Last week we began to look at some of the resources SmartMusic can offer to anyone teaching a school jazz ensemble. This week I'll continue describing some of the ways I've used SmartMusic with young jazz students.

Standards

One of the goals I set for my jazz ensemble was that the students all learn to play, improvise, and recognize some jazz standards. SmartMusic gives your students instant access to this music. From the SmartMusic home, click on Jazz Improvisation to pick from a wide variety of collections of standards. This repertoire allows students to play the head and improvise over the changes along with SmartMusic's jazz accompaniment.

There are also several tools to assist them in improvising these pieces. Chord symbols are listed, and a variety of Jerry Coker-style jazz patterns can be displayed to help students become familiar playing chord tones.

Also included are actual transcriptions of what you hear being performed by the rhythm section of piano, bass, and drums. Bass and piano players can compare the chord symbols in the piece with what jazz musicians would actually play, helping them to learn to walk - and comp - respectively. Plus the piano, bass, and drum parts can each be turned off or on, not only to provide an opportunity for closer scrutiny, but also to allow, for example, a drummer to play along with the provided piano and bass.

As always, these pieces can be slowed down as necessary or transposed to different keys to help develop student transposition skills.

Importing Audio

Although the SmartMusic accompaniment library is the largest of its kind, and it continues to expand all the time, there are occasions when you want to play something not currently found in the library. Using the built-in Audio Import feature, SmartMusic allows your students to practice with any .MP3 file. What's more, SmartMusic allows you to change the tempo of these files without changing pitch, and the sound quality remains very high. This feature helps not only when you're trying to play along with a difficult piece, but it is indispensible when more advanced students begin to transcribe recorded solos.

When our jazz group worked on titles not found in SmartMusic, I would import an .MP3 recording of the chart and do the same sorts of things that I did with supported titles, including changing tempos, looping difficult sections, and working with students to emulate style, tone, blend, etc.

Finale

In addition to importing audio files, you can also create additional SmartMusic repertoire using Finale. Personally, I would create custom practice files for pieces we were working on. In addition to entering notes, I could make accompaniments by placing chord changes using a MIDI keyboard (you could also type them in) and generated the rhythm section accompaniments using a Finale plug-in. I then saved these files as SmartMusic accompaniments so the practice/assessment features could be used. I also saved the Finale files as audio files and burned them to a CD for students' use outside of SmartMusic.

On occasion I'd select some challenging measures from a part and score it for the entire group. I would use this "exercise" as a warm-up or study. In that way, the section of the group that needed to master this excerpt was able to do so, and the rest of the group was also challenged with relevant material. I would also assign these examples using the Gradebook, to make sure that every student would master the section before our next rehearsal.

I also made chord progression scale sheets to be used with improvised sections of pieces we were rehearsing. When used in class, I've have one student improvise while the rest of the students played the scales "underneath" at a piano level.

Recording

Self-assessment is important no matter what style of music your students study, and SmartMusic's recording capability gives them this instant feedback. Students practicing improvisation should make great use of this feature to hear what works for them - and what doesn't.

The recording feature is also very useful in the classroom. I would record the group performing a piece, or an excerpt of a piece, and then play it back. Using a SmartMusic microphone produces very good results, and students thrive from this kind of immediate feedback. Afterwards we'd save these files and use them as a measurement of improvement when compared to later recordings.

Auditions

Are you ready to begin putting all these suggestions to work? Great! Perhaps your next step is to include SmartMusic as part of the auditioning process for your jazz ensemble. One of the published pieces I used for tryouts was in the 12 bar blues format. The idea occurred to me that by using the Straight Ahead Blues sample file, the students could perform the tryout piece with SmartMusic accompaniment, making for a more musical experience. It also gave students the opportunity to try improvising.

