Jim Jolley is a regular contributor on our SmartMusic Forum. He’s had some great success with SmartMusic over the years and generously shares his experiences with others. I recently spoke with Jim about his program and his success with SmartMusic.

James Lund: What instrument do you play, and if you had a chance to, would you pick a different one?

Jim Jolley: I am a trumpet player and I also play some French horn. If I’d had SmartMusic when I first started, I probably would have been a French horn player first.

JL: What is your school’s music program like?

JJ: I teach band at Center Hill Middle School in Olive Branch, Mississippi. Our school has 612 students and one quarter of all students (6-8th grade) are in band. The kids are great and work hard. Most of our beginner band uses SmartMusic and enjoys it. Next year, we are implementing it program-wide.

JL: How has SmartMusic changed your program?

JJ: One of the biggest problems with band is that the grading is subjective and not objective. Parents want to know why their kid isn't first chair or what can they do for their child. Now with SmartMusic, kids can "see" what they did wrong, listen to how they sound, and make proper corrections without a band director right next to them. The tools provided help greatly with student improvement. After all, isn't student improvement what we want?

JL: Can you share a recent student success story?

JJ: While teaching summer lessons this year, I showed a student (6th chair out of 7 alto saxes) how to use SmartMusic. Took about 10 minutes and I guided him with what he did well and what he did wrong. I asked him what he thought about it, he said, "Now I see what I did wrong and I can get better quickly. I love this!"

He showed up 10 minutes early for his next lesson, went straight to the practice room computer, and immediately started working. As I finished my other lesson and started with him, he told me to send him more stuff to do. Easiest summer lessons I ever taught and he won't be 6th chair for long.

I’d like to thank Jim for sharing with us today – and for all his kind help on the SmartMusic Forum.

Have you checked the forum  out yet? Let us know what you think by clicking on “Comments” below!

Laura Vaughan is a Missouri-based music educator and SmartMusic clinician with years of experience using SmartMusic with both voice and band students. Laura recently sent us an email highlighting her experiences demonstrating the upcoming SmartMusic 2011:

“I just wanted to share that yesterday I did a SmartMusic demo for more than 50 band camp kids at my college [Jefferson College in Hillsboro, MO]. I played my flute with a beta version of SmartMusic 2011. Five kids already had SmartMusic subscriptions at home, and about five others use it in their schools – none of the other students had seen it. To say they were ecstatic is an understatement! They liked the new tuner and practice tools setup, and LOVED the capability of looping in their method books. The new feature of clicking anywhere on the music for a start point is HUGE.

They were enthused about the recently played pieces being visible on the Home Screen, the graphics of seeing their 'books,’ and the other new graphics. I had extra brochures with me and they all took one. The kids who had been 'power users' previously were just blown away! They kept asking WHEN the new version would become available! The other music professionals in attendance had not seen SmartMusic for a few years and their unanimous comment was overwhelmingly, 'Every student in band should get a subscription!’

SmartMusic just keeps getting better and better! Thanks to all at MakeMusic who are making this happen!”

Thanks to Laura for her support and for allowing us to share her comments. The latest details on the upcoming release of SmartMusic 2011 can be found here.

Questions or comments? Please let us know by clicking on “Comments” below.

Ted Scalzo is a veteran teacher of 33 years, having recently completed his 26th year as the band director at Bay Shore High School in Long Island, New York. Ted directs the wind ensemble and jazz band, uses Finale to arrange for the marching band, and teaches music composition/theory, as well as a multimedia course.

Ted is also an enthusiastic support of technology, having recently been appointed to the NYSSMA Music Technology Committee for a second time and is an Apple Distinguished Educator.

The April 2010 issue of School Band and Orchestra included an in-depth article on Ted which highlighted some of the many distinctions his school as received as well as some of the innovative ways Ted has incorporated technology into his program. I spoke to Ted last week specifically about his use of SmartMusic.

Bob Grifa: When did you learn about SmartMusic and why did you choose to have it as part of your curriculum?

Ted Scalzo: I have been following Smart Music from the days of Vivace. Ever since the software-based version became available I have been using it exclusively in my private teaching. I have been using it with my wind ensemble for two years and have also been using it to train the incoming members during our summer music program.

BG: What benefits have you seen (and heard) as a result of using SmartMusic in your program?

TS: There have been several benefits to using Smart Music:

1. Students are practicing – even with the blazingly busy schedule they all have.
2. They are listening to music that they may not have listened to the past.
3. They are engaged and see the purpose in their practicing.
4. Music that I would normally do in the spring is now being done in the fall and the students are sounding amazing. Students are willing to tackle music that is a challenge and will require their time and attention.
5. Technical development is more fun – it’s almost like a game.

BG: How do you introduce SmartMusic to your students?

TS: My first introduction is to give each member a disc and set-up sheet. They are all required to install and sign up for the class giving two e-mails; one for themselves and one for their parents. Some of the students receive their training in Smart Music during a five-week summer music program. Others are trained in the fall where I require the students to work with the Smart Music Marching Band Assignments.

BG: How do you use SmartMusic in your program?

