Monthly Archives: November 2013

App Spotlight: SightReadPlus by Melissa Harris

imgresThe power of integrating apps into my teaching is admittedly addicting.  With a mere tap one can easily access and customize just about any type of teaching tool. It got me thinking that the brilliance behind the apps I use on a daily basis is partially thanks to Apple’s unique device and operating system but more importantly thanks to the imagination of determined individuals.

The process of developing an app from the light bulb moment, to the blue print stage to the final product intrigued me.  Anyone willing to spend hours diligently  designing an app to enhance music education garners some attention. There’s always a story,  a human factor behind what we consider a useful, practical, innovative app. Here’s the scoop on Melissa Harris, developer of one of my favorite apps, SightReadPlus and SightReadMinor, too.

piano melissa pictureQ. Melissa, tell us a little about your back ground.

A. As a pianist, I studied with Esther Mills Wood (1977-1987), Texarkana, AR; George Mueller, Tyler, TX (1987- 89); George Rutherford, College Station, TX (1989-91); Tanya Schwartzman, Sharon, MA (1991-1995).

 I didn’t start out my life as a piano teacher, but, rather, in Football Recruiting at Texas A&M (1989-1991), moving two years later to New England to work for the Patriots (1991-1995).  My Russian teacher here in New England, Tanya Schwartzman, suggested I consider teaching as a career.    Nowadays, I’m a mother of  four, and I teach adults full time at my home studio on Cape Cod.

Q. What prompted you to develop SightReadPlus?

A. In 2011, not too long after Apple had introduced the first iPad, my student, Keith Sisterson, Ph.D., approached me with an idea.  I remember him saying, “Now, hear me out on this.”  HeNE5C8736 wanted to tell me about his recent visit to California to see his granddaughters, ages 4 and 6.  He was struck by what he called their “intensity of focus” in solving little jigsaw puzzles on the iPad.   He realized then the educational potential of this new tool.  Having recently retired from MIT’s Lincoln Lab, and being an expert in “signal processing,” Keith had an idea to create music education apps that would have the ability to “listen” to a student playing an acoustic instrument and offer feedback.  I’d heard of others trying to create piano6.23.13bruceatkeyboardthis type technology, but only in university settings and with teams of scientists.  I was fascinated with his idea and knew I wanted to get onboard.   Only problem was I’d never heard of an iPad.  My kids had all had iPods, and I knew they bought apps and music from iTunes, only because I was their funding source!  But, I had no idea what an app was.

I bought an iPad shortly thereafter and was particularly interested in starting with a sight reading app, knowing this is something that teachers have difficulty addressing for many reasons.  Working with so many adults who studied as children but can’t read music made me especially aware of the need for a solution.

Q. What are the steps you took to bring your app from the blue print stage to the iTunes store?

A. Keith spent many, many hours working on the technology which allows the app to evaluate OLYMPUS DIGITAL CAMERAboth note and timing accuracy.

While he was working on the hard stuff, all I had to do was come up with a systematic approach for the sequencing of things.  I borrowed heavily from folk repertoire to create the little four bar exercises.

My daughter, Catherine, 17 at the time, was already working as a professional photographer and  created the artwork with the Adobe Suite. She and my other kids, Lis, Tori and Thomas, were our official advisors!

We needed to find Beta testers, but that was easy — I had several adult students with iPads who stepped right up.  I was able to use the iPad  during lessons with the few young students I had. Teacher friends and associates also served as Beta testers.

OLYMPUS DIGITAL CAMERAOnce we had the app together, we needed to incorporate the business, as Apple requires this for all developers.  Keith showed me how to get into iTunes Connect, the developer website, and helped me get started.  We shared the duties of entering things there.  It’s pretty straightforward, really, and Apple also has resources available to assist developers in getting started.

One of my students fathers did offer some sage advice on promoting the app through social media.  I had closed my personal FaceBook page a couple of years earlier, having hardly ever used it.   I didn’t have a LinkedIn account.  Oh, boy.  I was way behind the curve here.  My kids helped me learn what blog was and  showed me how to set up a FaceBook page for my piano studio and for Cape Cod Music Apps.    While I’ve never been a good sales person, I’ve shamelessly promoted these two sight reading apps on social media, feeling  they can truly enhance study for all early level students who are physically ready to play in pentascale position.

Q. Did you develop and design your app yourself or did you hire someone?

A. No, we did everything ourselves.  And now we’ve added a new member to our development team, another piano student of mine, Bruce Gendler.  He’s helping develop the new flashcard app.

