Musical and computer technologies in education. Music and computer technologies: laboratory

Kondratyeva Irina Nikolaevna

first category teacher

choir and theoretical disciplines

NR BOU DOD

"Children's Art School No. 1"

s.p. Salym, Novaya street 13,

Nefteyugansk district,

Tyumen region, Khanty-Mansi Autonomous Okrug-Yugra

USE OF INFORMATION AND COMPUTER TECHNOLOGIES IN MODERN MUSIC EDUCATION.

Today, no matter how vicious it may sound, our way of life, communication, and culture are “plunging” into the routine of hypocrisy, indifference and unceremoniousness. And again, before teachers and professors, the need for global changes emerges, which should be aimed at “returning” culture, or at least at understanding that this is necessary. Scientific institutes are trying to introduce something new into the education system and draw experience from European sources.

Will these “innovations” be able to eliminate the problems that have arisen today in introducing children and adolescents to musical creativity, to the knowledge of a number of phenomena and historical events related to the art of music? After all, it’s no secret that in recent years, Children’s Art Schools and Music Schools have experienced a shortage of people willing to study music. This situation is partly dictated by existing, perhaps even outdated, curricula. And when the specialty is interconnected with other subjects, it can be seen that solfeggio and musical literature and even the choir (today it has become fashionable to perform works in arrangements and with a “minus”) are failing. As for the older generation of teachers, many of them often work “the old fashioned way,” remaining within the framework of outdated academic dogmas. It is no secret that many children, having graduated from music school, do not approach the instrument for many years, as if they had never learned to play it. In our opinion, this is the worst thing a music school could do to a child. Obviously, teachers are to blame for this because they failed to feel the child’s individuality and personal needs. Or maybe the culprit is the framework of the programs that some teachers blindly follow, forcing students to play not what they want, but what they need, or what is still difficult for the child. Meanwhile, modern requirements for art school programs provide many educational options for children with different abilities and needs.

Agree that with modern capabilities, “new” forms of lesson delivery will not require special financial costs. And many teachers have already taken an interested and close approach to the modern education system. The system of additional education today rewards teachers who skillfully integrate ICT into their curricula. New ideas, new approaches will interest the child, make music lessons desirable, interesting, and most importantly, promising. In modernized and technological language, there should be a “reboot” of old programs. And new forms of conducting lessons, group classes, filling them with modern technologies will be able to return the Music School to full-blooded vital activity. This is a kind of revolution!

You can be modern, you just need to want it and teach yourself to be closer to the interests of children and youth. How great it is to play improvisations on pop music themes on an electronic piano or synthesizer, or to perform, in the simplest way, arrangements of educational etudes by K. Czerny. The synthesizer is becoming an unprecedented means of interactive learning, and the capabilities inherent in it can introduce the wonderful idea of ​​comprehensive musical education for a child. As a student this will be impressive! This is where the subject-matter relationship that is discussed in the educational tasks comes in handy. Good knowledge of solfeggio and harmony, form analysis and instrumentation is required. And these objects also lend themselves perfectly to new transformation. These are existing music programs on arrangement, processing, theory, and musical literature. Pressing the keys of a computer instrument and composing your own composition using “incredible and unusual sounds” is so interesting! The synthesizer seems to “provoke” the student to be creative, and they begin to master all the capabilities of the synthesizer, as well as work with computer programs. Such sketches become fertile material for the development of the students’ imagination. A child’s question about whether or not to go to solfeggio will be completely unnecessary.

The fact that modernization of music education is necessary was confirmed by teachers who are already aware of its need. The developments in the field of media pedagogy by the head of the theoretical department of the Children's Music School in the city of Dzerzhinsk, E.A., turned out to be deeply professional. Muravyova. She is the creator of the five-year integrative course “Musical Literature in the Context of World Artistic Culture.” The main goal of the maximum program is to cultivate a love of classical music and the ability to consider a specific artifact in a general cultural context. The minimum program is the creation in an educational institution of a climate corresponding to modern information culture. The content of the course consists of the study of general patterns inherent in different types of art: music, literature, theater, fine arts. It is important that the idea of ​​computerizing schools does not pass by the remote corners of our country. Therefore, the task is set to create self-learning computer programs.

For many years the question has been raised that the teacher and student should “hear and understand” each other. Such “getting used to” the interests and desires of the child eliminates the distance (if any has arisen), brings them closer in spirit, and they begin a process of co-creation and empathy.

What is closest to the child? If he is of primary school age, then you can try to voice a cartoon (sound recording program). You can suggest coming up with your own musical style for a cartoon character. This is a remarkable creative development of the student, and who knows, maybe in the future he will choose a field of professional activity related to some creative tasks.

For children of middle and high school age, it will be interesting to create a video series or video presentation with musical accompaniment, especially since they cope with presentations very easily and skillfully and this is an adapted form for them! And adding your own musical impressions to them is already absolutely great!

It would be great for Music and Art Schools to learn how to create high-quality music recordings without the help of arrangers, producers and sound engineers. By recording their concert performances, the teacher and student can track the development of performing skills. By recording simple composed melodic dictations, a student can perform an arrangement of his own composition in the senior class. Students and teachers can leave their notes in the educational fund and save them for the family archive. And he already involuntarily becomes a musician, because he works and thinks like a musician. Interest in learning develops, critical thinking, creative and research activities are activated, and independence in learning activities is stimulated. Isn't that important?

It is useful for teachers who want to make their lessons entertaining to master and use specific terminology for their work, which helps to master multimedia technologies. There is a musical dictionary of computer terms by P. Zhivaikin. The very fact of the appearance of such a dictionary speaks of the serious introduction of computer technology into the process of music learning.

