Alessi Model Demo

April 14th, 2010 by Joshua Brown

Mike Dugan and Christan Griego recently got together in the Pro Stop to demonstrate the Harmonic Bridge and Pillars on the Alessi horn. The audio is actually quite good, so you should be able to hear the differences in tone as Christan adjusts Mike’s setup. These videos can also be viewed on the T396-A product page.

One Response to “Alessi Model Demo”

  1. Marbelis Says:

    I was only in band for two years of high school, and most of my large group mucisal experience was in chorus. There were no chairs in my chorus. There were no tests on scales, or frankly much of anything. So, Lindy’s experience is quite different from my own. While my initial reaction to Lindy’s feedback is disappointment that her experience in music class seems to be so non-mucisal, my next reaction was to question the interview itself. What was Lindy actually asked in this interview? INTERVIEWER So: the key to band is moving up in thechairs and that kind of thing As a driven student who aims for academic success, I feel most students would then answer that the key to whatever course they were questioned about is the key to SUCCESS in that course. If someone asked me the key to being an opera singer, for example, I would talk about hard work, dedication, practice, learning your languages, learning the rep, taking acting classes and so on. However, if someone asked me what I ENJOY about singing, or what singers I love to listen to and why, or what is most exciting about singing opera, my answers would be different. I’m not sure Lindy was asked the right questions for us to immediately damn her mucisal experiences in band. As far as the relevance of mucisal education, there is a lot to ponder. On one hand, the data from California and Canada in the Kratus article scares me. The suggestion that our work as music educators is irrelevant scares me as well. However, as boris pointed out, we are not beholden to national testing of our music students. We can use the national standards as a jumping off point, but from there, the sky is the limit. Just this week in my Multicultural Approaches to Teaching Young Children Course, Dr. Souto-Manning discussed this very idea. The standards are the most basic things we must cover. What we do with them is what makes us or breaks us as teachers. I can teach quarter notes by drawing them on the board. Or, I can have my students compose pieces and then identify the rhythms they have composed. Or, I can teach them a song by ear, and then give them the sheet music and let them find the quarter notes and count out the piece. Or we can listen to a song of their choosing and analyze and notate the rhythm. There are five million paths to get to the standards. Irrelevant music teachers are, I fear, just lazy music teachers. As long as we are finding new ways to reach our students, we will not become obsolete.

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