Auditioning drummers needed to demonstrate their ability to play a variety of styles. In preparation I looked to SmartMusic's Jazz Improvisation section to select three pieces that demonstrated different styles. During the audition I used the Instrumentation feature to mute the drum part so that only the piano and bass were heard as the drummer performed along with the accompaniment. This helped in the evaluation of the drummer's ability to play and fill in the correct style, in time, and in balance with the SmartMusic rhythm section.

I used a similar process for the bass and piano players. I also recorded the auditions using SmartMusic and saved the audition recordings as .MP3 files - providing one more great way to document each student's progress.

Of course, these are just a few ideas of how you might implement SmartMusic into your jazz ensemble work: they just scratch the surface of what's possible. I hope they inspire you to even better ideas and help you to instill a love of jazz that will be with your students their entire lives.

Improvisation has never been my strongest suit. I stuck to playing lead in jazz bands because I was insecure about my solo chops. This is where I usually say "If only I'd had SmartMusic back then!"

If only I'd had SmartMusic back then!

Check out some of the resources I could have used: From SmartMusic's Find Music screen, click on "Jazz Improvisation" to view jazz collections from Jamey Aebersold, Alfred Master Tracks, and Wynton Marsalis. Open Aebersold Volume 25 (All-time Standards) and select "Have You Met Miss Jones."

Unfortunately, we can't show the melody line from these tunes due to copyright concerns (support the publishers and buy your copies!), but check out what we can show you. At the top of the screen look for "Slash Notation," which I've circled in red below:

Clicking on "Slash Notation" produces a menu that lets you choose from a variety of Jerry Coker-style jazz patterns, each named for the chord tones they outline. For example, select 13577531 and see the arpeggiated notation appear:

This is an excellent way for your students to get the chord tones under their fingers. Once they're comfortable with this, try a different pattern or transpose to different keys to really put 'em through their paces.

Look for this feature in all the jazz repertoire and experiment — and satisfy those National Standards!

Many teachers are also required to teach jazz ensemble, regardless of their level of experience as a jazz performer. Fortunately there are many resources they can draw from today - including SmartMusic. SmartMusic provides jazz-specific exercises, ear training, and literature - including the recent addition of the Standard of Excellence Jazz Ensemble Method. In today's blog I'll share just a few of the ways that I utilized SmartMusic in teaching my jazz ensemble: Please note that while the emphasis here is on jazz, these activities could also benefit any of your performing groups.

Exercises

While all of the SmartMusic Exercises clearly benefit the jazz performer, two groups of exercises are specifically created for this purpose: Jazz and Play By Ear.

The Jazz exercises utilize scales and patterns commonly used in jazz charts. These files can be looped to be repeated or to transpose with each repetition, either in 5ths, 4ths or half-steps. These exercises provided my students with an opportunity to become more comfortable with jazz scales and to improve technical ability, all while being accompanied by a rhythm section. Because the Finale Exercise Wizard shares these same exercises, I was able to use Finale to print hard copies of these exercises for all students.

Among the many Play By Ear opportunities are some specific "Blues Licks Exercises." Against the context of a jazz rhythm section, SmartMusic plays some unseen notes, and then provides space for the student to repeat them. Here's one way I used these exercises to develop listening skills: At the beginning of a rehearsal I'd tell the students what notes we were going to use, and we'd play them. Then I'd start a Play By Ear exercise and students would listen and attempt to play back the licks using the same notes. I found student concentration to be sky-high during these activities.

Over time, their listening skills improved greatly, benefitting improvisation as well as every other type of playing done with other musicians. Keep in mind that when performed by individual players, the unseen notes can be assessed!

The Play By Ear exercises were a great way for the students to verbalize rhythms, whether we were focused on swing eighth notes, or specific articulation. Instead of playing the exercises, the students would verbalize them with the inflections and syllables I modeled for them. Once this was successful, then the students would play the examples - with greater accuracy and understanding.