All the positive aspects of the Online Community:

Destroys the boundaries of time and space, and the student, thanks to the Internet, turns into a virtual creative person who can test himself and connect with the whole world

You can easily discuss a musical topic, exchange it, and even create joint musical compositions. Such communication is possible in written, audio and video formats

You can find the style of music you are interested in, learn about it, use stylistics, learn the genre features of eras, easily moving through time

Learn about musicians-performers, composers, instruments

Learn musical notation and playing technique on your own

Learn the history of music

Discuss a musical topic with your peers, and even make musical compositions together

There is everything! And, moreover, everything with tips, links, and a list of educational literature. The main thing is to teach the child to differentiate this huge available musical space and highlight what will help improve his ear for music, become a beautiful soul and a purer heart.

And what each teacher chooses for himself, how he wants to teach and learn together with a modern child, depends only on himself!

Methodological development on the topic

"Types of work using

music and computer technologies

at the lessons of the theoretical course of the Children's Music School"

Teacher of theoretical disciplines

Municipal Educational Institution of Children's Education "Children's Music School No. 2"

Podolsk, Moscow region

The rapid development of information technology in the world in recent decades is an integral part of modernity. The presence in almost every home, every apartment of a computer with access to the Internet suggests that modern people strive to use new technologies for their own benefit, to find something new, important, and interesting in them. Gradually, computer technologies are penetrating into a variety of fields of knowledge, in particular, into music education and upbringing, becoming their integral part.

And if the technical side of such progress can be appreciated by almost all professional musicians (after all, we are talking about the possibility of recording, storing and reproducing a huge amount of useful information), then the methodological side of the issue remains ambiguous: is it possible to give a child the basics of music education through computer programs, simulators, video lessons?, what will be the level of creative development of the student when using computer technology? And how can a teacher of special music disciplines also be a computer specialist who is forced to master a variety of programs designed to work in a new direction?

Be that as it may, it is worth noting that modern music education is already taking a new path of development - training using computer technology. This is proven by many educational institutions in our country at different levels of music education, which have been actively introducing music and computer activities into their structural divisions for almost ten years now.

Let's take a closer look at possible options for using computer technology at the level of the Children's Music School, as part of the theoretical course lessons.

First of all, it should be noted that it is necessary to use a computer in the classroom competently, i.e. expedient, methodologically sound, dosed, and most importantly - subordinated to the main goals and objectives of teaching in the course of theoretical disciplines of a children's music school.

To successfully conduct a lesson with computer support, there are three main tasks that need to be solved:

1. Didactic (educational materials for the lesson, specific training program and equipment);
2. Methodological (determining methods of using a computer in teaching a topic, analyzing the results of the lesson and setting the next educational goal);
3. Organizational (developing and consolidating students’ skills in working with the curriculum, avoiding overloading students and wasting time).

I tried to group the possible types of work with the use of computer technologies in subjects of the theoretical cycle of children's music school in accordance with the types of music-computer programs, and within them - in accordance withteaching methods.

So, in class musical literature, as well as to prepare for the lesson, in the process of independent work of students, you can use the following types of work:

1) :

1. according to methodmusic demonstrations:

1. listening to digital audio recordings of musical works;

1. in accordance with video teaching method:

1. viewing fragments of digital video films (documentary and feature films about composers, performers, individual musical works; opera films, animated films),
2. viewing digital video recordings of musical performances (in various performance versions, as well as using associative video sequences);

1. in accordance with visual illustration method:

1. illustration of digitized reproductions of paintings, computer drawings, photographs of masterpieces of world art, musical instruments;
2. illustration of all kinds of diagrams and tables in computer quality;

1. according to method working with the book:

1. observation of notes, analysis of digitized or originally computerized music examples, collections, scores;
2. selection, reading and subsequent analysis of digitized literary works - sources of musical works;

2) :

1. according to methodprogrammed learning:

1. completing tasks of test computer programs (adaptive programs, “blitz survey” programs, control programs, quizzes);

1. in accordance with game method:

1. completing tasks from gaming educational computer programs (musical crosswords, puzzles, riddles, games);

1. according to method projects:

1. in accordance withresearch method:

1. using a MIDI keyboard as a simulator for performing musical works;

3) :

1. according to method working with a book

1. work with digital reference material for the preparation of the above creative works - abstracts, reports, presentations (interactive music reference books, encyclopedias, dictionaries; websites dedicated to the life and work of individual composers and performers; additional teaching aids).

Solfege lesson , as well as in the process of independent work of students, you can use the following information resources:

1) using programs for technical equipment of lessons:

1. according to methodmusic demonstrations:

1. listening to digital audio recordings of musical works (for example, when learning new keys, chords, intervals);

1. in accordance with video teaching method:

1. viewing digital videos of musical performances (for example, when learning new keys, chords, intervals);

1. in accordance with visual illustration method:

1. illustration of computer drawings; all kinds of diagrams and tables in computer quality (including sheet music assignments prepared using computer programs, rhythm blocks, individual measures for the “cut” form of dictation);

1. according to method working with the book:

1. observation of notes, analysis of digitized or originally computerized music examples;

2) using educational music programs:

1. according to methodprogrammed learning:

1. completing tasks of computer training programs;
2. completing tasks of test computer programs (adaptive programs, “blitz survey” programs, control programs, “Musical dictation” programs);

1. in accordance with game method:

1. completing tasks from gaming educational computer programs (musical crosswords, puzzles, riddles, solfeggio games);

1. according to method projects:

1. providing computer presentations;
2. presentation of abstracts, reports, essays prepared using computer programs;

1. in accordance withresearch method:

1. recording one's own singing or playing a musical instrument in a computer program, making phonograms for a musical work;
2. own performance to digital soundtracks of musical works;
3. entering into a computer program, designing and printing the actual composed musical work;
4. using a MIDI keyboard as a simulator for performing musical works and improvising;
5. participation in competitive events, olympiads presented on the Internet.