TS: Every student has a SmartMusic subscription at home and we have four stations set up in and around the band room for students to complete assignments in school.

I use it daily in the music lessons with the computer we have in the front of the rehearsal room. I also use it daily during rehearsals.

BG: How do you feel about SmartMusic as a high school teacher?

TS: My experience has been extremely positive. I can say I will not teach without it – SmartMusic has changed the game for me and my students.

BG: What type of reaction have the parents given to you in regards to using SmartMusic?

TS: All positive except for one, and in that case the student wouldn't hand in assignments unless he received a 100. This simply afforded another opportunity to teach a life lesson!

BG: What would you say to a teacher thinking about using SmartMusic in their program?

TS: Just do it! Call me if you have questions or need help.

I’d like to thank Ted for his enthusiasm and support as well as taking the time to share his thoughts with us!

Baseball Beth and her keyboard/composition student, Jake

My friends call me Baseball Beth. In addition to being a fervent fan of America’s greatest pastime, I’m a MakeMusic employee, a piano composition instructor, and a show director at a local music school. I’ve recently discovered a great music education resource that I’d like to share with others, and I’ve been invited to be a guest blogger on the SmartMusic blog to do so.

The resource I’m referring to is the Weekly Twitter Discussions on Music Education, or #musedchat. It is a great music education resource with a frequent emphasis on technology.

The discussion relates to curriculum ideas in the music classroom. Recent topics have included “What is your criteria for selecting great repertoire and weeding out poor repertoire?” and “How/why should high schools add a Music Technology program to the typical band/choir/orch offerings of the 20th century?” It’s a great place for music educators to get together and share ideas about what works, what doesn’t, or what they’re too afraid to try without someone else’s advice.

One of the greatest benefits of #musedchat is that it offers a place to learn from both experienced music educators AND music education students. The mix of experience is priceless. Participants frequently share links and blogs of stories, ideas, and games for the music classroom, as well as politics and other issues that affect their students’ experience.

I’ve come to depend on #musedchat to keep me current as an instructor, and I also find it beneficial in my role as a MakeMusic employee as I provide my feedback on the development of our products. I encourage all those interested in music education and technology to check it out.

Finding the chat is simple. It takes place every Monday evening at 7:00 PM CST. Once you’re logged in to Twitter, search #musedchat to find the conversation. Dr. Joseph Pisano has published an excellent “getting started” page here. If you’re not available to chat on Monday evening, you can download a transcript of the chat the next morning at http://musicedmajor.net/musedchat/.

Each week, the organizers of #musedchat post a link to a voting page where anyone can vote on what to discuss next. Jump online and vote, and maybe we’ll chat next Monday.

The second installment of our wildly popular “Meet the CS team” series introduces us to another James – “J. G.,” our evening shift supervisor for SmartMusic support. We get many calls from students and parents after 5:00 p.m. Central time, and they all appreciate J.G.’s calming manner, especially when that grade-crucial assignment is due.

James: What is your musical background?
J.G.: I have a bachelor’s degree in music composition, and have played guitar in many rock bands.

Were you a Finale or SmartMusic user prior to joining us?
I’ve been using Finale since my freshman year in college. I discovered SmartMusic much more recently, but have actually used it with guitar, even though guitar is not officially supported.

What did you do prior to coming to MakeMusic?
I worked on the maintenance crew at Inver Wood Golf Course.

Wow, that’s quite a departure. Can you think of how that might have helped you prepare for your work here?
Sure. We were very committed to quality and attention to detail. Plus, today I am rarely caught off-guard by any flying objects.

Do you remain active musically?
I play guitar in a local Delta blues-influenced rock band – The 4onthefloor (www.4otf.com). I also compose orchestral music and am an active member of the American Composers Forum.

How many bass drums should a rock band have?
A rock band should have a minimum of one bass drum per member. (Again, see www.4otf.com)

If you had to learn a different instrument from scratch, which would you try and why?
I’d learn the violin, both for the tremendous sound and its rich history. It has the versatility to be a  part of so many different types of music, from classical violin to bluegrass and Irish fiddle.

If you could have a super power, what would it be?
Perfect pitch.

What do you enjoy most about working at MakeMusic?
Working alongside so many musicians as well as learning the depths and secrets of Finale.

Horn virtuoso J. D. Shaw was a founding member of the Boston Brass, with whom he served as a music director and arranger for 15 years, helping create their signature sound. Today J. D. is the professor of horn and the assistant director of athletic bands at the University of New Mexico. 

J. D. has recorded more than fifteen albums of a wide variety of musical genres. He has performed with the Boston Pops, Missouri Symphony, Rochester Philharmonic, San Francisco Symphony, Vienna Philharmonic, and Wichita Symphony Orchestra. His performances have been featured on NPR's "Performance Today" and the CBS "Morning Show."

But in the unique world of drum and bugle corps, he is best known in his role as music arranger and caption head for the acclaimed Phantom Regiment Drum & Bugle Corps.

When I learned of J. D.'s use of SmartMusic with the Phantom Regiment, I asked him if he'd share his experience with us and was delighted when he agreed!