Improvising

Rockin' Blues, one of the sample files in SmartMusic, provides an excellent vehicle for beginning improvisers who are ready to begin applying the blues scale. We started out by playing the blues scale in unison along with the file. After learning more about improvising, students could practice at home with SmartMusic and try out their ideas in privacy. I would also use Rockin' Blues at the beginning of rehearsal with SmartMusic being amplified through some powered speakers.

We'd arrange for all students to take turns improvising for one bar, one student immediately after the other. As they became more comfortable, the number of measures was extended, and more confident improvisers were invited to play an entire chorus or more. Even the bassist and drummer were encouraged to improvise along with the SmartMusic rhythm section. Of course, tempo and key can be adjusted as necessary. Doing this at the beginning of rehearsal allowed the students to immediately focus musically, and I saw confidence increase quickly.

Practicing with Jazz Ensemble Repertoire

From the SmartMusic home page, you have instant access to jazz repertoire appropriate for any skill level. Simply click on "Concert & Jazz Band, String & Full Orchestra," specify "Jazz Ensemble," and indicate a skill level. Play back these pieces and you'll hear actual audio recordings of professional musicians. And again, tempo can be changed without changing the pitch.

Students with SmartMusic at home can practice these pieces along with the professional ensembles, while taking advantage of all of SmartMusic's features, including the ability to record and assess themselves.

I used the Gradebook to assign parts from this music. For example, one piece had a particularly challenging section, which I assigned to all students, requiring them to send me their recording of this section along with the accompaniment. The Gradebook made it easy for me to quickly review every student's recording. At the next rehearsal, before the first note was played, I knew who could play the section, who needed help, and what specifically they needed help with.

Of course jazz is primarily an aural tradition - to someone who's never heard jazz before, even the best charts will lack vital information required to play the music in the intended manner. Listening to recordings of jazz greats is a great way for students to learn the language, but adapting what they hear one place and applying it elsewhere is often a big leap.

Having a professional recording of the pieces the group is rehearsing is a great reference for students. It allows them to hear what it's supposed to sound like. We would listen to these recordings in rehearsal and concentrate on specific aspects - for example the interpretation of articulations, or unwritten dynamics. My contribution was to project a part on the screen so students could SEE and HEAR their part in real time. On occasion, I might loop a section over and over, or slow it down (again, without changing the pitch). Because I had SmartMusic amplified, I could have any section of the group (or the entire ensemble) play along with the pros.

The rhythm section was able to better sense the feel of the music by listening and playing along. Drummers benefited by seeing the written part and how the professional drummer interpreted it. This easily opened a discussion about how a drum part is often just a guide and how drummers play ensemble and section figures.

Next week I'll share some more ideas about jazz ensemble, including playing standards, making student recordings, and expanding SmartMusic by importing audio files and creating charts in Finale.

Should you or your students ever hear strange playback from SmartMusic - perhaps sounding like the music is playing back at the wrong speed - and you're using a Windows computer, this week's blog is for you.

The first response should be to update your system's sound card drivers. Downloading the latest drivers - regardless of the associated hardware - is always an excellent first step as updated drivers are typically created specifically to address the problems customers have experienced. Think of it as "good computer hygiene."

If you've purchased your sound card separately, you'll want to look to that sound card's website for driver updates. In most cases, however, you'll want to go to the website of the company that built your computer. Look for a "Drivers," "Download," or "Support" section where you can enter your computer's model number and your operating system, and then scan the associated updates. Look specifically for audio updates. While you're at this site you might also review all applicable updates - even those that don't pertain to audio - as they may save you some grief further down the road. Once you've installed applicable updates, restart your computer and check SmartMusic again.

If updating drivers doesn't eliminate your problem, find your sound card's control panel software. This might be in your "Programs" menu (underneath the Start Menu) or in your Windows Control Panel. It should say "Realtek," "Sigmatel" or a similar brand name. Inside this software, look for "Sound Enhancements" and disable any that are listed. Note that "Sound Enhancements" might be hiding in an "Advanced Settings" area. While you're here, look for a "sample rate" or "quality" setting. Not all computers will have this shown. If you see it, make sure it's set to 44.1KHz or "CD Quality." After making these changes, reboot your computer and try SmartMusic again.