3) using reference music programs:

1. according to method working with a book , as well as using search, research, verbal methods, and project methods:

1. work with digital reference material for the preparation of the above creative works - abstracts, reports, presentations (interactive music reference books, encyclopedias, dictionaries; additional teaching aids).

Of course, preparing lessons using computer technology requires the teacher to have such personal qualities as, first of all, enthusiasm, the desire to make the lessons bright, rich, and multifunctional. Of course, a huge role is played by the professionalism of the teacher, his ability to use new technologies in accordance with the goals and objectives, assessing the feasibility and standards of such use. Teachers who already use computer technologies in their practice note, on the one hand, how much personal time they spend searching, systematizing, and organizing information, but on the other hand, students’ growing interest in the subject, children’s joyful anticipation of lessons, success at competitions, competitions and upon admission to special educational institutions. And it is this aspect, I believe, that should be fundamental when making a decision in favor of the use of computer technology in music education.

September 1st, 2017 admin

Shaimukhambetova Bakytgul Temirlanovna

“To create is to live twice”

Target: The use of ICT in music lessons can significantly increase the effectiveness of education. The teacher needs to create all the conditions in music lessons for creative development, using information and communication technologies in organizing music lessons as a way to improve the professional skills of the teacher and develop the motivation and activity of students.

Tasks:

1. bring the lesson closer to the worldview of a modern child, since he watches and listens more than reads and speaks; prefers to use information obtained using technical means.
2. Identify ways to increase the efficiency and effectiveness of the educational process using ICT in music lessons

Introduction

The article reveals current problems of modern general music education. The features of the use of music and computer technologies as a way of forming a competent personality of a schoolchild are considered. .

I like the profession of a music teacher because the teacher has the opportunity to improvise, create, be an artist and performer. And of course, I consider school the most reliable and interesting place to study music with children.
Music at school is an art.At each lesson, the children gain new knowledge. Acquaintance with composers, genres, vocal and instrumental works, musical instruments.

I use technology for the development of perception processes in the process of listening to music, for example, identifying : genre signs (march, dance, song, kui) ; signs style (folk - composer, ancient - modern, Kazakh - foreign music )

In the process of listening to music, such qualities as compassion and empathy are cultivatedAt the same time, they learn to listen to works, perceiving them in their entirety. They listen in silence, pondering the content. Showing sensitivity, insight, and responsiveness. Often, watching children while listening to music, I see how their faces change, all emotions and experiences are reflected in their facial expressions. Through works of art, students learn the history of the country, get acquainted with the works of composers of the last century Kurmangazy, Dauletkerey, Dina Nurpeisova, Makhambet.

Any work reflects life. Music can embody everything that is connected with a person: feelings, thoughts, character, actions, emotions. The same thing happens to children when they begin to analyze musical works, compare, and then they begin to understand that music is our life! P First of all, the teacher himself must love what he teaches. Creatively working music teachers constantly feel the need to update their song repertoire, which should be accessible, interesting and exciting, bringing joy to both students and teachers. One of the main activities in a music lesson is singing and my task is to form and develop singing skills.

When teaching children to sing I use gaming technique. These are various exercises, games for the development of speech and singing breathing, onomatopoeia, speech exercises and rhythmic recitation (clear pronunciation of text or poetry in a given rhythm).

In elementary school I use various forms of play. These include role-playing games: “Playing conductor”, “Playing composer”, “Staging the plot of a fairy tale”. To develop fine motor skills and as a form of physical education, I use musical and rhythmic games, such as “If you’re having fun, do this!”, “Boogie-Woogie.” Children with great pleasure become active participants in such a form of play as musical pantomime: “Sea”, “Orchestra”, “Favorite Instrument”.

Games - simulations“Draw a sound”, “Draw your favorite sound”, “Musical instrument”. It is in such activities that children develop musical, imaginative and creative thinking.

When working with a choir it is used technology of collective creative activity. The collective form of learning in the classroom creates a situation of success, the pinnacle of which is the joy of joint creativity. In a group, it is easier for any child to open up, because elements of fear and shyness are removed, while the creative abilities of students are actively developed. The most important thing in vocal production is correct breathing Right from the right place breathing the performance of the song begins, because this is the support on which everything rests vocal technique, and therefore I recommend breathing exercises before each chant to warm up.

Familiarization with the song begins with a demonstration of the work by the teacher, whose goal is to interest children in the proposed song. The demonstration involves a short introductory conversation, and then an emotional performance of the song by the teacher. The teacher must perform the piece in such a way that the children like it.

Students should learn to hear music continuously throughout the entire lesson: both while singing, and while playing instruments, and in moments that require the greatest attention, concentration and tension of mental strength, when they act as the actual listener.

The lesson is based on the laws of the music itself. It necessarily has its own climax, approach to it, conclusion.

In general, the lesson in content and form should be like a work of art

In the process of creative activity in the lesson, students act as playwrights, composers, musicians and orchestra conductors, performing actors, and listeners to “live” music performances. Such role diversity of activities helps to reveal the creative potential of each student, and the teacher only guides and activates it, creating an atmosphere of openness, ease, and trust. The older the children become, the more confident they begin to think about music, to disassemble the work “piece by piece,” appreciating each means of musical expression.

Some people believe that a music lesson is considered a simple singing lesson, where children are simply wasting their time, that a music lesson is considered secondary and not a priority for many children, parents, and colleagues.