"Here at Phantom Regiment Drum & Bugle Corps, we are excited to use SmartMusic to keep track of students' progress throughout the winter months even though they might live thousands of miles away. Being able to hear recordings of the students and then offer advice/tips from our staff members has proved to be an invaluable resource.

Not only that, but we are able to immediately identify students' idiosyncrasies and design a tailored pedagogy program to implement during the competitive season. Another charming side-benefit of SmartMusic is that the Gradebook helps me get to know the students better in less time by putting faces to their names.

As an arranger, I simply write my scores in Finale then save them as SmartMusic files. Then I upload them to the SmartMusic server and, from there, my staff and I can design assignments that are both recordable and assessable.

SmartMusic will allow us to achieve new levels of excellence in spite of our members being from all over the globe and limited amount of rehearsal time together. Not only are our students learning a competitive show but we are able to instill strong principles of music education and pedagogy."

Since we so often think of using SmartMusic with the students we see in school during the day, it's an eye-opener to read of J. D.'s account of working through the off-season with performers thousands of miles apart.

On behalf of the entire SmartMusic team I'd like to wish J. D. and the Phantom Regiment the very best for 2010.

Cathryn "Cathi" Leibinger is the band director at Ransom Everglades Middle School, a private school just south of Miami in Coconut Grove, Florida. MakeMusic's Dave Hawley spoke to Cathi in February 2010.

Dave: How has the SmartMusic Gradebook changed the way you teach?

For me, being able to assign SmartMusic skill tests - which we use as a pass-off system - and have them automatically post in the Gradebook makes things a whole lot easier for me, because the kids just get in the habit of logging in and seeing what they have to do.

And since I don't have to listen to students playing these tests in class, our class time together is devoted to skill development and rehearsal, not testing students individually.

It has made things go much more quickly in terms of skill development - the kids are working on what's appropriate for them. The kids are able to work at their own pace and work on a skill that is appropriate for their level.

Dave: When we think of the Gradebook we think of assessment - the red and green notes - and the recordings that come back to you. Is one of these more important than the other to you?

I think the on-line assessment - the red and green notes - and the associated score are more helpful for the kids because it allows them to know what they've done right or wrong and they consider it almost like a video game. When they see that they've got 85% they want to keep trying and trying to improve that score. My policy is that they have to get 90% or above before they submit an assignment, and I've got a couple kids who refuse to submit anything less than 100% -- so they keep practicing. It's like Guitar Hero but for band. We call it Band Hero!

For me the recording is more valuable. I tell the kids that even if they get 100% on their playing test and all the notes are green, if the slurs aren't good, or the tone quality isn't good, then I have the right to reassign and send it back to them for more work. So I value the recording on my end - they value the assessment on their end.

Dave: How often do you give assignments to your students? And typically what kind of assignments are they?

The beginning band works out of the Essential Elements book. I've highlighted maybe forty songs out of the whole book that they have to go through - in order - and at their own pace. So some kids have already finished book one and they're working on book two, and the rest are spread out in the first book.

The intermediate group does the same pass-off system, but they work out of Essential Elements, book 2. I assign scale tests that they have to pass to get points every week, and I also assign rhythm tests that are automatically generated once a week.

The beginning and intermediate band students also have practice charts which log all the tests that have been assigned, plus anything else they practice that hasn't been assigned but is still within the system, so if they practice a scale or a solo, it logs on their practice chart even though I haven't assigned it.

The advanced band has scale tests and rhythm tests once a week.

Dave: When we spoke recently you mentioned having spoken to some educators who've heard of SmartMusic, but hadn't used it yet. Do you have any sense of what we need to better communicate to these folks to encourage them to try SmartMusic?

I recently explained SmartMusic to someone who said that it sounded like the old Vivace. I explained that it is made by the same company, but that it's become a much more affordable and universal product. I think some people don't know everything that's in SmartMusic. They still see it from the older standpoint of solo accompaniment - they don't know about the accessible method books or assessable concert band assignments.

The three pieces we're doing for FBA are in SmartMusic as well so the kids can practice along with the recording, which I find very valuable - the ability to hear how it fits with everyone else. I guess that people just don't really understand everything that's in there.

I've also heard people say that "I don't know if my kids will pay for it," when I know that the kids could scrape up $30 a year if they were given a chance to see what it was. I have parents and grandparents who see it in action and who want it for themselves -- to help them learn an instrument.

Dave: Some educators are using SmartMusic but haven't made the leap to use the Gradebook as well. Sometimes there's a little gap there, a little chasm of understanding. Do you have a comment or two that might encourage others to try the Gradebook?

Being able to set up assignments in a way that the kids always have something to work on has made questions disappear. "What am I supposed to be working on?" Well, they always have something  to work on. Once you've graded their assignments you can put comments to the kids in their Gradebook. They can log in and check them, and this provides a great way for parents to see and hear what the kids are doing. The Gradebook creates an on-line portfolio. If you have a parent conference if you're doing any sort of audition process or leveling process this portfolio makes it very easy to access what the students have done - to monitor student progress - from anywhere you have Internet access.

Dave: Have you heard any specific comments from parents on this?

They all wish they'd had it when they were in school!