Should you experience the rare scenario that the above steps don't address, or have questions about any of the above, our support staff is glad to help. Contact them at: http://smartmusic.custhelp.com/app/ask

As a final thought, you might also make sure that the strange playback sound isn't simply a recording of a beginning trombone, which can produce a very unique sonic footprint, not unlike the mournful lamentations of a homesick moose.

As I began to incorporate SmartMusic into my program, I continually found new ways to use it to my advantage. Today I have two ideas to share, and the first offers help before you've even met your students.

If you are involved in recruiting students to join your program, a great presentation is very important as contact time with these new prospects is limited. As part of my presentation to these possible future musicians, I used SmartMusic. I demonstrated each instrument along with a SmartMusic accompaniment. Not wanting to give a bias to a particular instrument because of a "cooler" accompaniment, I used the same song for each of the instruments I demonstrated.

I showed the students how SmartMusic can help them learn how to play an instrument, demonstrating the red and green notes and clicking on notes for fingerings. Of course, there is an appealing game-like aspect to the red and green notes. At the same time I was also reinforcing the idea that the red notes help in the learning process.

They also saw that some cool technology was part of the band program. In many schools, music performance classes are one of the classes that students can choose. Who knows what small part of any presentation sways a student's decision one way or another?

Once a student chose to participate in the band program, I scheduled a meeting with each of them and their parent(s). The purpose of this meeting was to help the student select the instrument he/she would play. I respect that everyone has their own methods for this process, so I won't share mine here.

After the selection process was complete, I demonstrated how we used SmartMusic in class. I would play a line from our method book using the instrument the student had selected. After I played the line, I played the recording as we viewed the assessment. I explained the meaning of the red and green notes as we listened to the recording and then clicked on the notes to show the fingerings. These demonstrations always resulted in both student and parent enthusiasm.

Then, once the school year started, I would use SmartMusic again, demonstrating its use more fully, as part of a SmartMusic Demonstration Night.

Once you're up and running, please share some of the creative ways you're using SmartMusic!

You might not hear the word "collection" used often in the context of SmartMusic, but many of you use collections daily. When you're searching for music and see a little blue book to the left of a title, this indicates that there is an assortment of pieces inside. I've circled one in red below: 

A collection is like a listing of all the songs on an album. Opening a collection looks a little different, as you arrive at a different screen, but it more clearly illustrates the organization of the music.

Knowing that collections exist will help when, for example, you run a Quick Search for "Beethoven" and see "Arias for Soprano." While at first this search result may seem strange, as this title doesn't mention Beethoven, inside this collection you'll find one of Beethoven's arias from Fidelio.

Speaking of collections, we just released "Easy Rock Instrumental Solos" (Alfred Publishing), and I couldn't resist: I had to play "Stairway to Heaven."

Ah, to be a rock, and not to roll - indeed.

In last week’s blog, I shared some ideas on how I've used SmartMusic to help students become more independent musicians. This week’s blog takes the Solo Friday idea a step further.

First some background: My beginners typically start in September. Early on I decided they should have their first public concert in January rather than in December. We all know how much preparation time concerts require; I want to devote more of that initial class time toward developing skills and learning the basics. An extra month means that their first performance can be more of a natural extension of what is being taught in class – and less of an exercise in anxiety.

However, after I integrated SmartMusic in my teaching, I found that my students were developing faster, and (due in part to the activities I mentioned in my last blog) were more comfortable playing in front of others. While this improved rate of progress could have facilitated an earlier concert, I decided instead to perform more challenging material at a higher level!

The solution? A public version of Solo Friday! 

We held this event in the band room at our normal class time so the students would feel more at ease. Because it was to occur during the school day, I recognized that not all parents or family members would be able to attend, but decided to judge the pros and cons afterwards and adjust accordingly for the following year's event.

