A Computer-Based Tool for the Presentation of Music Concepts in Music Theory Classrooms

Larry Konecky

Alcorn State University

lkonecky@lorman.alcorn.edu

A number of years ago, while working on my doctoral degree and enrolled in a theory pedagogy course, I developed a simple computer-based system for presenting music concepts in music theory classrooms as a course project. At the time, I used a Radio Shack Color Computer attached to a TV monitor. The software was written in BASIC and utilized less than 16K of RAM. In addition, it used a tape player for program and data storage. I could display a grand staff with notes and rests on the TV monitor for discussion of four part writing procedures. Roman numerals and figured bass symbols could be displayed below the staff. The idea was to replace the traditional chalkboard with a TV monitor and computer.

A number of years later, I found myself teaching a sophomore-level music theory course. I soon found out that many of the students were not retaining the concepts covered during their freshman year. As a result, the first few weeks of the semester were spent reviewing and reworking material from the previous year. In addition, a large portion of class time was being spent placing examples on the chalkboard. I remembered the presentation program I had experimented with a number of years earlier; however, the Radio Shack Color Computer had already been discarded. I felt that using some kind of a computer-based presentation program would be helpful, but did not know of an existing one that incorporated music graphics. Therefore, the possibility of developing my own presentation program using ideas from the earlier project was considered.

During this time, "multimedia computers" were just being introduced. Our honors curriculum program had purchased two of the first IBM multimedia computers (PCs with CD-ROM drives). Both computers contained a demonstration version of ToolBook by Asymetrix. Toolbook is an "object-oriented" software development package for Windows-based computers. It is similar to HyperCard for the Macintosh. Instead of stacks and cards, it is organized by books, backgrounds, pages, and objects and includes a scripting language called OpenScript. After some initial investigation, I decided that this software package would enable me to develop a presentation system similar to what had previously been produced with the Radio Shack computer. In addition, the system would be easier to use, more flexible, and have greater capabilities.

What I wanted to develop was a presentation system in which I could alternate between pages of text and music (like a PowerPoint presentation) and have pages of music on which I could place text and other graphics. I also wanted some degree of interactivity so that I could use the system in place of the chalkboard in the classroom. Through a federally funded Title III grant I was able to purchase a copy of Toolbook and a 33" color monitor. The honors curriculum program loaned me an IBM laptop computer that was also purchased through a Title III grant.

The feature that sets this presentation program apart from others is the inclusion of a simple music notation program. On the background, a grand staff is drawn that contains a script for placement of music symbols. Numerous pages can be developed using the same background and script. The control key (Ctrl) along with certain letter keys is used to select notes and other symbols for placement on the staff. For a quarter note I press Ctrl-E then click the left mouse button on the desired area of the staff for stem up or the right button for stem down. Other symbols use a Ctrl-number then the left mouse button. (Refer to Table 1.)

A menu at the top of the screen allows notes and symbols to be displayed in six different colors (black, blue, green, red, cyan, and brown). Different colors are used to highlight specific concepts that are being presented. Below the grand staff is an area for placement of roman numerals, figured bass, and other text. The grand staff background can be easily duplicated by pressing Ctrl-N. This procedure creates a new pa\ge with the grand staff background while retaining the previous page on which other graphics have been placed. The two images in Figure 1 illustrate two pages produced using the application. They share the same background graphics but have different foreground graphics.

Table 1. Control Keys for Selecting Graphics

Figure 1.

Pages can be made that contain hidden graphics. Hidden graphics are brought into view at appropriate times during a presentation through the use of buttons or other objects that contain appropriate scripts. For instance, examples including part-writing mistakes can be displayed. Hidden graphics that highlight those mistakes can then be brought into view. In addition, if students have questions about the examples on the screen, new graphics can be placed on the page or a new page can be created by pressing Ctrl-N, constructing a new example in class. The three images in Figure 2 represent the same page with different hidden graphics appearing in each image.

One technique I like to use in the classroom is to display a partially completed part-writing example and then complete it during class. This helps to keep student interest by getting them actively involved in the concepts being covered. Another technique is to display common errors from homework assignments and then correct them in class. Figure 3 illustrates a partially prepared part-writing problem that is displayed and completed during class.

I have experimented with the size of the grand staff for more text or longer music examples. The two images in Figure 4 show different configurations for displaying text and music graphics. I have to be careful about the size of the graphics since a 33" monitor is used for displaying graphics. Students have difficulty seeing graphic images if they are too small. Also, too much information on one screen can be difficult to comprehend in a classroom setting. Figure 4 contains hidden graphics that are shown or hidden by clicking on the roman numeral buttons. This page also includes MIDI files that will be performed when the play buttons are clicked. The MIDI files are prepared apart from the presentation program. The music notation script in its current stage of development will just create the graphics and not sound; however, MIDI files can be played.

Figure 2.

Figure 3.

The application is currently being used in college level freshman and sophomore music theory classes. Concepts being presented consist of basic music fundamentals such as scales, intervals, chords, and key signatures as well as part writing, cadences, and modulation and advanced concepts such as secondary dominants and other altered chords. Testing to see if students learn any more or better has not been done. However, when asked, students prefer the computer-generated presentation over the traditional use of a chalkboard. In addition, students seem to take more notes during class when the presentation system is being used. They will often request that a page remain on the monitor long enough so that they can copy everything to their notebooks. As a result, presentations must be developed carefully and with a limited amount of information. Development of pages for presentation can be easy or difficult depending on the type of presentation being crafted. Once made, pages are easily accessed in the classroom, can be used in future presentations, and help to make classroom preparation easier and more fulfilling.

Figure 4.