But the music teacher constructs absolutely every lesson as if it were a theatrical production. During the lesson there are no pauses or tasks that the children do independently, during which the teacher can take a break. One task after another, question after question. He is like an actor throughout the lesson, luring children into his game, as a result of which he loses a lot of mental and emotional strength.

The use of innovative technologies began quite recently compared to the West, where this practice has existed for more than 20 years. The inexhaustible possibilities of music and computer technologies will make it possible to both expand, enrich, improve the theory and practice of teaching music in secondary schools, and improve the quality of all music education. In this regard, new requirements for a music teacher have appeared. Now he must not only know computer technologies, but be a specialist who actively applies, correctly uses and understands the need for their use in his work.
The task of a modern music teacher is not only the transfer of knowledge, skills and abilities, the development of students’ musical abilities, but also instilling in students the creative desire and development necessary for further self-education and self-realization in modern society.
First of all, the teacher needs to create all the conditions in music lessons for creative development, using new music and computer technologies for this. Of course, this does not imply a complete departure from the traditional forms and methods previously used in music lessons. Music and computer technologies are designed to facilitate and improve the creative musical activity of a music teacher, as well as to enrich the developments in music pedagogy that were accumulated earlier.

ANDinformation technology I use it at all stages of the lesson: when explaining new material, consolidating, repeating, generalizing, monitoring, during physical exercises, as well as in extracurricular activities.

To introduce computer technology into the process of school music education, a music teacher needs the following technical means: a computer, a multimedia projector, an interactive board, programs for improvisation, all kinds of music programs (karaoke, encyclopedias, reference books), a synthesizer.
The synthesizer is an instrument with limitless electronic possibilities.

During my lessons I use the musical instruments bayan, synthesizer accompaniment and a karaoke singing program. Students, having perceived the same piece in different performances, can make a comparative analysis, highlight the positive aspects and advantages of each instrument. Having recorded the “backing track” of the song (the soundtrack without the main melody), I direct all my attention to working with the children’s choir. Karaoke can perfectly integrate into extracurricular activities. Such arrangements will be an excellent backdrop for musical scenes, fairy tales, concerts, musical-rhythmic games, physical education minutes. You can come up with a lot of techniques and methods for using the karaoke program in your work on musical education of children. At all stages of the lesson I use electronic educational resources: presentations for lessons, logic games, test shells, Internet resources. Quite often I use Microsoft Power Point presentations in lessons on various topics: “History of the Opera House”, “Kazakh musical instruments”, “Instruments of a symphony orchestra”, biographies of composers and singers.

Video recording in music lessons

An integral part of the methodology of teaching music at school is the constant use of screen-sound means. Almost not a single lesson passes without the use of sound recordings (fragments of musical works) and reproductions of paintings or fragments of paintings by famous artists.

On the one hand, screen-sound means facilitate the teacher’s work, on the other hand, they undoubtedly complicate and enrich it, making it more creative, interesting, creating conditions for the teacher’s self-education and professional growth.

The advent of computer technology has significantly expanded the possibilities of using video recordings in school. A fragment of video recordings can be used in any part of the lesson

Video recordings (“Making dombra in Kazakhstan”, “Museum of Sounds”, “Singing Reed”, orchestra performances, playing musical instruments, scenes from the ballet: “Swan Lake”, “Sleeping Beauty”), small autobiographical films about the work of composers ( “Mussorgsky”, “Portrait of Rachmaninov”), cartoons (based on the opera “The Snow Maiden”, “Pictures at an Exhibition”, “Peer Gynt”) arouse great interest among students and increase motivation.

Music encyclopedias are a great help in music lessons. “Encyclopedia of Popular Music of Cyril and Methodius”, which contains information about almost all modern groups and performers, music albums

With the help of this encyclopedia, we learn about the history of the development of a group, about the formation of rock, jazz, pop music in various countries, then listen to a recording or video clip. To test your knowledge, the encyclopedia has a special section called “Quiz,” consisting of various questions and musical fragments. The “Masterpieces of Music” program contains review materials about different styles of music; the material covers the period from the Baroque era to modern music. In addition, the program contains biographical information about composers and describes the history of the creation of famous works. The works are accompanied by comments, audio and video fragments. The program is equipped with a dictionary of various terms and musical instruments, which greatly facilitates the work.

In each class I use electronic textbooks (for grades 1-6 with Kazakh and Russian languages ​​of instruction), which offer various forms of conducting music lessons at school, aimed at broadening the horizons of students, developing a musical taste in children, and immersing themselves in an atmosphere of creativity.

The emergence of educational computer programs, games, game questions and answers, multimedia crossword puzzles makes it possible to study musical notation and gain basic knowledge about music. Students enjoy doing homework related to working on the Internet. They will learn the biography of composers, the history of creation of works, or other information.
These technologies allow the musical process of lessons to be enriched with bright and interesting events in the art of music (history of museums, theaters and ballets, biography of composers and conductors, etc.), and the demonstrated musical material will be absorbed more deeply by students.

Conclusion

In the process of using musical technologies in a music lesson, children learn, comprehend, master the laws of language, learn to understand and reproduce music. All this broadens the horizons of students, expands the horizons of performing activities, makes it possible to significantly increase the level of performing skills, and develop the musical abilities of children.

All musical technologies help to develop the skills of active perception of music, enrich the musical experience of children, instill in them knowledge, which in general is an important prerequisite for enriching the musical culture of schoolchildren.

The use of modern information technologies in music lessons makes learning bright, interesting, memorable for students of any age, and forms an emotionally positive attitude towards the subject. Music lessons at school are not only necessary, they are very important for the formation of a full-fledged personality.

A music lesson is an art that teaches you how to live!

Recently, there has been significant public interest in electronic music and, in particular, in music and computer technologies. This is due to several reasons.

