Tech EDGE, Integrating Technology into the Arts - Sheet Music Scanner and Moises

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05/08/2024 Added

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Sheet Music Scanner and Moises - Tech EDGE, Integrating Technology into the Arts - University of Nebraska-Lincoln (UNL) Technology (Tech) Education In Digital and Global Environments (EDGE) Innovation in Teacher Education College of Education and Human Sciences | Department of Teaching, Learning and Teacher Education

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[00:00:00.000](bright intro music)
[00:00:06.510]Hi, I'm Guy Trainin.
[00:00:08.220]I'm a professor of education
[00:00:09.810]at the University of Nebraska-Lincoln.
[00:00:12.323]And I'm Cody Talarico.
[00:00:13.950]I'm the Arts Education Specialist
[00:00:15.390]at the Nebraska Department of Education.
[00:00:17.460]And this is another episode of our integrating technology
[00:00:21.930]with the arts from Tech Edge.
[00:00:24.450]And today we're gonna talk about two music apps,
[00:00:26.850]which I'm really excited because, as usual,
[00:00:29.010]I know nothing about music. (Cody chuckles)
[00:00:31.080]All right, well our first one
[00:00:32.400]is called Sheet Music Scanner.
[00:00:34.020]And this is an app where you can take a score,
[00:00:38.010]so a printed sheet of music,
[00:00:39.180]and you can scan it in if you have it in like Google Drive
[00:00:43.770]or if you have it in your forScore
[00:00:45.240]or some other app where you have your scores on your iPad,
[00:00:48.330]you can just open it in it.
[00:00:49.950]Or you can take it from camera.
[00:00:51.180]I'll warn you that is a little tricky
[00:00:53.310]and a scan usually works better.
[00:00:55.140]And so what you do is you go ahead and import it in.
[00:00:59.010]I already have some in here.
[00:01:00.570]And so like if we were to go to "Ferry Me Across The Water"
[00:01:05.070]so it's gonna open it and what this app does,
[00:01:07.619]just taking the optic scan that you have in there,
[00:01:11.400]it can play all of the parts in it.
[00:01:13.410]All right.
[00:01:14.243]And so I was a vocal music teacher,
[00:01:16.290]so all my scores are vocal music.
[00:01:18.227]Mm hm. And it'll go through
[00:01:20.310]and it'll play the voice parts,
[00:01:22.410]it'll play the piano part.
[00:01:23.370]Okay. You can turn parts on
[00:01:24.510]and off, you can make it go faster and slower.
[00:01:26.730]You can even modulate the key.
[00:01:29.160]You know, say you're getting ready
[00:01:30.630]for district music contest
[00:01:32.430]and you don't have an accompanist
[00:01:35.130]that's, you know, handy right there.
[00:01:36.690]Or you don't have the piano chops
[00:01:37.680]or the time to play for your kid.
[00:01:39.240]You could at least use this.
[00:01:40.380]It's a little robotic, but you could use this
[00:01:41.910]to get them used to the accompaniment.
[00:01:43.350]Or if you have student accompanists,
[00:01:44.820]then they could practice with their soloist
[00:01:46.770]before with the AI Sheet Music Scanner
[00:01:49.710]before the soloist comes in.
[00:01:51.390]Gives them a couple times through.
[00:01:52.440]So I'll let you go ahead and,
[00:01:53.490]All right. Try it out.
[00:01:54.480]Press play.
[00:01:55.313]All right, I'm pressing play.
[00:01:56.700]And which part am I playing?
[00:01:58.542]I think you're gonna play all of it.
[00:01:59.887]Oh, okay. So let's go ahead and see.
[00:02:01.937]("Ferry Me Across The Water")
[00:02:03.330]Oh, hang on, so we're just playing
[00:02:04.470]the melody. So it's a midi sound.
[00:02:06.330]Yeah, it is.
[00:02:07.163]It's a little robotic there, yep.
[00:02:09.027]So, and then if you want change some of the different sounds
[00:02:12.270]and you'll select down at the bottom.
