music

Software:
Knowledge of computer basics including, but not limited to, file management and storage, document processing and printing, operating systems, database management, and spreadsheets. Examples: using database files for storage, retrieval, and sorting by various categories, such as students, music titles, and recordings; writing and editing printed documents; and working with financial data, such as budgets and other numerical records.

Knowledge of the fundamentals of computer-based instruction (CBI) and of software available, especially in the areas of teaching and testing of basic musicianship skills. Examples: evaluating, selecting, and using programs to teach intervals, scales, key signatures, and ear-training skills for individuals or groups of students.

Basic knowledge of notation programs, sequencing programs, and MIDI (Musical Instrument Digital Interface), as well as more advanced knowledge of one notation program. Examples: using notation programs to score compositions, produce full scores, and extract parts; using sequencing programs to create multitrack compositions; and using MIDI as a means of creating sound files as compositions or for inclusion in related documents.

Knowledge of the fundamentals of multimedia including hardware, software, basics of courseware development, and software in areas such as music form, critical analysis, and appreciation. Examples: developing curricular materials (for groups or individuals) that include sound, graphics, and video for use by class or private students, often in the areas of music listening and analysis.

Concepts and techniques of Internet access. Examples: using Web browsers to locate resources on the World Wide Web, sending and receiving electronic mail (e-mail), subscribing and contributing to newsgroups in particular areas of interest, and accessing library and research databases through the Internet to assist in research activities.

Knowledge of and experience with software designed as interactive or automatic accompaniments to performance. Examples: using automatic accompaniments for standard solo repertoire when no live accompanist is available, teaching jazz improvisation and blues style with automatic accompaniments, and providing drill-and-practice opportunities for students with these programs.

Basic knowledge of audio programs such as Audacity, Logic, GarageBand, ProTools. Examples: using audio programs to create multitrack compositions; and using MIDI as a means of creating sound files as compositions or for inclusion in related documents. Using effects (volume, pan, eq, reverb etc...) to master the compositions.

//(above standards are based on the standards developed by the National Association of Schools of Music (NASM))//

Use both a midi device and other input devices to put data into a notation or sequencing program. Create accompaniments using sequencing software. Trouble-shoot when devices are not communicating properly (software issues). Set up drill and practice software for class use. Import songs created in either notation or sequencing software into audio files.

Hardware:
Connect a midi enabled device to a computer. Trouble-shoot when devices aren't communicating properly (hardware issues). Use a computer to download music to an mp3 device (ipod) to use in the classroom //(this would include music from a CD, a Music Service or something created using either a notation, sequencing or audio program.)//