Williams, D. A. (2014). Another Perspective The iPad Is a REAL Musical Instrument. Music Educators Journal, 101(1), 93-98.
In his article, David Williams discusses the iPad in a new light. He addresses the iPad’s capability to be a musical instrument, and the benefits that come along with using technology in this way. He provides a strong argument, giving clear reasons why the iPad is just as much a musical instrument as, using the example he gives, an oboe. Williams introduces his ‘iPadist’ quintet, explaining the ways in which his ensemble takes advantage of technology in a musical context. He talks about the pedagogical approach to using iPads as instruments, and outlines new ways of approaching music using the iPads.
The topic of this article is interesting to me. Reading it made me think about music education, and the goal of music performance, in a way I had not thought of before. I am convinced that iPads can be used as musical instruments, and should be thought of as such when they are being used in the way that Williams describes. The reason why some people, in my opinion, fail to recognize the iPad as a legitimate musical instrument is because it can be used for many other purposes. In the article, Williams compares the oboe to the iPad. He gives six similarities between the two, convincing the reader to accept the iPad as a musical instrument. Williams does not mention, however, is that unlike the oboe, the iPad can be applied in settings outside of the musical world. There is an endless number of applications available for the iPad. 'Traditional' musical instruments, or tools commonly recognized by society as musical instruments, serve one function. The oboe is used only in a musical context. When one sees an oboe, they know what purpose it will serve: music. The iPad, on the other hand, serves a variety of purposes. That is why I think that members of society, music teachers specifically, have trouble seeing iPads as real musical instruments.
I appreciate the way Williams has tackled his iPad ensemble performances. Veering away from the traditional concert experience, Williams engages his audience by including them in a hands-on environment. He experiments with dancers, singers, poets, and other kinds of performers in order to experiment with stylistic ideas. He also ensures that varying music genres are played at concerts, in order to provide his audiences with a diverse musical experience.
Using iPads, in my opinion, is a new and exciting way to create music. It is a unique way to employ technology in the music world. Modern audiences are accustomed to a certain amount of technological involvement when it comes to music. For example, microphones, amps, and sound effects are used regularly in popular music settings. For the first time, technology is being used in a more 'classical' setting, and is being used to create music instead of simply enhancing it. Williams' article provides a strong argument for using iPads as musical instruments, and allowed me to consider technology as an asset to musicians of all kinds.
In his article, David Williams discusses the iPad in a new light. He addresses the iPad’s capability to be a musical instrument, and the benefits that come along with using technology in this way. He provides a strong argument, giving clear reasons why the iPad is just as much a musical instrument as, using the example he gives, an oboe. Williams introduces his ‘iPadist’ quintet, explaining the ways in which his ensemble takes advantage of technology in a musical context. He talks about the pedagogical approach to using iPads as instruments, and outlines new ways of approaching music using the iPads.
The topic of this article is interesting to me. Reading it made me think about music education, and the goal of music performance, in a way I had not thought of before. I am convinced that iPads can be used as musical instruments, and should be thought of as such when they are being used in the way that Williams describes. The reason why some people, in my opinion, fail to recognize the iPad as a legitimate musical instrument is because it can be used for many other purposes. In the article, Williams compares the oboe to the iPad. He gives six similarities between the two, convincing the reader to accept the iPad as a musical instrument. Williams does not mention, however, is that unlike the oboe, the iPad can be applied in settings outside of the musical world. There is an endless number of applications available for the iPad. 'Traditional' musical instruments, or tools commonly recognized by society as musical instruments, serve one function. The oboe is used only in a musical context. When one sees an oboe, they know what purpose it will serve: music. The iPad, on the other hand, serves a variety of purposes. That is why I think that members of society, music teachers specifically, have trouble seeing iPads as real musical instruments.
I appreciate the way Williams has tackled his iPad ensemble performances. Veering away from the traditional concert experience, Williams engages his audience by including them in a hands-on environment. He experiments with dancers, singers, poets, and other kinds of performers in order to experiment with stylistic ideas. He also ensures that varying music genres are played at concerts, in order to provide his audiences with a diverse musical experience.
Using iPads, in my opinion, is a new and exciting way to create music. It is a unique way to employ technology in the music world. Modern audiences are accustomed to a certain amount of technological involvement when it comes to music. For example, microphones, amps, and sound effects are used regularly in popular music settings. For the first time, technology is being used in a more 'classical' setting, and is being used to create music instead of simply enhancing it. Williams' article provides a strong argument for using iPads as musical instruments, and allowed me to consider technology as an asset to musicians of all kinds.