At MakeMusic and Alfred Music, we’re calling this approach a Phygital Music Classroom. And while it’s a fun play on words, the philosophy is based on the belief that we can help more students experience the joy of making music if we can make the learning and practicing process fun and more meaningful. Before we get to the joy of making music, let’s define phygital.

phys·i·cal + dig·i·tal = phyg·i·tal

/ˈfijidl/

adjective

1. (physical plus digital) is the blending of physical books and sheet music with digital experiences to create a more powerful learning experience.

Leveraging the benefits of traditional physical books and sheet music with the advantages of digital technology truly combines the best of both worlds, creating a more powerful music learning environment. A Phygital music classroom offers students a more dynamic and enriched learning experience while preparing them for a world where technology plays an increasingly significant role in music creation and performance. Imagine kids being able to go deeper into the music they are playing. Imagine an opportunity where a student can experience their ensemble music in a completely new way. Imagine a world where the movie soundtracks of our lives become key motivators to solving one of our most basic wants – “I wish my kids would practice more.”

Well, we don’t have to imagine. That reality is here, in the form of a Phygital approach. Let’s look at six ways a Phygital approach can benefit the students in your classrooms by unlocking new experiences, challenging students in new ways, and reigniting a sense of joy for both practice and performance.

1. Enhanced Engagement:  By combining physical sheet music with digital tools, students can dive into an interactive world of music education. This immersive approach not only engages them but also enhances the learning experience, blending multimedia resources for a more enjoyable journey. 
2. Accessibility and Convenience: Digital tools are particularly useful due to their convenience and flexibility. With these tools, students can easily reach learning materials at their fingertips, whether they’re in the classroom, at home, or on the go, needing only a compatible device and an internet connection.
3. Multi-Sensory Learning: Combining a digital tool with physical sheet music transforms learning by engaging students through various senses. They’re not only reading the text but also listening to audio examples, watching instructional videos, and actively participating in interactive exercises, creating a multi-dimensional learning experience.
4. Differentiated Learning: Frequently, digital tools come with personalized learning capabilities that cater to individual student abilities and learning speeds. They offer customized practice exercises, track progress, and provide feedback, empowering students to learn at their own cadenceand concentrate on areas needing extra attention.
5. Expanded Repertoire: Pairing your physical music library with a digital catalog opens up boundless opportunities for students to uncover and delve into new music. They have the chance to venture into uncharted musical genres, discover fresh compositions by beloved composers, and even contribute to curating their dream concert lineup.
6. Creation and Collaboration Opportunities: Incorporating technology can unite students through composition, diverse musical styles, and shared interests. It opens up limitless opportunities for students to channel their creativity, foster a sense of community, and encourage students to learn from and support each other.

When I joined Alfred Music and MakeMusic over a year ago, I shared that a key reason was because I saw the musical world accelerating toward a digital ecosystem. I wanted to be part of that journey, and wanted to be able to engage in meaningful conversations about how the digital world can positively impact the music community. The truth is that an all-digital approach is not the answer. As someone who experiences the sheer joy of stepping on a podium in a physical space with a physical score, I appreciate the ability to feel the music under my fingers. But I am also equally excited about the digital tools we are developing, which are just a click away from unlocking new, exciting experiences for our students. Physical + digital doesn’t just mean Phygital – it means joy. Phygital solutions seamlessly blend these physical and digital resources, providing an elevated learning experience and a more comprehensive and well-rounded music education. Who says the world is at your fingertips? Why not have both worlds at your fingertips?!

Want to try out the Phygital approach with your students? Start a free 30-day trial here, or request a demo with one of our specialists today!

Interested in learning more? For those attending the Midwest Clinic, come see Brian Balmages present all about the Phygital Musician. THURSDAY, DECEMBER 21st at 1:00pm in Room W180.

The post The Phygital Approach: How Blending Print and Technology Can Unlock New Potential in Music Education appeared first on MakeMusic.

Clearly, there are a lot of things to celebrate, and it is important that we give ourselves some room (and grace) to appreciate the opportunities that lie ahead. All of this said, I am also hearing from many conductors who are feeling overwhelmed by how much ground they have to make up. Worrying about how much rebuilding they are facing. Concern over recharging their programs and reinvigorating their students and ensembles. In general, a lot of folks are asking the simple question—“Where do I even start?”

It is a great question. And to help plan a way forward, we are thrilled to introduce a new blog series: “Power Up! Recharge, Rebuild, and Reinvigorate.” We have reached out to some amazing educators in the field to share thoughts on everything from rehearsal planning to tone, articulation, rhythm, music literacy, and much more. In addition to their written blog posts, many have also provided SmartMusic playlists that you can share with your students or use in rehearsal. I have already heard from schools using SmartMusic to help prepare for performances at state conferences. Others are using it as a means of providing instrumental feedback 5 days a week even though they may only meet in school twice a week. And most importantly, I am hearing about how SmartMusic is impacting rehearsals themselves, because when students use SmartMusic outside of rehearsal, ensembles are then able to make music in rehearsal instead of chasing down notes and rhythms.

Before We Begin

As mentioned earlier, this “Power Up!” series will provide a lot of practical information when it comes to the beginning of the school year, setting expectations, and establishing daily routines. With so much on our agenda this coming year, it can be easy to jump in before we address what I believe is one of the most overlooked experiences of being in an ensemble, especially toward the beginning of the year: sharing our expressive voices with each other.

I love how band directors have a plan to tackle ensemble sound on day one. How orchestra teachers want to address intonation and balance right away. How chorus teachers want to work on diction, resonance, and more. These are all critical to a successful performance, and of course are an important part of any musician’s growth.

However… Do these fundamentals fully reinvigorate a program? 

Think about where we are as a nation concerning mental health. Think about the conflict happening outside our school buildings (and even in our school buildings). Think about inequity, privilege, access, the definition of family to various students, whether they feel safe, and what motivates them to come to school.

For more students than we realize, the reason they want to come to school is to make music in your rehearsal. They want to come because of how they feel in rehearsal. And, perhaps more now than ever, it is important that we acknowledge the power of music—in fact, the superpower of music—to bring joy to our students, unity to our communities, and to provide a voice to those who feel they have never had the opportunity to be heard. Fundamentals alone are not going to unlock these powerful and regenerative emotions. We need to provide an opportunity for these kids to experience music as quickly as possible. Maybe you typically have a grade 4 ensemble and you choose to read two grade 2 pieces that can make a big emotional impact on your students. Maybe you focus on expression on day one, and then tackle fundamentals the following week. For many of us, it is a balancing act to figure out the relationship between the two. But we cannot forget how badly some of these students just need a moment to hold their instrument (or use their voice), and just play their hearts out. Maybe this is the year that the very first expectation you set is simply to make the most beautiful music possible. Some students may not yet sound the best, but maybe that initial “performance” will help them feel their best and prepare them to invest in the fundamentals work to come.

I am so incredibly excited for the year ahead. I am grateful for the amazing clinicians that offered so many wonderful thoughts. I am inspired by all the music teachers throughout the world who are using their ensembles as a platform to bring beauty into a world that so desperately needs it. And I am thankful for you. For the rebuilding you will do, for the music you will make, for the kids you will impact—especially for the kids you will save. 

And now—maybe you have a lot of logistical questions. How do some of the most successful teachers in the country handle certain fundamentals? Let’s dive in, always keeping in mind that all our music is ultimately rooted in our emotions and our experiences.

Here’s to an incredible year of music making and powering up our ensembles!

Recharge, Rebuild, and Reinvigorate with More Power Up Blogs

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