prepared creative works.
Section 1. Classification of EMI of different companies ('Casio', 'Roland', 'Yamaha'), their specifications. Demonstration of artistic and performing abilities of synthesizers. Children's concert.
Section 2. The device of the tool of EMI, the basic principles of operation. Familiarity with the instrument. Demonstration of performance capabilities of the synthesizer.
Section 3. EMI's performing apparatus. Modes of playing the synthesizer Normal, Split. Possibility of dividing the keyboard. The specificity of the performance for the left hand. Musical timbres and the principles of their use. A set of timbres. Multi-timbral possibilities as the main difference between the synthesizer and other instruments. Technical parameters of the instrument. Panel autotrackings. Modes of auto accompaniment. The ability of automatical turn on using the buttons Intro, Start, Synchronic Start. Multi Pad panel (music phrases, patterns, effects). The transforming function of the registration memory Registration memory.
Section 4. Harmonization of melodies in the auto accompaniment mode. The drafting arrangement. Establishing of arrangements in the selection process of the settings tool. Work with a disk drive, floppy disks. Recording modes: fast, multi-track. The term "sequencer". Working with a multi-track sequencer. Recording music on the sequencer (for creating soundtracks). Arrangement (arrangement) for the synthesizer based on pieces written for other instruments, vocal works. Repertoire.
Section 5. Methods of teaching EMI. Forms, techniques, and methods of the key-board synthesizer usage in the curriculum in instrumental, choral offices Children's Music Schools and Children's Schools of Art. Practical course.
Section 6. Music computer at EMI's class. Familiarizing the child with the possibilities of recording and editing music on MC in the music editor Steinberg Cubase/Steinberg Nuendo. Making arrangements on a computer using music programs 'Band-in-a-Box' and 'Steinberg Cubase' / 'Steinberg Nuendo'.
Section 7. Round table. Presentation of the students' works.
Conclusion.
1. Teaching musical informatics to musical schools students (and children's schools of art) is a necessary and important part of the professional modern musicians' training. The main objectives of computer science training are the following:
- development creative thinking and artistic potential through the sound world of digital technology;
- formation of skills of elementary information activities related to the processes of obtaining, transforming, accumulating and transmitting music information;
- development of competencies (cognitive, informational, professional), allowing to successfully apply in the creative activity of the sound hardware and software complex on the basis of acquired knowledge, focusing on the independence, activity and responsibility of the students.
2. The method of teaching Informatics to music school students is based on the integrative-contextual approach, taking into account the specialization of the musicians:
- the selection of the content of training is presented as a transformation of educational and cognitive activities into practical ones on the basis of interdisciplinary integration, with the active inclusion of students in the activities to solve creative problems (the assimilation of one discipline is based on the knowledge of another);
- focus on active learning methods (problem, development, research, project), allowing to involve students in educational and cognitive activities;
- contemporary forms of organization of training (creative work, educational games, problem and interactive learning) provide students not only with ready knowledge, but also with the experience of self-finding knowledge through creative activities on the musical synthesizer;
Библиографический список / References
- the use of audio software and hardware complex (EMI), which is a means of learning and the object of study of computer science, creates conditions for a better understanding and effective assimilation of the material in computer science, it allows to take into account the professional needs and interests of students of music schools.
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2. Gorbunova I.B. Information Technologies in Music, vol. 2: Music Synthesizers: Course Book. Publishing house of the Herzen State Pedagogical University of Russia, St. Petersburg, 2010.
3. Gorbunova I.B. Musical Instruments as Synthesizers of Musical Sound. Society: Philosophy, History, Culture. 2016; 2: 89 - 93.
4. Gorbunova I.B. K.B. Davletova, Electronic Musical Instruments in General Music Education. Theory and Practice of Social Development. 2015; no. 12: p. 411 - 415.
5. Gorbunova I.B. Music Computer: monograph, Publishing house SMIO Press, St. Petersburg, 2007.
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Статья поступила в редакцию 04.10.18
УДК 378
Gorbunova I.B., Doctor of Sciences (Pedagogy), Professor, Department of Informatization of Education, Chief Researcher of Educational Methodological Laboratory Music Computer Technologies, Herzen State Pedagogical University of Russia (St. Petersburg, Russia), E-mail: gorbunova@herzen.spb.ru
Plotnikov K.Yu., Cand. of Sciences (Pedogogy), teacher, Center of Education, Secondary School № 47 (Irkutsk, Russia), E-mail: zvukimus@mail.ru
THE PLACE OF MUSIC COMPUTER TECHNOLOGIES IN INFORMATICS COURSE FOR SECONDARY SCHOOL. The article raises a topical problem of contemporary process of teaching Informatics at school - search for the best tools and techniques for school's information science in the audio-visual sector. The analysis of relevant instruments (current and near future projects) has been fulfilled. The facts justify the expected positive effect of the use of music computer technologies in teaching informatics in secondary school (as general-education subjects). As an organizational and methodological resource, authors propose an idea of development of electronic textbooks for music by students themselves. Displaying students performing educational projects using various subclasses selected by the authors of music computer technologies (MCT). The authors also give a number of examples of pedagogical experience in the areas of research identified in the article. The authors conclude that teaching computer science with the use of the MCT at secondary school is relevant as an opportunity to find a student's creative response to the process of digitali-zation of culture, secured a high level of educational motivation of students.
Key words: audio-visual information, educational project, electronic textbook, general education at secondary school, informatics in schools, music computer technologies (MCT).
И.Б. Горбунова, д-р пед. наук, проф., гл. науч. сотрудник учебно-методической лаборатории «Музыкально-компьютерные технологии», проф. каф. информатизации образования РГПУ им. А.И. Герцена, г. Санкт-Петербург, E-mail: gorbunova@herzen.spb.ru
К.Ю. Плотников, канд. пед. наук, учитель музыки общеобразовательной школы Центра образования № 47, г. Иркутск, E-mail: gorbunova@herzen.spb.ru
МЕСТО МУЗЫКАЛЬНЫХ КОМПЬЮТЕРНЫХ ТЕХНОЛОГИЙ В КУРСЕ ИНФОРМАТИКИ ДЛЯ СРЕДНЕЙ ШКОЛЫ
В статье поднимается актуальная проблема современного процесса обучения информатике в школе - поиск обоснованных и успешных инструментов и методик для школьной информатики в аудиовизуальном секторе. Анализ соответствующих существующих инструментов (текущих и ближайших будущих проектов). Обоснованы ли факты ожидаемого положительного эффекта от применения музыкально-компьютерных технологий при обучении информатике в общеобразовательной школе (как общеобразовательных дисциплин). В качестве организационно-методического ресурса авторами предложена идея разработки электронных учебников по музыке самими студентами. Отображение учащихся, выполняющих образовательные проекты с использованием различных подклассов, выбранных авторами музыкально-компьютерных технологий (МКТ). Авторы также приводят ряд примеров педагогического опыта в области исследований, указанные в статье. Авторы приходят к выводу: преподавание информатики с использованием МКТ в общеобразовательной школе актуально как возможность найти творческий отклик учащегося на процесс цифровизации культуры, обеспеченный высокий уровень учебной мотивации учащегося и др.
Ключевые слова: аудиовизуальная информация, образовательный проект, электронный учебник, общее образование в средней школе, информатика в школах, музыкально-компьютерные технологии.