Students were allowed to select any piece from our method book for their solo (remember, it was all about the students). I simply planned the program order to separate the few songs that were duplicated. In preparation, I covered performance etiquette and tips with the students. The benefits of preparing for this activity are too numerous to list here.

We created a flyer that was displayed in the school and distributed to parents. (If you are wondering about the title, I was inspired by Sunday Night Football on Thursday!)

At the beginning of our session I gave a brief overview to the audience. I also announced each student's name before they performed, and each student announced the name of their selection. I made any necessary tempo adjustments, set the accompaniment to ON, and set the melody OFF. Four clicks and away-we-go!  

During the performance, when a student had a lapse, I would temporarily turn the melody line to help out. Each time I did this, the student immediately got right back on track. Students learning early on – to keep playing no matter what – is priceless!

The response of the audience was fantastic: They enjoyed it as much as the students.

In review, here are a few things I might do differently today:

• Record the event and use it at the upcoming concert as mentioned in this blog

• Send recordings (electronically or on CD) to parents who could not attend

• Allow students to play from other method books as well – now possible because the improved Playlist function makes switching between methods so much faster

Writing this blog brought back many good memories – thanks!

Last week I shared some tips to help folks using SmartMusic at home breeze through installation and activation. In the school network world, it becomes a bit more complicated due to different schools' rules and state laws, so I'll share some specific info for school users today. If you're using SmartMusic at home, or are not the person who installs software at your school, don't be concerned by the following technical language: There will not be a test.

There are many different kinds of network setups, so we have prepared a fairly exhaustive list of technical specifications here. We revise that knowledge base article whenever SmartMusic or the websites are updated, so it's the most detailed list you can find to help your network staff. There is also a nice general summary in this documentwhich includes a rundown of the system requirements.

Here are some 'executive level' points:

1. SmartMusic has to be installed on the machine that will run it; it cannot be run from a remote or network location.
2. Install and activate as the Administrator account; limited users can use it afterwards. They will need to be able to write temporary files in the Documents and Settings directories, however.
3. Whitelists: SmartMusic relies on unfettered Internet access to a small number of websites. Add "smartmusic.exe" (or "smartmusic.app" for Macs) to your list of approved programs for network access. SmartMusic requires access only to these websites (normal ports):

   a. www.smartmusic.com
   b. components.smartmusic.com
   c. ws.makemusic.com
   d. redirect.makemusic.com

4. System requirements: Compare the specs of the computers you plan to use against the SmartMusic system requirements.While lower-end budget computers work great for word processing and math tutorial software, they tend to fare poorly when presented with a professional-level audio program. Pay special attention to sufficient RAM, and know that investing in a sound card will pay off quite a bit.

Now I know I said there wouldn't be a test, but I do have a short quiz: Desktops, notebooks, netbooks, laptops, and cheese sandwiches - which of these isn't a real computer?

I'm tempted to say netbooks, as they often have very underpowered CPUs, but the real answer is the cheese sandwich. Netbooks are a close second, however: If your district is contemplating buying a bunch of these, definitely download SmartMusic onto one first and try recording with the "sample" files.

With that, the time has come for one cheese sandwich to meet its maker.

Best wishes!

We all want our students to play independently. When I speak with teachers who haven't used SmartMusic, they often wonder if SmartMusic practice will result in students who depend on SmartMusic's accompaniments.

It's time for me to confess: I had this same question when I first started using SmartMusic!

As I have mentioned before, the answer depends on how SmartMusic is being used. We can all know that a metronome can be helpful in practice and still recognize that it is a means to an end and not the end in itself. Let's look at a few ways in which SmartMusic can be used in much the same way as the metronome.

Have you ever had a student tell you in class that they did not want to play something you wanted them to? The following activities focus on helping students of any age be more comfortable performing solo in a group setting.