Firstly, computer technology is penetrating all areas of activity, introducing new opportunities for self-realization.

Secondly, its versatility, fantastic limitlessness in improvement, and global applicability of electronic music raise learning to a new level, stimulate the rapid development of intelligence, and make music lessons in demand among a wide circle of art and creativity lovers.

Thirdly, the compatibility of electronic music with traditional music technologies creates conditions for the continuity of musical eras and styles, their interpenetration and synthesis, thus promoting the development of students’ creative potential and strengthening interest in musical culture as a whole.

Anyone who cares about what will happen in our country with music education in the coming decades will agree that one of the directions along which modern music education is already moving, not only theoretical, but also performing, 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 no longer possible to imagine how we can solve many professional and everyday problems without it. Digital technologies have also affected the sphere of musical activity, both professional and amateur, and the transformations taking place in it are striking in their scale and radicality.

A professional composer today does not need either a symphony orchestra or solo performers to score his music - be it an experimental work or a work of the song and dance genre, accompaniment to a play, film, television and radio program or computer game. A musician of any level, including an elementary level of training, today can create detailed, diverse sounding electronic compositions, and the spread of such activities among teenagers and young people has no historical precedent in its mass scale.

Digital instruments are gaining an increasingly confident position in music education. Electronic music classes and departments are being opened in children's music schools, art schools and other additional education institutions; This activity is increasingly being used in the classroom in secondary schools; Music festivals for electronic musical instruments are held in different cities of Russia. At the same time, many teachers 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 acquiring 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 deliberately limiting it to the framework of electronic music of an experimental, essentially elitist direction? Within the framework of pop or rock music, in most cases built on primitive cliches? 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 strong place not only in mass primary music education, but also in modern professional education, in particular at the middle level.

In recent years, music and computer technologies have become very attractive to a huge number of music lovers who, unfortunately, do not have sufficient education to engage in musical creativity professionally, but have a desire to compose, experiment with sounds, and devote all their free time to playing music. These are truly noble aspirations. Among these amateurs there are many people with technical professions: engineers, specialists in the field of computer science, acoustics, sound recording, and computer technology. A number of modern computer programs for creating and arranging music are, indeed, 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 blank samples or from rhythmic and textured elements of certain genre templates, this type of “creativity” can only be a kind of intermediate stage on the path to understanding the foundations of real art. But even here, the creative nature is able to overcome cliches, extract for itself either intuitively or meaningfully defined laws, rules of composing technologies, so that as a result, a music lover can find his own creative techniques.

Working in sequencer programs such as: Cakewalk, Cubase, Ableton Live, FL gives much greater scope for composing imagination. Studio. Later versions of these software products, designed for powerful high-speed computers, integrate various functions of sequencer MIDI editors, multi-track digital audio studios, and virtual synthesizers.

For musicians, these programs are difficult due to the multiplicity and complexity of their options; From music lovers, on the contrary, they demand unconditional professional musical education.

Obviously, the agenda includes the problem of moving two vectors of educational technologies in music towards each other: 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 and sound design a competent understanding of the laws of musical creativity. The issues of teaching music in secondary schools deserve separate serious discussion. It is known with what greedy curiosity teenagers (especially boys) are drawn to technical innovations, how delighted they are by the sight of radio equipment on the stage (microphones, operator consoles and sound speakers), and the catchy rhythms of loud dance music, on the one hand. But, on the other hand, how difficult it is to explain to them at this age an understanding of the masterpieces of the eternal classics and respect for truly great musicians.

Perhaps the presence of a music computer in a secondary school classroom, an enterprising singing teacher who is as fluent with such a computer as with a piano keyboard. The ability to engage your class in a variety of forms of working with the musical repertoire thanks to computer technology will transform music lessons.

To introduce computer technology into the process of music education, a music teacher needs the following technical means: a multimedia projector or interactive board, and all kinds of music programs, a computer, a synthesizer. A synthesizer instrument with limitless electronic possibilities. According to P.L. Zhivakina, 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 different eras and peoples. The teacher, having chosen a piece of music, can use the comparison method, which consists of performing the piece on the piano, then on a synthesizer, and listening to the same piece in the electronic version of the arrangers. Students, having perceived the same piece 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. By recording the “backing track” of the song, the teacher will be able to direct all his attention to working with the children’s choir. Karaoke can perfectly integrate into extracurricular activities. Such arrangements will be an excellent background for musical rhythm games, etc. The teacher himself can come up with a lot of techniques and methods for using karaoke in his work on musical education of children.

The emergence of educational computer programs, games, game questions and answers, multimedia crosswords allows you to study musical notation and gain basic knowledge about music.

In music classes where music lessons are held, there is a need to install a multimedia projector or interactive whiteboard. These technologies will make it possible to enrich the musical process of lessons with bright and interesting events in the art of music, and the demonstrated material will be absorbed more deeply by students.

Finally, in professional music education, if we keep in mind the difficulty of introducing a talented musician to the intricacies of modern computer technologies, then it is probably necessary to begin this introduction at an earlier stage, in a music school or college. But here it is important for the teacher to show a sense of proportion so that the technical element does not suppress the artist-creator in the young musician with a subtle and well-trained ear for music.

A music computer opens up the broadest possibilities in the creative exploration of the space of music, both at the level of professional art and amateur creativity.

Musical computer technologies have created an evolutionarily new period of technical reproduction of musical products: in music printing, in genres of applied music, in sound recording media, in the high-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:

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 reproduction, etc.).

