![]() ![]() Lastly, when aliasing is introduced, it is given the synonymous term âfoldover,â but the reason is not given for another six pages. At the same time, the floor function appears, but is explained only in a footnote in the back of the book. Functional notation, f (x), is relied upon but not explained. From this familiar and intuitive analogy, readers are quickly treated to the level of thoroughness and precision that characterizes the book throughout as an equation is derived that relates actual and apparent frequencies for any sampled waveform. The concept of aliasing is explained with another intuitive example: observing a marked spoke on a spinning bicycle wheel illuminated with a strobe light. discrete measurements, lowpass filtering, sample and hold, and slew rates. The simple problem of measuring them leads to a discussion of continuous vs. Previously published as Computers in Music Education, this second edition has been streamlined to focus on the needs of todays music education student. The intimidation factor could have been lessened easily enough with a simple reassurance like âfor reasons that Music Technology in Education lays out the principles of music technology and how they can be used to enhance musical teaching and learning in primary and secondary education. For current and preservice music teachers and designed as a development tool, reference resource, and basic teaching text, it addresses pedagogical issues and the use of computers to aid production and presentation of students. From this familiar and intuitive analogy, readers are quickly treated to the level of thoroughness and precision that characterizes the book throughout as an equation is derived that relates actual and apparent frequencies for any sampled waveform. Computers in Music Education addresses the question of how computer technologies might best assist music education. Brown: Computers in Music Education: Amplifying Musicality Brown: Computers in Music Education: Amplifying Musicality Andrew R. "synopsis" may belong to another edition of this title.Andrew R. The companion website provides resources for deeper investigation into the topics covered in each chapter, and includes an annotated bibliography, website links, tutorials, and model projects. Computers in Music Education: Amplifying Musicality addresses the question of how computer technologies might best assist music education. Reflective Questions, Teaching Tips, and Suggested Tasks link technology with effective teaching practice. Music Technology in Education provides a strong theoretical and philosophical framework for examining the use of technology in music education while outlining the tools and techniques for implementation in the classroom. Previously published as Computers in Music Education, this second edition has been streamlined to focus on the needs of todays music education student. Distance education and flexible learning.Administration and management of technology resources.Enhanced music instruction with interactive systems, web-based media platforms, social networking, and musicianship software.Basic audio concepts and recording techniques. ![]() ![]() It has been completely updated to reflect mobile technologies, social networks, rich media environments, and other technological advances. Previously published as Computers in Music Education, this second edition has been streamlined to focus on the needs of today’s music education student. For current and preservice music teachers and designed as a development tool, reference resource, and basic teaching text, it addresses pedagogical issues and the use of computers to aid production and presentation of students’ musical works. Music Technology in Education lays out the principles of music technology and how they can be used to enhance musical teaching and learning in primary and secondary education. Computers in Music Education addresses the question of how computer technologies might best assist music education. ![]()
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