Having an LCD projector and speakers connected to your classroom computer can enhance the classroom experience when doing these activities: The entire class is engaged by hearing and seeing, which can offer more teaching moments.

Encourage independent playing in class

Like me, I'm sure you've had students play by themselves in class. We also know that some students embrace this while others would rather walk on fire. Using the accompaniments in SmartMusic, whether from a method book or large group ensemble title, can help students feel more confident because they are not playing by themselves (although they actually are).

After students gain confidence, you might prefer for your students to only play with a click track and SmartMusic gives you that option as well. My experience is that once students have success performing in front of the group, subsequent performances come more easily - regardless of whether there's accompaniment or not.

Solo Friday

I created Solo Friday as an extension of the above activity. I introduced it as a fun activity we could all look forward to at the end of the week, but it also produced tangible benefits. While we'd try to do this every Friday, sometimes other plans took precedence.

I began Solo Friday during the students' first month with their instruments. Students were allowed to play anything in SmartMusic (including SmartMusic files I created). In the beginning, student selections were limited to things we were working on in class. But before long, they were selecting lines from pages we hadn't gotten to yet! Some students even chose lines from the other method books in SmartMusic!

One day, one of the percussionists came in early Friday morning to ask me if he could play a specific solo for class on the bells. When he told the name of the piece it didn't sound familiar. When I asked what book and page it was on, he explained that it was one of the band pieces in SmartMusic. To say I was surprised would be quite an understatement! Soon after, other students were also performing band pieces for Solo Friday.

The idea of students inspiring each other to seek out new pieces and to base their decisions by listening to performances by professional musicians is pretty exciting!

Next week: a recital where everyone plays a solo AND has fun doing it!

In the last few years we've made some great strides in simplifying the installation, activation, enrollment, and general use of SmartMusic. To accomplish this we've sat with countless students and teachers and watched them use the program. We've sent out surveys, gone to conventions, and gathered information from customer support and other members of our staff who work directly with SmartMusic users. Any time someone encounters a hurdle, we start taking notes, and often the hurdle is eliminated in the next release.

Nevertheless, there are still some things you can do on your end ensure that your initial installation of SmartMusic succeeds without a hitch, and that is the subject of this post.

Installation

1. Close all other programs! I think every piece of software I've ever installed advises me to do this, yet I often ignore the warning. It's serious business. If you're actively running other programs, they can interfere with the installation process and cause problems that don't creep up until later. Taking this extra step now can save you from having to reinstall later.
2. Log in as the Administrator account. For home users, this is usually the first account that was set up on your computer, such as a parent's account. Not every computer is set up this way, but with Windows Vista and Windows 7, it's more and more common to see multiple accounts on one computer.
3. Know your security software. At some point in the process, your computer's security software may chime in about SmartMusic needing to write to the Registry, talk to our website, etc. Read through this information and act accordingly. Legitimate software (like ours) will need to write to the Registry and access your Internet connection, so if you choose to block its access, SmartMusic won't work at all.

Activation

1. Welcome to the Internet! After SmartMusic is done installing, it needs to activate. In addition, SmartMusic grabs the pieces of music you need when you request them, so it needs full, unfettered access to your Internet connection. Make sure you've given our software permission to use the network when you manage your firewall or other security software.
2. E-mail, e-mail, e-mail. This is our #1 activation-related question: "When I try to activate, it tells me I have no subscription. I just bought one - why can't I activate?" This occurs when a parent purchases SmartMusic using one e-mail address, and their student tries to install an activate using a different e-mail address. You can avoid this problem entirely if, when purchasing SmartMusic, you indicate the email address your student will be using.
3. Did I mention that you should know your security software? Just checking, because we hear from dozens of folks daily who have difficulties with firewall software, and the support team doesn't have access to all of the firewall software there is out there.

Next week, I'll have some additional tips for school environments. If you like, I can even include some tech-y jargon you can use to wow the folks in your IT department!