Note: please visit http://kellysmusicandcomputers.com/education for the most recent version of this article. 

Author: Kelly Demoline

Kelly Demoline is a music educator and president of Kelly’s Music & Computers.  In addition to his K-12 teaching experience, Mr. Demoline has also taught Music Technology for Brandon University along with many music education organizations throughout North America & Europe.  Mr. Demoline can be reached by e-mail at kellyd@kellysmusicandcomputers.com

Kelly’s Music & Computers provides a broad range of music technology solutions for music educators and can be found on-line at http://KellysMusicAndComputers.com

A digital portfolio can be a valuable learning and assessment tool for music teachers of all grades.  A portfolio engages students by encouraging them to set and evaluate their own learning goals, while helping them to understand their own learning process.  A well planned approach to portfolio assessment can help teachers provide more meaningful authentic assessment while communicating the value of the music program.

A portfolio is essentially a collection of student work that outlines both specific achievements and their progress over a period of time.  Within the context of guidelines provided by the teacher, students select the materials that will be included in their portfolio.  This approach helps students take ownership of their own learning and to value the learning process.

Examples included in a portfolio should relate to instructional goals, and should be provided within context, making the examples authentic.  Students should explain why they select specific examples, and what work went into creating the example.

An important part of the portfolio process is self-reflection, and for any item included in a portfolio, students should provide commentary regarding how they achieved their goal, why they value this particular achievement, and what they would like to do next.  Peer and parental evaluation can also be included as part of the portfolio process, encouraging students to consider the reactions of others to their work.  Reflections on growth encourage students to consider their own learning process and view assessment as a part of learning, rather than an arbitrary mark given by the teacher.

In a typical music class, students have a wide range of abilities and musical experiences.  Portfolios provide a more individualized approach to assessment as students can be evaluated both as individuals based on individual growth, and within the context curricular goals.  A well designed portfolio can easily demonstrate learning outcomes that can’t be represented by a simple mark on a report card or comment from the teacher.  It reinforces the importance of the learning outcomes by valuing the outcome itself, rather than only the grade given to the outcome.

Using portfolios as a learning and assessment tool can become complicated and time consuming if a clear plan for the collection and evaluation of examples is not in place.  Technology can help with the collection and organization of examples for a portfolio.

For example, a portfolio should include audio recordings, video and samples of written work such as compositions or a musical journal.  It is important that the creation of examples take place within context, so that they are an authentic representation of student ability.  In other words, there are times when a carefully planned and rehearsed recording of a student performance should be made, but there are also times when a recording should be an unobtrusive documentation of student activity.

As with any use of technology in the classroom, it needs to be easy to use and non-disruptive.  Recording audio is often the easiest and most authentic tool.  For example, a high quality portable digital recorder is an excellent tool for both teachers and students to use to document student performance and activities.  Portable digital recorders are easy to use and produce high quality recordings in wave format for burning to a CD or MP3 format for sharing electronically.

Using a portable digital recorder is as simple as turning it on and pressing record.  The results can then be played back immediately for self, peer or teacher assessment.  Recordings can also be stored on a memory card, on the computer, shared electronically or burned to CD.  It is easy to record individual students on their own or within the context of an ensemble.  As well, most portable digital recorders are suitable for recording small or large ensembles or class performances and rehearsals. 

Computer based recording is another avenue for documenting student performances.  This involves connecting microphones to an audio interface, and then using appropriate software to make a recording.  This can be more time consuming, and often becomes an “event” rather than a common occurrence that happens with a portable device.  This is appropriate when creating examples of a student performance with the pressures of a performance, rather than a more casual documentation of their work.  However, it is more time consuming and often requires advance planning and preparation.

A plan for storing and organizing recordings is an important part of an assessment portfolio.  Older students can be expected to organize their own libraries of materials by storing recordings on a computer, a memory card or the school website.  A web-based portfolio can be an excellent organization tool for students and also encourages peer and parental involvement and reflection.  (Of course, it is important to consider access and privacy concerns.)  Blogs can be an excellent organization tool for students to collect and comment on their work.

Most media player software, such as iTunes or Windows Media Player allows you to easily catalogue recordings.  You can add tags such as student names, and students can rate their recordings as part of an effort to decide what they will include in their portfolio.  Selected examples can then be burned to a CD or posted to a blog or on-line portfolio.

Although video recording can play a valuable part of a portfolio, it can certainly be more intimidating for students, and more time consuming to edit. However, a few video recordings demonstrating student achievement can be a valuable part of a portfolio.

As well, written examples of student work, such as compositions or a music journal are important parts of a student portfolio.  A music learning journal can encourage students to reflect on listening activities, performances, or important facts or concepts that they have learned.  Musical ideas can be stored either as a recording, or as notation (using paper or a notation program) and synthesizing these musical ideas into their own composition makes an excellent extension of a portfolio.

A well organized approach to creating student portfolios can excite students and demonstrate achievement while making assessment more effective.  By using technology, teachers can ensure that portfolio assessment does not become time consuming or interfere with the learning process.  Instead, it becomes a valuable learning tool that helps students become self-directed learners.