[00:02:15.210]What am I selecting, the question mark?
[00:02:18.106]And- Okay, I can stop.
[00:02:19.800]Oh, here I select.
[00:02:21.330]So I can change pitch and tempo.
[00:02:23.252]I can do multiple voices, let's see that.
[00:02:27.465]("Ferry Me Across the Water")
[00:02:30.865]Ooh. Yep.
[00:02:31.887]And this particular piece is in seven, eight time.
[00:02:35.310]And it's even doing a pretty good job reading that.
[00:02:37.170]Yeah. As well, so.
[00:02:38.700]And here we can change the instrument.
[00:02:40.860]So we can do bass guitar.
[00:02:45.240]My sister plays the bass guitar, so we will do that.
[00:02:48.128]("Ferry Me Across The Water")
[00:02:51.030]Yep, so now everything's coming through
[00:02:52.980]as a bass guitar sound.
[00:02:55.860]Okay. Yep.
[00:02:56.970]And then down here, so the actual instrument pitch,
[00:02:59.880]and so that's for your transposing instruments.
[00:03:02.640]Like trumpet is written in the key of B flat.
[00:03:04.840]Yeah. So when they play a C
[00:03:06.630]it actually sounds like a concert B flat.
[00:03:08.550]So you can do that on and off too.
[00:03:10.470]And then you can transpose it.
[00:03:12.120]And so, you know, let's say you're working with a group,
[00:03:15.480]and this isn't for district music contest,
[00:03:17.130]where they're gonna, you know, judge you on that.
[00:03:19.440]You can, you know, transpose it up or down.
[00:03:21.270]So maybe you don't have the transposition skills.
[00:03:24.420]I know as a piano major I'm only good for a couple steps out
[00:03:27.755]but if you want like a fourth or fifth away,
[00:03:29.820]you have my ability to do that on site
[00:03:32.130]is somewhat challenged.
[00:03:33.360]Okay, so right now I've got it.
[00:03:36.158]("Ferry Me Across The Water")
[00:03:38.610]You've got the flute going.
[00:03:41.700]No, that was, oh wow, I did not notice
[00:03:45.180]that there's more instruments here.
[00:03:47.010]So there's quite a variety, I did the choir.
[00:03:52.500]All right, so I can see that there's handwriting there
[00:03:57.237]and it ignores the handwriting, right?
[00:03:59.760]Yep, it does ignore the handwriting.
[00:04:01.530]Though, one thing that I have noticed is, so on your system
[00:04:06.080]and where you're connecting all of the voice parts
[00:04:09.180]and the piano parts underneath.
[00:04:10.590]And so if that line isn't nice and clear,
[00:04:13.860]then it assumes that it's two different parts.
[00:04:15.637]Oh, okay. And so sometimes
[00:04:17.100]you might need to take
[00:04:18.120]and just make sure you've got your systems up and down
[00:04:20.880]so it's connecting all of the parts together.
[00:04:23.100]Yeah, and that's because you're scanning.
[00:04:25.440]So just like any other scan,
[00:04:27.810]you've gotta make sure you've got good lighting,
[00:04:30.270]you've got a good copy,
[00:04:31.980]and if not, that may create some issues.
[00:04:35.340]And as a teacher you wanna make sure
[00:04:38.130]that it's not creating issues for our students
[00:04:40.680]before they go home and practice
[00:04:42.150]with something that doesn't work.
[00:04:43.500]Right, and I should mention too that, you know,
[00:04:45.630]this isn't necessarily to replace a live accompanist.
[00:04:48.540]Yeah. Or anything.
[00:04:49.373]But to give you the tool
[00:04:50.280]to be able to continue working or if you had,
[00:04:53.250]you know, a quartet and so then the student could play his
[00:04:57.150]or her part along with the other three parts
[00:04:59.220]even though those individuals might not be
[00:05:01.782]present, you know, so. So how do you turn on parts?
[00:05:05.190]How do you turn on parts?
[00:05:06.030]Yes. And so
[00:05:07.432]we're playing different voices.
[00:05:09.840]Uh huh.