 Q. What advice would you give someone who is interested in developing an app?

A. Go for it!   You’ll need to partner with someone who can do the coding and whom you trust and can work easily with. If you’re an independent piano teacher, you already understand the basics of running a business. Being a pianist, you likely have the self-discipline and determination needed to see it through.

Q. As a teacher, how do you integrate the iPad/apps in your 589129345x356teaching?

A. My situation is a bit unique, in that I work with adults almost exclusively, many of them retired.  Even so, I think at least half have iPads.  I do use SightReadPlus with early readers during the lesson.  As soon as the student is able to work independently at home, I have him/her follow the Sight Reading Achievement Program (www.mymusicta.com) in daily practice. In the past, I required all adult students to have digital recorders, but now most of them use Recorder Plus HD to record practice tracks during lessons. I also recommend Rhythm Lab for home practice

502271511x356There’s a lot of interest in the iPad in general, but especially with regard to music education apps.  The adult students and I have discussed starting a studio “enrichment series.”  I’m also considering ways in which we might offer group classes with iPad for non-private students.

If I had a traditional studio, I would likely schedule private lessons followed by the technology lab, knowing it’s hard for many families to schedule separate classes. When I taught kids only, I hosted a monthly repertoire class. I think it would be easy to integrate technology into this type of get-together.

In our local schools, the kids learn to use GarageBand.  If this isn’t the case in a teacher’s local community, I could imagine offering 90 minute group classes for that one app alone — and not just for your private piano students. What a great way to build a reputation as  a “cool” teacher, always a good way to draw more students!

Q. Do you have plans for creating future apps?

A. Because our apps are designed to “listen” and offer feedback, we were limited in the beginning to single tones.  But, now we’re now able to offer products that will allow for two hands (polyphony).   So,we have plans to continue the sight reading app family, offering more advanced apps.

We’re currently developing a Hanon app that will offer Book 1 through all major keys and with rhythmic variations.   We’ll be releasing this app within the next few months.

We’re developing flashcard app, a truly novel approach, presented in a systematic, sequenced manner that will work well with any (or no) method .  This app will encourage students to explore the entire piano keyboard, recognize any note, and understand directionality and steps/skips.

We have a few other things in the works as well, including a couple of TheOrchestraguitar apps.

 Q.  If you had to choose a favorite app other than your own, what would it be?

A. I have to admit I haven’t really explored this app yet, even though I bought it months ago.  London Symphony Orchestra has an app called The Orchestra which I think is truly amazing, both for kids and adults.

Past App Reviews from 88PianoKeys.me

iPad Revolution-Book-Comp-4 2 copyFrom now on all app reviews will be posted here at iPadPianoStudio.com

Below are links (if not here yet, they will appear shortly!) to past app reviews or posts about how I use apps at 88pianokeys.me

Here’s a link to the stream of reviews until I get this page updated.

Anytune

Dropbox

Evernote

Flashcardlet

Flashnote Derby

iReal b

Isle of Tunes

My First Classical App

List of Teacher Favorites

Multi-Touch White Board

Moosic Studio

MusicCubes

Notability

NoteSquish

Octavian Basics

SightreadingMastery.com

SightReadPlus

Square

tempoTeacher

Tenuto

Treble

TurboScanner

The iPad Piano Teacher: Karen Gibson

Teachers use the iPad in such unique ways. Thanks to the app world there really is no limit toKaren Gibson 2 how this amazing device can be utilized. My intent with this column, The iPad Piano Teacher, is to find teachers willing to share their tips and ideas and compile a collection of opinions and experiences  from which we all can benefit. 

The first iPad Piano Teacher to be featured is Karen Gibson. Karen was asked to respond to a list of questions and has graciously provided these answers.

Q: Tell us a little about yourself, Karen.

As a child, I took probably 5 or 6 years of organ lessons. I never actually had any piano lessons although my teacher taught me out of piano method books as well as using organ music. I did play well enough that when I auditioned for a coveted private lesson spot with the organ teacher at Western Il. Univ I secured one. Unfortunately money ran out so that did not last long (I did later earn a B.A. in Human Resource Development from Northeastern Il. Univ.)

From there I raised Arabian horses for a few years, got a paralegal certificate, taught at a school for paralegals and legal secretaries, worked as a paralegal and got licensed to teach Kindermusik.  In 2001 I heard about a piano method that was ‘playing based’ and geared Continue reading