The methods discovered in electroacoustic music form a new compositional technique. Modern professional requirements for a composer require knowledge in the field of acoustics, electroacoustics, and sound recording. For future composers, it is important to study software, sound synthesis methods, and sound programming language. It is necessary to familiarize him with methods for controlling individual sound parameters, resonance modeling, and awareness of texture layers. Computer technologies also enable the composer to carry out technical work: create a sound collage, “mix” different fragments, and edit recorded material.

Conservatories have already accumulated some experience in teaching students of the specialty "composition" academic disciplines of the corresponding focus. In a number of universities (Moscow, St. Petersburg), electronic technologies in relation to musical creativity are studied as an elective, and as a subject of the curriculum - at the Ural Conservatory (course "Electronic and Computer Music"). Practical work of students, as well as composers from Yekaterinburg (T. Komarova, V. Galaktionov, O. Paiberdin, etc.), is carried out in an electroacoustic music studio. Here, on the basis of computer systems, sound “dictionaries” are developed, musical compositions are created using light and flower special effects, film and video sequences, and acting pantomime. (T. Komarova. “Autumn Reflections” for voice and electronic instruments; “Reflections”, “Sensations” for synthesizers and computer. O. Paiberdin. “Civilization” for synthesizer and computer).

Computer programs are applicable in learning to play instruments, in developing an ear for music, in listening to musical works, in selecting melodies, in arranging, improvising, typing and editing music text.

The computer also makes it possible to learn pieces with an “orchestra”, perform the functions of a “simulator” for conducting (using television equipment), and conduct musical and auditory analysis of melodies in a course on the history of music. For many disciplines, the computer is an indispensable source of bibliographic and encyclopedic information. Finally, the computer is widely used as a means of notating a piece of music.

The use of computer technologies is focused on the individual nature of work, which generally corresponds to the characteristics of music classes. A personal computer makes it possible to regulate the individual working mode of a musician in accordance with his tempo, as well as the amount of work performed. And, despite the fact that not all methodological problems have yet been solved, various methodological manuals are published in different systems of musical notation and not all educational institutions in the country offer classes on synthesizers and music computers, electronic musical instruments in the educational process prove their right to independence .

Annotation: The article examines music and computer technologies in the educational system using the example of the work of the educational and methodological laboratory of the Russian State Pedagogical University named after A. I. Herzen (St. Petersburg). The interdisciplinary field of professional activity is associated with the creation and use of specialized musical software and hardware and knowledge both in music and in the field of computer science. And the implementation of the concept of music and computer education of a musician teacher is carried out through the main educational programs of the professional training system, a system of additional education, professional development of teachers and their methodological support on the Internet. In addition, the educational and methodological laboratory "Music and Computer Technologies" is engaged in scientific activities: this is, first of all, specialized research in this field of pedagogy and holding international conferences.

Abstract: The article deals with musically-computer technology in the educational system on example of the Educational and Methodical Laboratory at the Herzen State Pedagogical University of Russia, St. Petersburg. Interdisciplinary field of professional activities relates to the creation and application of specialized music software and hardware tools and the knowledge in music and informatics. A realization of the concept of musical-computer education in preparing music teachers is through basic educational programs of vocational training, supplementary education, professional development of teachers and methodical support via Internet. In addition, the laboratory Music & Computer Technologies engaged in scientific activity: it is, above all, specialized research in the field of pedagogy and international conferences.

Music is one of the facets of comprehending the spiritual content of the world, its beauty, reflected in sound. In addition, the sound of music is perceived by a person as a special information space. Computer science and information technology today affect various fields, including musical creativity and pedagogy. How information technologies function in the sound (and, in general, semantic) space of music - this issue has become the subject of attention of musicians-teachers and representatives of other specialties in connection with the formation of new creative prospects for musical activity, because knowledge of the secrets of sound formation, sound creativity, the richness of timbre and acoustic the influence of music provides an additional incentive for artistic innovation.

At the turn of the 20th and 21st centuries, a new direction appeared in musical creativity and pedagogy, due to the rapid development of the industry of electronic musical instruments: from the simplest synthesizers to powerful music computers. Modern electronic musical instruments have most fully and completely embodied the accumulated information technologies of music and the art of music-making over centuries [ ]. Therefore, a new interdisciplinary field of professional activity associated with the creation and use of specialized musical software and hardware - music-computer technologies1 (hereinafter referred to as MCT) - requires knowledge and skills both in the field of music and in the field of computer science.

1 The concept is used in various musical fields (creativity, education, media production). Thus, at the Russian State Pedagogical University named after A. I. Herzen (St. Petersburg), a professional educational profile for training bachelors of art education “050610 - Music and computer technologies” was developed, licensed and introduced into the pedagogical process in 2004.

In many educational institutions around the world, musicians are taught elements of MCT: Institut de recherche et coordination acoustique/musique (IRCAM) And Center d'Etudes Mathématiques et Automatique Musicales (CEMAMu) in Paris; Center for Computer Research in Music and Acoustics (CCRMA) Stanford University; San Diego Supercomputer Center (SDSC) University of California; Research Center for Music and Computer Technologies of the Moscow State Conservatory named after P. I. Tchaikovsky and others. The development trends of MCT in general and professional music education, the various areas of their application and wide demand allow us to talk about the emergence of the phenomenon of a new educational creative environment, the main components of which are: a music computer as a necessary element of the hardware-instrumental base and software of the music-computer educational complex; a methodological system that allows the organic use of computer technologies at all stages and in all directions of the music educational process (MKT is a dynamically developing educational environment that requires the constant development of new curricula and courses adapted to modern social needs and corresponding to the level of development of these technologies) [ ; ; ; ].