[00:05:10.673]So then you would turn
[00:05:11.506]that off. Oh, okay.
[00:05:12.450]And for your multiple voice parts there.
[00:05:14.010]And then we're playing just that one.
[00:05:15.780]Yep. And if I want to change it,
[00:05:17.430]do I click here? Mm hm.
[00:05:18.690]And then it's just playing the right hand
[00:05:19.860]of what's the piano part in this particular score.
[00:05:22.320]The other thing to mention too of course,
[00:05:24.480]when you were scanning in a score like this
[00:05:26.857]is not to violate copyright.
[00:05:29.160]Yeah. And so you still
[00:05:29.993]have the original score
[00:05:31.110]and it's not to bypass the purchase of the original score.
[00:05:35.646]You're just using it for study methods.
[00:05:38.700]All right, anything else you want to add about this?
[00:05:41.910]No, I think there's lots of possibilities.
[00:05:44.160]So it's been one that I've really enjoyed using.
[00:05:46.035]The second one here is called Moises.
[00:05:48.780]And Moises is a music transcription.
[00:05:50.760]So it'll take an audio piece.
[00:05:53.640]And so I went online and there was some free music
[00:05:56.880]from a composer Randall Standridge, and then I loaded it in.
[00:06:00.870]And so if you hit play.
[00:06:02.343](upbeat music) And so it's going through,
[00:06:05.610]it's showing you the key changes here.
[00:06:08.280]And so, then if you take your sliders,
[00:06:10.710]you can take a part out.
[00:06:12.810]Oh wow. And so let's say,
[00:06:14.940]you know, you're getting ready, this is pep band music,
[00:06:17.100]so, and your drummer is gone that day,
[00:06:20.700]so you could slide all of these off.
[00:06:25.560]And you've just got the drums.
[00:06:26.790]And so then your band could practice with the drums
[00:06:29.220]as well. Oh excellent.
[00:06:30.355]So this is great, you know, too, you can transpose
[00:06:33.390]and it'll do it, you know, right in time as well.
[00:06:37.161]And give you all sorts of different options.
[00:06:40.320]You can speed it up and slow it down
[00:06:41.940]right as you're playing.
[00:06:43.020]So this is similar to the previous app,
[00:06:45.090]except that here the source material is-
[00:06:48.480]Is audio.
[00:06:49.313]Audio and not the sheet music,
[00:06:52.380]Right, yep.
[00:06:54.450]And you know, this would be great too, like for jazz band,
[00:06:59.250]if you're getting ready.
[00:07:00.150]A soloist needs to practice
[00:07:01.500]with the different chord changes that are happening,
[00:07:04.440]you know, the instrument part underneath,
[00:07:06.000]then he or she can see the chords that are happening
[00:07:08.610]so they can, you know, be listening to that
[00:07:10.920]and then fitting their solo that they're working on
[00:07:13.590]within that chord structure.
[00:07:15.540]And rather than having to have the rhythm section
[00:07:17.730]there all the time, you know, they could record it
[00:07:20.040]and that person could practice at home
[00:07:22.080]and make their jazz solos.
[00:07:24.030]So here's where I come to, are these paid apps?
[00:07:29.310]What do you need to log in to both of these?
[00:07:32.910]So Sheet Music Scanner does have a monthly subscription.
[00:07:35.730]You can turn it on or off at any time.
[00:07:38.010]And Moises, this part of it, I think, is free.
[00:07:43.025]Yeah. And then
[00:07:44.490]it does have in-app purchases
[00:07:45.810]where you can do more things with it for a subscription.
[00:07:48.540]Okay, but it is available for free?
[00:07:50.820]Yep.
[00:07:51.653]Okay. Certain parts are.
[00:07:52.585]So Moises is available for free,
[00:07:54.900]but certain things, there are in-app purchases.
[00:07:58.710]So as a teacher, find out if it's got what you need
[00:08:01.620]and then consider if there is a recommendation to do more,
[00:08:07.590]then you have to think about where does the money come from?
[00:08:10.686]Who gets it, how many of those do I need?
