![]() ![]() There are a few apps available for iOS, Android and Mac/PC but this is my favourite. Syntorial does cost money, but the first 40 or so lessons are free, which is all I’ve ever used with my students. Syntorial, is a fantastic tool for helping them understand how to adjust the parameters of a synth to match the sounds from the recordings their analysing. ![]() For those analysing something in a modern genre it is a requirement for them to recreate the sounds, which means finding ways to recreate the synth sounds using the software instruments available in our DAW’s such as GarageBand and Logic Pro. I don’t have all the class study the same set work, instead they choose their own works to study. ![]() This obviously has great benefits for students who are composing in genres that use synthesisers (which is pretty much all modern ‘commercial’ related genres) but I also find this great for students completing Achievement Standard 91422 – Analyse a Substantial Music Work. So not only are students learning how a synthesizer works (which means this is fantastic for doing Level 3 Unit Standard 32304 – Operate a Music Sequencing Application) they are also making their ear more sensitive to changes in timbre (after all, timbre is a musical element just as important as melody, harmony, or rhythm… isn’t it?). But the clever part of this training programme is that after it introduces a new part of a synth, it tests you on how to use it in an ear test where you must match the given sound with sounds that you manipulate. ![]() It breaks down all the parts of a synthesizer and shows you how they generate and manipulate sound bit by bit. This is a great tool which teaches you about synthesis. So, what should we be doing for those students who are not the ‘notation reading’ students? Here are a few tools that you might find useful to help students develop their ear in identifying pitches, tone and timbre. The orchestra or jazz band kid has a massive advantage over the singer/songwriter or rock kid who is too busy reciting “Every Good Boy Deserves Fruit” in their head while trying to work out the direction of a melody. The dwindling numbers of students sitting the level 1-3 aural exams demonstrates that teachers are not seeing the point in getting students to sit the exam if reading music is not part of their daily practice as musicians. That being said, in our current (and soon to disappear) high school assessment system the students that have not been strong music notation readers have been at a massive disadvantage and have not adequately had their aural skills improved. I truly believe that incorporating a variety of tools such as recording software, MIDI sequencing, sample libraries, etc can be useful for ALL students, no matter the genre they want to specialise in. Or even worse… the tech vs classical kids. As much as possible I don’t try to differentiate my students between those that are ‘techy’ and those that are not. The students perceived the environment as inclusive, and-as they all had to endure similar circumstances-they were strengthened by a sense of compassion, togetherness, and understanding.I have to start with an apology for this ‘click-baity’ title. Thematic analyses revealed that the lecturer was able to facilitate an accessible online aural learning environment which enhanced the students’ sense of belonging within their smaller groups, although not necessarily within the group as a whole. Research data were collected through individual online interviews, WhatsApp voice and video recordings, and images. The lecturer shared module content with students through WhatsApp using videos, voice recordings, and audio-visual material. The participants were five first-year and six second-year music students who attended online aural training classes during the COVID-19 pandemic. There were 11 participants representing two-year groups in this qualitative study. In the WhatsApp aural training environment, there was a lack of immediate aural transmission, and the lecturer was unable to assess students’ instantaneous aural skills development. This qualitative case study was conducted in 2020 to understand better whether aural training students experienced well-being during mobile teaching and learning amid the COVID-19 pandemic. During the COVID-19 pandemic, the aural training lecturer at our university was compelled to move classes to an online platform accessible to all students, namely WhatsApp. The tertiary aural training environment provides a foundation for music students to understand, learn, and experience music through live interaction between lecturer and student. International Journal of Education & the Arts, 23(16). What’s up with aural training using WhatsApp: Enhancing student well-being amidst mobile learning obstacles. What’s Up with Aural Training Using WhatsApp: Enhancing Student Well-Being Amidst Mobile Learning Obstacles Sonja CruywagenĬitation: Cruywagen, S., Joubert, D., & Rhoodie, H. ![]()
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