In particular, in 2002, at the Russian State Pedagogical University named after A. I. Herzen, an educational and methodological laboratory (UML) “Music and computer technologies” (http://muslab.spb.ru) was created, which develops both musical and information technology education also affects the social aspects of the process of informatization of education as a whole. The tasks set by the laboratory were: development of a new educational direction (in general and special music education); implementation of a methodological system of music-computer pedagogical education at different levels of education, which reflect the content, forms and methods of using MCT in professional, general and inclusive music education; introduction of IT technologies into the music educational process.2

2 The UML working group "Music and Computer Technologies" includes musicians and programmers: Irina Gorbunova, Gennady Belov, Nina Berger, Alexey Gorelchenko, Sergey Chibirev, Andreas Kameris, Peter Rodionov, Alexey Voronov, Elena Bazhukova, Yulia Kiseleva, Lyudmila Romanenko, Olga Prazdnichnykh and etc.

The main direction of the laboratory's work is educational activities. The implementation of the concept of music and computer education in the preparation of a musician teacher is carried out through the main educational programs of the professional training system, a system of additional education, professional development of teachers and their methodological support on the World Wide Web. Thus, the laboratory staff has developed classes in many specialized disciplines for students of music departments3. The implementation of an innovative educational system is also carried out through additional education: professional retraining programs, as well as advanced training programs and course training programs.

3 “Computer music”, “History of electronic music”, “Technologies and teaching methods (in the disciplines of specialized training: music and computer technologies)”, “Architectonics of sound”, “Fundamentals of studio recording”, “Information technologies in music”, “Technology of musical styles", "Fundamentals of composition, instrumentation and computer arrangement", "Traditional and computer orchestration", "Studio recording technologies", "Methodology and practice of teaching electronic composition and arrangement", "Methodology of teaching playing an electronic musical instrument", "Standard software ensuring the professional activity of a musician", "Traditional and electronic instrument studies", "Musical computer", "Basic electronic musical instrument", "Additional musical instrument (electronic)", "Electronic synthesizer", "Electronic ensemble", "Musical and computer workshop" . Even for students of the Faculty of Correctional Pedagogy (department of deaf pedagogy), classes have been developed and conducted according to the programs of the cycle of disciplines “Music and computer technologies for the rehabilitation of people with hearing disabilities.”

The principles underlying the creation of the laboratory's methodological system are the foundation for various types of professional activities, both for musicians working with MCT (sound engineering, digital audio recording, sound design, sound production, performance on synthesizers and MIDI instruments, etc.), and and programmers and developers in the field of electronic music systems. This system is built on the basis of the use of specialized software and a specially equipped classroom, and is associated with an individual-group form of conducting classes (an important component here is ensemble play: creative aesthetic activity has a high developmental potential).

Based on the methodological system proposed by the laboratory staff, advanced training programs were created4. For everyone, course training is provided under the following programs: “Intensive course in playing keyboard instruments (musical computer and synthesizer)”, “Computer arrangement and composition”, “Modern recording studio and work in it”, “Designing sheet music on a computer”, etc. .

4 For music teachers of preschool institutions - "Innovative methods and technologies for the musical development of preschool children based on music and computer technologies." For music teachers of secondary schools and teachers of children's music schools and children's art schools: "Music and computer technologies", "Methods of teaching musical disciplines using music and computer technologies", "Computer musical creativity", "Methods of teaching electronic musical instruments", "Arranging music on electronic musical instruments" etc.

The implementation of the concept also provides for the professional development of music teachers and their methodological support on the Internet. The methodological system developed by a team of authors makes it possible for a wide range of students (both future professionals and amateurs) to communicate with music interactively. Over the past 10 years, large-scale testing of the developed comprehensive innovative educational system for various levels of education has been organized and carried out, in particular in pilot regions of Russia (many educational complexes have been developed, implemented and tested jointly with the St. Petersburg computer studio "Mart" with the support of the National Training Fund frames). Thus, the following have been introduced into the educational process: innovative educational and methodological complex (IUMK) “Music and Computer Science”, grades 1-4; educational and methodological complex (UMK) "Musical computer (a new instrument for a musician)", grades 9-11; information sources of complex structure (ISISS) and digital educational resources (DER) “Music in the digital space”, grades 5-9; "Sound and music in multimedia systems", grades 8-11; inclusive education system (equal opportunities for music education and rehabilitation of children with disabilities). The resources are freely available on the Internet (at the moment, absolutely all products created by the laboratory are open source).

For example, the IISS “Music in the Digital Space” is a practical course in mastering a field of knowledge that develops skills and abilities in the use of new music computer technologies in music education and subsequent creative activity (presentation of new material in the lesson and independent creative activity of students). IISS contains a set of the following training resources:
- a collection of information sources (systematized in a database), including texts, illustrations, audio and video fragments, animations (if necessary), etc., equipped with convenient navigation for searching for the necessary materials and their selection for further use;
- lesson models (ready-made “lectures”) that offer the author’s options for presenting theoretical materials, as well as assignments and creative works;
- tools for selecting and maintaining one’s own lesson trajectories (formed on the basis of resources presented in the IISS collection and, possibly, using resources found or prepared by the teacher independently);
- a set of teaching materials describing methods of working with the resource base and lesson models presented in the IISS, as well as instructions (or links to relevant printed and electronic publications) for using programs designed to work with digital music.