The Maryland Fine Arts Education website at  http://mfaa.msde.state.md.us/ has some excellent information on portfolio assessment, including a PDF file with student evaluation forms at http://mfaa.msde.state.md.us/source/PDF/Portfolio_Music.pdf

Selecting a Portable Digital Recorder

For complete information and specifications on the portable digital recorders mentioned in this article, please visit http://KellysMusicAndComputers.com/pdr  

A comparison chart and detailed information on portable digital recorders can be found at http://KellysMusicAndComputers.com/digitalrecorders

There are a number of features to consider when selecting a portable digital recorder.  Most recorders are compact and easy to use, but it is important to select a recorder that will meet your specific needs based on what and how you plan on recording.

Microphones

Most recorders include built in high quality stereo microphones that are suitable for both general purpose recording and for recording concerts.  Except for the MicroTrack II, which uses a removable microphone, all units have the microphone built directly into the record.  The MicroTrack II is also the only unit to record to Compact Flash, instead of SD (Secure Digital).  All units, however, have the ability to transfer recordings to your computer via USB, so a card reader isn’t essential, as long as you have the recorder with you when you want to transfer files to your computer.

While most recorders just have two microphones, the DR-100 includes two cardiod and two omnidirectional microphones, allowing you to record in a single direction, or the entire room.  The BB-1000CD offers two mics on the front and two on the back for a balanced 360 degree recording.

Although the built in microphones provide surprisingly good results and are suitable for almost any recording, using high quality, professional microphones will usually provide even better results.  If you already have expensive condenser microphones you want to use, it is important to choose a digital recorder that will allow you to connect them and will provide phantom power.  The MicroTrack II, the DR-100 and the BB-1000CD are the only units that can provide phantom power.

Playback

Once you’ve made a recording, you can either play it back on the recorder, or transfer it to your computer.  All of the recorders have outputs for headphones or for connecting to speakers or a PA system.  The R-09HR, DR-100, and BB-1000CD also have built in speakers.  Of course, given the size, the speakers on the R-09HR and DR-100 aren’t suitable for playing a recording for your entire class to hear, but individual students can quickly and easily listen to their recordings.  For playback loud enough for the entire class, the BB-1000CD offers good sized speakers.

Multi-Track Recordings

Generally speaking, you will want to make stereo recordings, which you can easily burn to CD or share as an MP3 file.  The DP-004 and Micro-BR both allow you to record to four separate tracks.  This would allow you to adjust the levels of individual microphones, or record additional tracks afterwards, but keep in mind that you will have to take the time to mix to stereo before you can create a CD or MP3.  If you want the ability to add to backing tracks or allow students to mix a new recording to their own or other recordings, the DR-1, DR-100 and BB-1000CD allow overdubbing while keeping the size down and avoiding the need to remix.  This makes it easy for students to record themselves with backing tracks so they can easily evaluate their rhythmic accuracy or intonation.  It also has creative uses, such as collaborative composition, or playing a canon with yourself.

Size

Multi-track units such as the DP-004 and Micro-BR are a bit bigger than stereo recorders.  In fact, although all units are portable, some are more easily pocketed than others.  Keep this in mind in terms of student usage, as the DR-07 is a very small unit, with the MicroTrack, and R-09 are a bit bigger, with the DR-1, DR-100 being a bit too big for most pockets, and aren’t quite palm sized. 

Remote

If you plan on recording rehearsals or concerts, it may be important to have the ability to mount the recorder on a mic stand and start or stop playback from a remote instead of moving the recorder up or down on the stand.

The R-09HR, DR-100 and BB-1000CD all include a remote.  The BB-1000CD is a very large unit, with built in speakers for playback and can’t be mounted on a mic stand.  It does, however, offer XLR inputs for connecting your own mics that can be on mic stands.  The DR-100 has an integrated mic stand connector, the DR-07 includes a tripod stand mount instead of a mic stand connector, and the R-09HR has an optional accessory kit for connecting to a tripod stand.

Batteries

Built in, rechargeable batteries will usually last longer than removable batteries and can help reduce the operating cost of the recorder.  However, forgetting to recharge a built in battery means you can’t just insert some new AAA batteries and start recording!  The MicroTrack and DR-1 have built in batteries that can be charged through USB or through a power adapter, and the DR-1 battery is user removable, which means you can buy replacements if it stops holding a charge, or you need a spare.  All other units use AA or AAA batteries.

Special Features

In addition to the standard feature of recording, all of the stereo units from Tascam (DR-07, DR-1, DR-100 and BB-1000CD) include the ability to change the pitch or speed of music on playback, while all but the DR-07 have a built in metronome and tuner.  The R-09HR can also change playback speed from 50 to 150%.  The DR-1 and BB-1000CD also has center cancel technology to reduce vocals or solo instruments in commercial recordings.  The 4 track Micro-BR includes effects, a center cancel feature, built in rhythms, and a tuner.

Due to its size, the BB-1000CD probably shouldn’t be considered a portable digital recorder.  The built in speakers account for the 15” x 8” x 4” dimensions and almost 8 lb weight.   However, it is an excellent classroom tool for music teachers as it includes the ability to record and copy to and from CDs and SD cards and it is very easy to use. 

Summary

There are a number of features to consider when selecting a portable digital recorder, and finding the one that best suits your needs requires an evaluation of how you plan on using the recorder.  If you plan on using external mics that require phantom power, this will limit your choice.  The importance of overdubbing and special features will also help determine which recorder you should select.  Any of the portable digital recorders mentioned in this article will give you an easy and effective way to create high quality recordings of student performances.

For complete information and specifications on the portable digital recorders mentioned in this article, please visit http://KellysMusicAndComputers.com/pdr