Online music teaching resources

This is my curated collection of online music teaching, learning and creation resources. Use in good health.

Big collections:

A spreadsheet of online music theory resources and projects, plus my New School syllabus that uses many of these things.

A spreadsheet of online music technology resources and projects.

The NYSSMA Best Practices Database.

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Announcing the Theory aQWERTYon

A few years ago, the NYU Music Experience Design Lab launched a web application called the aQWERTYon. The name is short for “QWERTY accordion.” The idea is to make it as easy to play music on the computer keyboard as it is with the chord buttons on an accordion. The aQWERTYon maps scales to the keyboard so that there are no “wrong notes,” and so that each column of keys plays a chord. Yesterday, we launched a new version of the app, the Theory aQWERTYon. It visualizes the notes you’re playing on the chromatic circle in real time. Click the image to try it! (Be sure to whitelist it on your ad blocker or it won’t work.)

Theory aQWERTYon

In addition to playing the built-in instruments, you can also use the aQWERTYon as a MIDI controller for any DAW or notation program. Just set the input to the IAC bus (Windows users will need to install MidiOX before this will work.)

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The Groove Pizzeria

For his NYU music technology masters thesis, Tyler Bisson created a web app called Groove Pizzeria, a polyrhythmic/polymetric extension of the Groove Pizza. Click the image to try it for yourself.

Note that the Groove Pizzeria is still a prototype, and it doesn’t yet have the full feature set that the Groove Pizza does. As of this writing, there are no presets, saving, or exporting of audio or MIDI. However, you can send MIDI via the IAC bus to the DAW of your choice (Mac OS Chrome only). You can also record the Groove Pizzeria’s output using Audio Hijack.

Like the Groove Pizza, the Groove Pizzeria is based on the idea of the rhythm necklace, a circular representation of musical rhythm. The Groove Pizza is a set of three concentric rhythm necklaces, each of which controls one drum sound, e.g. kick, snare and hi-hat. The Groove Pizzeria gives you two sets of concentric rhythm necklaces, each of which can have its own time duration and subdivisions. This means that you can use the Groove Pizzeria to make polyrhythm and polymeter.

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Samuel Halligan’s awesome Pop-Up Piano for Ableton Live

I recently met a gentleman named Samuel Halligan, who, among other things, makes music education utilities using Max For Live. One of them is called Pop-Up Piano. If you use Max or Ableton and you could use some help learning music theory, you should go and download it immediately. It’s a Max For Live Device that you can place on any MIDI track in Ableton, or just open as a Max standalone. The concept is simple: as you play notes on a MIDI controller, or as MIDI plays back from a clip, the Pop Up Piano shows you the note names, and notates them on the staff. It also shows them on a cool pitch wheel. You can also set a particular key and scale, and then the Pop Up Piano will show you whether the notes you’re playing fall within that scale.

Samuel made this thing to help pianists navigate the Ableton Push. But I could see this being useful for any musician. I’m going to use it in my intro-level music theory course that I’m teaching at the New School this fall. I’d be interested to hear from any theory pedagogues out there how you would structure lessons or assignments around this tool. Continue reading

The orchestra hit as a possible future for classical music

In my paper about whiteness in music education, I tried to make a point about sampling classical music that my professor was (rightly) confused about. So I’m going to use this post to unpack the idea some more. I was arguing that, while we should definitely decanonize the curriculum, that doesn’t mean we need to stop teaching Western classical music. We just need to teach it differently. Rather than seeing the canonical masterpieces as being carved in marble, we should use them as raw material for the creation of new music.

When I think about a happy future for classical music, I think of the orchestra hit in “Planet Rock” by Afrika Bambaataa and the Soulsonic Force, a sample that came packaged with the Fairlight CMI.

Fairlight CMI

The orchestra hit is a sample of “The Firebird”by Igor Stravinsky.

This sample is the subject of an amazing musicology paper by Robert Fink: The story of ORCH5, or, the classical ghost in the hip-hop machine. Continue reading

Participant ethnography of a hip-hop cypher

In this paper, I discuss a rap cypher held during a session of NYU’s CORE Music Program on March 3, 2018. A cypher is a group performance where rappers take turns performing improvised verses. Freestyling is to rap what jam sessions are to jazz: an improvisational form that demands both technical proficiency and a relaxed, casual confidence. I chose the cypher as the subject of ethnographic study because it crystallizes so much of what I love about rap generally. Freestyle rap in particular is an underappreciated art. While hip-hop is the most popular genre of music in the United States (Nielsen, 2018), and possibly in the world (Hooton, 2015), the American music academy does not afford it much respect. I have heard a demoralizingly large number of musicians and educators opine that rap is not music at all. While I do not believe that rap needs academic validation, it is important to me that my fellow educators understand and appreciate the beauty of this music, so if they will not embrace it, they might at least do less to impede it.

Few rap haters will admit to being motivated by racial or class animus. Instead, they point to rap’s supposed lack of melody, or the programmed and sampled beats. Along with electronic dance music, rap in its instrumental aspect is the most repetitive popular form in American history, and schooled musicians are socialized to be contemptuous of repetition (McClary, 2004). Improvisation likewise has a low status in academic settings, because spontaneous musical expression supposedly has less significance than composed works (Nettl, 1974, p. 3). However, closer engagement with improvised rap quickly reveals its depth. For example, the predictability of the beats is a necessity to support the complex play of text, pitch, rhythm and timbre in the emcees’ flow. Only by evaluating the music by its own value system can we recognize its beauty. Continue reading

Chord pizzas

The Groove Pizza uses geometry to help visualize rhythms. The MusEDLab is planning to create a similar tool for visualizing music theory by merging the aQWERTYon with the Scale Wheel. When you put the twelve pitch classes in a circle, you can connect the dots between different notes in a chord or scale to form shapes. My hypothesis is that seeing these shapes along with hearing the notes will help people learn music theory more easily. In this post, I’ll talk through some concept images.

First, let’s look at two different ways to represent the pitch classes on a circle. On the left is the chromatic circle, showing the notes in the order of pitch height (the way they are on a piano keyboard.) On the right is the circle of fifths. These two circles have an interesting relationship: the circle of fifths is the involute of the chromatic circle. Notice that C, D, E, G-flat, A-flat and B-flat are in the same places on both circles, while the other six notes trade places across the circle. Pretty cool!

The chromatic circle and the circle of fifths

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