SmartMusic Review

SmartMusic is a program that allows students and teachers to explore, practice, and listen to music through using either the software or the new web-based program. I have used SmartMusic before but I was shocked to see how much the program has changed, for the better, since the last time I have explored the program. The materials offered have vastly increased over the year, including the music listed on the software. The ease of navigation has improved and the use of the technology for a classroom has increased. Though I feel there are still some negatives about SmartMusic and its implementation I can vastly appreciate the positives of using this program in a performing classroom.
Materials Offered
The first thing I noticed about the new SmartMusic web-based program was the abundance of music available. Though I was not able look at the entire library without having an account I was able to see lists of music that was being added to the library. I was excited to see how many new titles were being added monthly. After doing a search for repertoire in the music educator's blog, I found various articles with the new repertoire being added. Following this link, https://www.smartmusic.com/?s=repertoire, you can see the extensive list. I was also surprised to see so many choral pieces, as I have only used SmartMusic for band in the past. This would be a huge asset in my own choir classes if I could implement it.
Ease of Navigation

The new SmartMusic program seems very simple and easy to use. Students are able to sign on to the program on many multiple devices, including Ipads. This would be a great advantage if teacher implemented this because the students can practice on their own at their own time. SmartMusic can be accessed by students from their computers or tablets, making practicing convenient and accessible.  Students are able to click on specific passages and begin at whichever measure they choose.  To hear what a note sounds like, the student simply clicks the note, and it will play.  Students are able to loop specific passages of music, so that they can work on problem sections.  Students have the option to hear their part played on their instrument.  They have the option to control the volume of their part, the accompaniment, and a metronome.  One of the most exciting features of Smartmusic is the ability to assess student performance.  Students play their parts, and Smartmusic provides instant feedback.  This gives students control of their practice, and keeps them on track. I also found the teacher side of the website easy to navigate as well.
Implementation

The above screen shot of SmartMusic’s statement on “practice with purpose” is one of the biggest implementations I like about SmartMusic’s web-based program. The use of the practicing tools are a huge asset to students and directors. I also like how easy it is for teachers to create assignments and tasks. After viewing the following video, https://www.youtube.com/watch?time_continue=708&v=rn3qW3jxsZY, I was overwhelmed with the amount of tools the new SmartMusic has. I really like the idea that each teacher can create their own classroom and see all of their students’ progress very easily. The Gradebook feature is also wonderful tool for teachers to stay in the loop regarding a student's progress. With Gradebook, you have the ability to create rubrics using any levels or criteria you see fit. It also makes it very easy to create, distribute and grade assignments.
Negatives
Though I really appreciated learning about the new tools being offered in the new web-based SmartMusic, I still find various negatives about the program and the implementation of the program in general. The biggest, and probably most common, concern is the cost. Though it seems to be way more reasonable then it was just a few years ago the price is still the biggest concern I have about using the program. Below is a screen shot of what it would cost my district to use the program for one year.

The other negative I have about the program is the access to technology needed to fully use the program. I do have access to computers at my school, but I do not have access to areas where a student could record themselves playing without having to have a whole class be quiet as each student played. Schools that had a practice room or separate offices may have an easier time with this then a school like mine, where it is just one large ensemble room. I also am apprehensive about the program because some of my students do not have access to a computer at home, or access to the internet. I would be concerned that students with limited access would feel behind or left out compared to the students that could log in every day at home to practice. Though I think the technology gap is closing as far as students have access to it, I am not sure it is fully there yet for my school district.

Comments

Post a Comment

Popular posts from this blog

Week 2 Reflection

Week two's lecture and readings discussed  many ways to create music through composition, improvisation. and being creative. My initial thoughts while listening to the lecture were very reminiscent. I remember talking about these various notating software and uses while I was in my undergrad. The newer programs, the web-based notation devices, was new but I have been using Noteflight extensively for the last three years so I feel up to date with those. As I began to read chapter three though I was hit with what I felt was a barrage of information on the process of creating, composing, and improvising. My first thoughts were on improvising. I teach primarily elementary aged students and I have been playing with the idea of improvising more lately because it is in our state-standards. What I have learned through the years is improvising can be so simple to teach in the littlest of way. For example, my students get to choose what rhythms to sing for the song, or what pattern of mi-...
Read more

Week 7 Discussion

         The first section of Chapter 8 discusses the role technology has in assisting music teachers with the organization and management of a music program with tasks not related to conducting ensembles, teaching general music classes or music theory classes.  “Technology can serve as an important role for teachers in being productive with these responsibilities” (Bauer, 2014, p.169).  Technology can help “to facilitate overall organization, communication, public relations and advocacy, the creation and acquisition of instructional support materials, data management, travel, and maintenance of financial records” (Bauer, 2014, p. 169).  I have found the use of technology, especially Google Drive, Google Docs, and Google Sheets extremely helpful over the past few years with managing all of the above tasks.  Editing any document such as a music library database, or instrument inventory from a phone, tablet, or computer is v...
Read more