Designing Multimedia Projects for a Music in Film Course

1
Designing Multimedia Projects for a Music in
Film Course

• ATMI 2006 National Conference
• San Antonio, TX
• September 14, 2006

2
Background

• Purpose
• Philosophy
• Literature review

3
Methodology

• PowerPoint Project
• GarageBand Project
• Questionnaires

4
Project Examples

• Project 01 PowerPoint
• Beethovens 5th Symphony Listening Guide
• Waltons Agincourt from Henry V
• Project 02 GarageBand Underscore
• Harry Potter Flying Car (movie, gband file)
• A Bridge too Far

5
Report of Findings

• Project 1 Create a PowerPoint presentation that
  compares a film composer and a classical
  composer. Project 2 Create a new soundtrack for
  a video clip using GarageBand.

6
Which resources did you use for biographical
information?
7
Previous experiencewith digital audio.
8
Previous experience with PowerPoint.

• S1 - How often have you used PowerPoint in the
  past?
• S2 - How often have you used PowerPoint in
  teaching music?

9
Perceived effectiveness for learning content.

• Rate the assignments effectiveness in helping you
  to learn or review course material (1 not
  effective to 5 highly effective). Avg. 3.8
• Rate the assignments effectiveness in improving
  your mastery of PowerPoint (1 not effective to 5
  highly effective). Avg. 4.6
• How valuable is using PowerPoint to you as a
  musician and educator (1 not valuable to 5 very
  valuable)? Avg. 3.6

10
Preferences compared to traditional assignments.
11
Student comments.
12
Which would you use?
Why?
13
Why?

• Advantages
• Students enjoy PowerPoint.
• Obstacles
• Lack of time and resources prevents the use of
  technology.
• Need for more teacher training.

14
GarageBand Project

• Rate your enjoyment of the underscore projects on
  a scale of1 to 5 (not very to very enjoyable).
• First project Avg. 4.44, S.D. .831
• Second project Avg. 4.78, S.D. .629

15
Perceived focus of the project.

• Rate the assignments effectiveness for learning
  course material from 1 to 5(not effective to
  highly effective).
• Average 3.6 S.D. 1.2
• Rate the assignments effectiveness in improving
  mastery of computer music programs from 1 to 5
  (not effective to highly effective).
• Average 4.2 S.D. 0.6

16
Value of music software to teaching.

• How valuable are computer music programs to your
  work as a musician and educator? (1, not
  valuable to 5,very valuable)
• Average 3.6 S.D. 1.02

17
Usability of music software

• How likely are you to use these or similar
  programs with your students? (1, not likely to
  5,very likely)
• Average 3.2 S.D. 1.077

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Reality of the situation

• I would like to use them, but its about money-
  I am on a cart and I wish students could all have
  a chance to experiment.
• It's great to have the training even if your
  school doesn't have the resources. It can inspire
  grant writing or technology requests.
• Question 14 (value of music software) is low due
  to the availability of these resources at my
  school.

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Conclusions

• Desire to present Music History content in a
  dynamic fashion using technology.
• Experience of the content w/ technology.
• Experience teaching w/ technology.
• Connection between using technology in personal
  use and professional use.
• Creative uses of technology, i.e. listening
  guides, non-linear navigation.

20
Future Research

• Integrating technology-based projects with
  Western and non-Western music history courses.
• Larger sample size.
• Practice with the applications.(Montana Grass
  Dance Listening Guide)

21
Questions?