[00:08:13.230]And all of that, most districts have the ability to purchase
[00:08:17.370]in an organized way and that's what you really want to do.
[00:08:19.710]If you're doing it for your own personal practice,
[00:08:22.050]you can always go around that on a personal device
[00:08:25.260]but not on a school device.
[00:08:26.430]So you really have to think through it.
[00:08:29.010]And it's always nice if you have a personal device
[00:08:31.650]to first play with it on your own.
[00:08:33.270]Yep.
[00:08:34.103]Before you recommend that this would actually work.
[00:08:36.765]On a Sheet Music Scanner, it is a paid app.
[00:08:40.170]Mm hm. And so
[00:08:41.280]that is something to consider,
[00:08:42.990]how and how much you want to include that
[00:08:46.560]and how central it is to the work you're doing.
[00:08:48.900]And then try to find the opportunity.
[00:08:52.542]I know that in music, not vocal,
[00:08:55.080]but in music in general, there are a lot of costs.
[00:08:59.100]Yeah, yep.
[00:09:00.158]You know, my kids were in marching band,
[00:09:03.300]so there's the uniforms, there's the instruments,
[00:09:06.090]there's the whole show and everything else.
[00:09:08.820]So in a way that makes anything extra
[00:09:11.610]a little bit more complicated.
[00:09:12.840]But if the cost is not horrendous,
[00:09:14.880]it's actually somewhat easier
[00:09:17.040]because there's always a cost associated with the work.
[00:09:20.400]So it makes it sometimes easier to add something small.
[00:09:24.330]But something that can help in a very meaningful way.
[00:09:28.770]Again, I think about my kids
[00:09:30.000]because I don't play anything.
[00:09:31.827]But my youngest son for example, plays the flute
[00:09:35.820]and he does play in concerts with an accompanist,
[00:09:38.640]but at home to practice he doesn't have that.
[00:09:41.310]So this is a perfect solution, for practice at home,
[00:09:44.010]not necessarily for the concert itself.
[00:09:45.736]Again, we want the accompanist there.
[00:09:47.820]Right, right, yep.
[00:09:49.200]And you know, I think about too,
[00:09:50.803]when I was teaching would only come in for the concert.
[00:09:54.120]They never got to practice with the kids.
[00:09:56.130]Well I was a piano major so I could jump on
[00:09:57.780]and make recordings.
[00:09:58.770]But the amount of time that I spent making recordings
[00:10:00.960]or the intercom would come on during the recording
[00:10:03.480]or whatever, or I'd rush.
[00:10:05.460]And so, then I would realize it until it was with kids.
[00:10:08.010]So you know, to be able to dial it in, if you will,
[00:10:11.610]and just have it, it would save me a lot time
[00:10:16.020]when I was in a classroom.
[00:10:17.040]Yes and it takes the pressure off.
[00:10:18.510]You can still do that if you want.
[00:10:21.030]But if not, there's a clear, easy solution
[00:10:24.930]that kids will have access to
[00:10:26.580]and therefore they can do the work.
[00:10:28.767]And you don't have to rush or feel guilty or anything else.
[00:10:32.220]So it's a way to make your life, as a teacher, easier.
[00:10:34.470]Easier, yep, and it gets you up from behind the piano
[00:10:36.390]because my kids all of a sudden their classroom management
[00:10:40.830]was a little different when I was busy
[00:10:43.590]trying to play as well.
[00:10:46.680]Yeah, you're not looking at us, you're tucked away behind.
[00:10:50.460]So physically it's far away.
[00:10:52.080]Yep.
[00:10:52.913]All right, so today on Tech Edge,
[00:10:55.980]integrating technology with the arts,
[00:10:57.840]we talked about different ways to use technology
[00:11:01.770]to help in music.
[00:11:04.500]Mm hm. Education.
[00:11:05.670]Yeah.
[00:11:06.540]And we'll see you next time on Tech Edge.
[00:11:09.108](bright outro music)

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Tech EDGE, Integrating Technology into the Arts - Sheet Music Scanner and Moises

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