With the help of this digital course, a teacher can solve pedagogical and methodological problems: choose a ready-made “lecture” to accompany the lesson and adapt it to his own pedagogical tasks (excluding or adding the necessary resources); create your own lesson trajectory using materials from the resource collection and additional materials collected independently; select practical and creative tasks to complete in class or for homework; organize dialogue in the lesson using a pre-selected collection of resources. And the student gets the opportunity to use the materials of the resource collection to complete teachers’ assignments, create their own creative projects based on the studied material and proposed methods for working with digital music, as well as independently increase the level of knowledge and develop creative abilities. Thus, IISS acts as an organizer of dialogue between teacher and student in the process of studying and understanding the features of the musical and cultural space.5

5 The introduction of this IISS into the educational process contributes to: improving the quality of mastering a number of traditional musical disciplines, such as classical musical literature, solfeggio, composition, arrangement, etc.; a significant expansion of the range of theoretical and practical ideas of students about modern forms of music as an art form and about the technologies of its creation; the formation of new artistic and aesthetic ideas about computer and electronic music; getting to know new genres and trends in computer and electronic music; acquiring knowledge about the possibilities of using a music computer for school musical creativity (computer arrangement, composition, studio work, etc.); expanding ideas about the latest trends in music related to new computer technologies; formation of knowledge in the field of electronic sound and systematic ideas about the prospects for the development of musical art in general; developing students’ needs for music education, including the use of a music computer; expanding opportunities for professional guidance for students in the field of music and computer technologies.

The use of IISS in everyday educational activities allows: to provide students with the opportunity to acquire practical skills in mastering a music computer as a new musical instrument; master new knowledge and skills (including initial professional ones) through musical and practical activities in the classroom; get an idea of ​​the acoustic capabilities of a music computer, the features of computer instrumentation, working in a modern digital recording studio, etc. To solve these problems, an electronic manual has been developed, consisting of two main sections.

The first section, “On the Way to a Music Computer,” offers information and lesson structure on topics dedicated to musical creativity in traditional and computer representation. This section includes lessons on the following topics:
- Music as information (the art of music is a specific sound language. This topic is devoted to the comprehension of various forms and aspects of the informativeness of musical language);
- Musical instruments - from the bowstring to the synthesizer (a story about the development of musical instruments in its historical evolution, as well as the specific features and capabilities of acoustic and electronic musical instruments).

The second section, “Computer Lessons in Composition and Arrangement,” is devoted to the study and practical application of existing computer programs for creating and processing digital music. This section includes:
- Composition as musical programming (studying the components of musical language in direct work with them);
- “Something for us from Mozart...” (introduction to the basics of composition using the example of musical classics);
- Composing step by step (practical lessons on composing and arranging in the simplest forms and various genres);
- Sound and music in multimedia systems (the variety of manifestations of musical digital technologies in various types of arts);
- Music without borders (workshop on searching for musical information on the Internet, sound design of an Internet site, remote communication between teacher and student in the process of music education).

The use of IISS in the educational process solves a number of problems that are relevant for modern education. Among them: expanding the sources of knowledge, including the use of information capabilities of the Internet (in the form of homework or extracurricular work); reducing the load on the teacher when preparing for classes by activating the creativity and individuality of his activities (creating his own educational trajectories); increasing the motivation for obtaining knowledge from students by introducing computer technologies into traditional approaches to studying music and relying on the individual’s needs for creative self-realization; the student gains the experience of co-creation with the teacher and friends through various forms of teamwork in mastering educational material.

The educational process is accompanied by the scientific activities of the laboratory staff, which are carried out in various areas. In particular, fundamental research is being conducted on the topics “Development of conceptual foundations for the introduction of information technologies in music education” and “Formation of information competence of a modern musician based on music-computer technologies”, Ph.D. theses devoted to the functioning of music-computer technologies in the music-educational process are defended, musical creativity, information technologies in music and music education, computer modeling of elements of musical creativity (I. V. Zabolotskaya, S. V. Chibirev, A. Kameris, A. V. Gorelchenko, E. V. Kibitkina, M. Yu. Chernaya , S. Yu. Privalova, etc.).

UML "Music and Computer Technologies" organizes and conducts a number of conferences, seminars, and participates in exhibitions. The most large-scale projects here are: a permanent city seminar “New information technologies in modern music education and creativity”, within the framework of which composers, as well as scientists from a number of universities in Russia and the world (Great Britain, Poland, USA); the annual International Scientific and Practical Conference "Music and Computer Technologies in the Modern Education System", which has been held by the laboratory staff together with various institutions in St. Petersburg since 2008; annual International scientific and practical conference "Modern music education", held jointly with the St. Petersburg State Conservatory named after N. A. Rimsky-Korsakov since 20026.

6 Conference topics (2012): current problems of music education in the system of holistic art education; problems of professional music education; electronic musical instruments; new trends in the system of general and special music education; new information technologies in music education and creativity; computer music; music informatics; music and computer technologies in primary music education (children's music schools, children's art schools, lyceums); media music; music theory in modern musical practice; computer musical creativity; problems of implementing state standards in the field of music in school education.

This requires, on the one hand, the training of musicians who understand modern multimedia technologies. On the other hand, there is an obvious need to train technical specialists who have the basics of general music education and have knowledge in the field of sound programming, sound synthesis, audio engineering, sound-timbral programming, modeling of musical creative processes, as well as knowledge of studio recording technologies and computer programs, - that is, specialists who are able to engage in modeling as one of the methods for objective research of musical creativity [ ; ]. This explains the creation of special training courses and teaching aids aimed at a wide audience of students, which make it possible to present at an accessible level the principles of operation of a musical computer and an electronic musical instrument [ ; ; ; ].

The versatility and global applicability of electronic and computer music provide new, essentially limitless opportunities for self-realization, stimulate the rapid development of intelligence, raising learning to a new level. The compatibility of electronic music with traditional music technologies creates conditions for the continuity of musical eras and styles, their interpenetration and synthesis, strengthening interest in musical culture as a whole. Success in the modern use of such systems lies in the integration of all computer capabilities (symbolic and numerical interface, built-in graphics, music, animation, databases and data banks, etc.).

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