Applied MIDI Instruction
In addition to the conceptual understanding and operation of MIDI devices, instructing students in multiple, MIDI functions and practices will be beneficial to the student’s overall success in this field. MIDI functionality is present in all major, digital audio workstations (DAWs) in the music industry (site). MIDI is not just used in synthesis, virtual instruments, and electronic composition; it is also used in recording engineering, production, and live music performances. In the 21st century, the advancements in virtual instrumentation and DAW functionality has increased the integration, use, and demand for MIDI hardware and knowledge.
Instruction in MIDI functionality should begin with academic studies of MIDI concepts; see academic technology studies-MIDI. After a student has become proficient in MIDI terminology, functionality, and concepts, instruction can then focus on applications. Applied lessons in MIDI functionality can be incorporated or run congruently with academic studies of MIDI and/or composition lessons.
Examples:
1. When instructing students in MIDI language and values, having a MIDI keyboard in front of them can visually reinforce abstract concepts. For instance: “Middle ‘C’ is standardly represented by CC60. Everyone, please find Middle ‘C’ on your keyboards.”
2. Quizzes could be given that incorporate both abstract and creative elements. For instance: Students could be given a quiz or test that ask them to load a virtual instrument (even a very simple one) and assign various parameter controls to specified MIDI controls.
Applications for MIDI integration and control are extensive and can take on many forms: controlling software plug-ins, compositional tools, performance applications, etc. However, before advancing to applied uses of MIDI and MIDI devices, it is advised that the students react some level of keyboard harmony competency. Establishing a keyboard harmonic knowledge standard for a program will grant both students and instructors greater potential of advanced conceptual learning. If students have to learn harmonic fundamentals while simultaneously learning MIDI concepts, their learning advancement may be hindered slightly. Additionally, if a keyboard harmony competency has been meet, the applied MIDI and/or composition instructor will be free to cover more advanced topic and organize much more musically engaged projects for the students. For instance, if a keyboard competency has been meet, some creative and engaging quiz or activity materials could be:
1. Students could be given a melodic line or harmonic progression in standard notation. Ask the students to: 1. realize the notation in MIDI graphical notation. 2. Identify the CC designations. 3. Patch the MIDI playback through a virtual instrument or synthesizer.
2. Students could be given a melodic line and asked to: 1. Compose a piece based on the given melodic line. 2. Create a harmonic progression to accompany the melody. Use their knowledge of MIDI and synthesis to manipulate the melody and harmony to create a unique piece of music. 3. Demonstrate their knowledge of MIDI, Keyboard Harmony, and Synthesis terminology to clearly and concisely describe what they did and why.
MIDI is an important tool for modern composers, engineers, sound designers, and music technologist. A well-established skill set and knowledge of MIDI will grant a student greater creative freedom when utilizing devices and tools that are operated via MIDI. With this skill set, students will be ready to engage in advance recording and synthesis operations.
Instruction in MIDI functionality should begin with academic studies of MIDI concepts; see academic technology studies-MIDI. After a student has become proficient in MIDI terminology, functionality, and concepts, instruction can then focus on applications. Applied lessons in MIDI functionality can be incorporated or run congruently with academic studies of MIDI and/or composition lessons.
Examples:
1. When instructing students in MIDI language and values, having a MIDI keyboard in front of them can visually reinforce abstract concepts. For instance: “Middle ‘C’ is standardly represented by CC60. Everyone, please find Middle ‘C’ on your keyboards.”
2. Quizzes could be given that incorporate both abstract and creative elements. For instance: Students could be given a quiz or test that ask them to load a virtual instrument (even a very simple one) and assign various parameter controls to specified MIDI controls.
Applications for MIDI integration and control are extensive and can take on many forms: controlling software plug-ins, compositional tools, performance applications, etc. However, before advancing to applied uses of MIDI and MIDI devices, it is advised that the students react some level of keyboard harmony competency. Establishing a keyboard harmonic knowledge standard for a program will grant both students and instructors greater potential of advanced conceptual learning. If students have to learn harmonic fundamentals while simultaneously learning MIDI concepts, their learning advancement may be hindered slightly. Additionally, if a keyboard harmony competency has been meet, the applied MIDI and/or composition instructor will be free to cover more advanced topic and organize much more musically engaged projects for the students. For instance, if a keyboard competency has been meet, some creative and engaging quiz or activity materials could be:
1. Students could be given a melodic line or harmonic progression in standard notation. Ask the students to: 1. realize the notation in MIDI graphical notation. 2. Identify the CC designations. 3. Patch the MIDI playback through a virtual instrument or synthesizer.
2. Students could be given a melodic line and asked to: 1. Compose a piece based on the given melodic line. 2. Create a harmonic progression to accompany the melody. Use their knowledge of MIDI and synthesis to manipulate the melody and harmony to create a unique piece of music. 3. Demonstrate their knowledge of MIDI, Keyboard Harmony, and Synthesis terminology to clearly and concisely describe what they did and why.
MIDI is an important tool for modern composers, engineers, sound designers, and music technologist. A well-established skill set and knowledge of MIDI will grant a student greater creative freedom when utilizing devices and tools that are operated via MIDI. With this skill set, students will be ready to engage in advance recording and synthesis operations.