- Digitization and Technology
- Learning and Establishment
To connect our business in a mixture of physical education and digital participation. A way to reach more students and connect students from different parts of the city and different parts of the world.
For the system to work, it must be in place and easy to use. Only then will a larger part of the staff see the possibilities of using the working method.
We will work with the new technology in three main areas
1) Group teaching in the orchestra hall in combination with individual participation digitally. Not to miss the rehearsal even if for various reasons you can not come to Dunkers. You may not
is completely healthy. The parents may not be able to drive. You had a test that you had to study for but still do not want to miss the rope. They have started studying elsewhere but want to continue to be part of the orchestra. The parents forced you to go to your aunt in Umeå at a 50th anniversary party. The reasons can be many, but sometimes you simply can not be present. If you then have the opportunity to connect from the place you are at right then, you still do not miss what goes through the rehearsal. Sure, it will not be the same as in reality, but it is better than nothing.
In the time we live in now, this is very relevant. We will hopefully in the future not be affected by restrictions on how many people can be in the same room. But with this system, we are in a better position to cope with such situations arising in the future. As the students sitting in the orchestra hall can also see the students sitting at home, you get a live rehearsal and an interplay between physical and digital teaching. If necessary, you can work with smaller groups who are physically present in the room and other students participating from home.
In terms of gameplay (music making), this will be a simple communication. Ie. Those who participate remotely will mostly have their microphones turned off so they will hear us, but we will not hear them. In terms of repetition, you can still have a two-way communication. We who are in the room can talk to and ask questions to those who are at home. And more importantly, those who are not physically present can actively participate in the rehearsal by asking questions and coming up with ideas for us who are in the room. It is important that the orchestra leader can easily administer the meeting from the place where he is. Maybe this equipment should somehow be mobile to make the rehearsal more flexible. At the same time, it is important to have a fixed connection.
It is also conceivable that the equipment can be used to film the rehearsal and give the participants the opportunity to retake the steps that they need to work on more afterwards. I am aware that there may be some legal difficulties with the GDPR, but a solution can certainly be found.
2) European cooperation
We think that collaborations with other countries are very exciting. I myself am involved in two concrete
collaborations. One with Denmark and one with Spain. This is really where the idea was first born. Even without Corona in the world, it is difficult to get rehearsals with orchestras in other countries. The geographical distances make it impossible to meet as often as one might like. Sure, you can not do everything online and maybe not the same things as in reality, but you can do a lot and even if the online meetings are not as rewarding as meeting physically, they contribute to creating a community. You can practice certain things and you can above all create a social and cultural curiosity that provides added value and makes the physical meetings even more efficient and interesting.
For several years now, we have had a collaboration with Helsingør Music School. Our wind orchestra with children aged 9-13 plays the same songs as their corresponding orchestra. Twice during the autumn we usually meet and rehearse together for a whole day, once in Helsingborg and once in Helsingør. In the spring, it is repeated and ends with them coming to us to participate in Wind Music Day in Sweden and we go to them to play with them on Music School Day at Tivoli in Copenhagen.
For the past year, we have had a collaboration with ESCOLA MANUAL LATTUR - AGRUPACIÓ ARTÍSTICA MUSICAL DE DÉNIA. A private music school in the city of Denia in the Valencia region. We have never been able to meet at the student level. But we have met at leadership level and exchanged experiences, among other things, about distance education. We also partly have a common repertoire and a hope of being able to meet and have joint concerts in the future. This year we have been granted a project grant from Erasmus + (EU) of about € 30,000 to be able to bring our entire Concertband with about 30 young people aged 11-19 to Denia to rehearse and have a concert with for a week La Banda Juvenil De Dénia. The idea was that we would have gone now in May 2021, but due to the Corona pandemic, we have had to postpone the trip until May 2022.
If we had access to fixed equipment in the orchestra hall, we would have been much easier to arrange digital meetings between the orchestras. Simplicity is here A and O. We can already today actually carry out this type of meeting, but it is often too complicated for it to get rid of, moreover, the quality of image and sound is not what you would want. For both of these projects, the equipment could be used to deepen and streamline cooperation. One can imagine different levels of this.
It can be to passively take part in each other's repetitions. We have e.g. managed to have the same rehearsal time as the Spanish orchestra we work with. Thus, we could only passively broadcast their rehearsal on our big screen and ours on their screen. That way you can see how the others work and you can have a common break where the young people can actually talk to each other in real time.
You can also imagine turning off our microphone and letting the Spanish or Danish conductor lead both orchestras. We can then hear the other musicians in our speakers and play with them. We will then get a picture of how we sound together. They will only hear themselves. But by varying who leads the rehearsal, we will still have a fantastic sound exchange where we take turns being able to hear each other.
3) Link different parts of Helsingborg, activities outside the house.
Even though we do not have the geographical distances in Helsingborg, there are cultural and social distances that make it difficult for us to reach certain inhabitants. We have a fantastic business out in the districts, but it is often difficult to get the different parts of the city to work together. Our orchestra activity at Dunkers is a fantastic activity that helps to get children and young people from all over the city to meet at Dunkers and play together. Still, there are some areas in the city that are underrepresented in the operations of Dunkers. This is especially true for the younger children. If you can use this technology to connect the different satellites with each other, the possibility also increases that we get all parts of the city in the physical orchestras when the children get older. They already know each other through technology and it will not be such a big step to get to Dunkers. Even if you do not get more people to actually come to Dunkers, you have had children from
several different districts to participate in a joint project and given everyone the same opportunity to be involved no matter where you live.
Here, too, one can imagine an approach as in the examples above. But here it would have been fantastically rewarding to be able to explore the possibility of actually playing together in real time over the internet. We have tried this at teacher level and basically made it work. Thanks to the small geographical distances, one should get down to a ping time that makes this possible. An example could then be this:
In the orchestra hall is an orchestra with 20 children aged 8-10 who have just started playing their instruments. In the hall there are also 2 screens. On one screen is the El Sistema group from Dalhem and on the other is the Demography group from Söderskolan. In total, we have about 60 children, each with their own wind instrument. In each group, there is also one or more teachers who handle the technology and the pedagogy on site. The image on the screen comes e.g. from a team meeting and here there is some delay. But thanks to a fast fixed internet connection and good computer equipment with external sound cards in the orchestra hall and the two satellites, we can with the help of e.g. Jamulus software connects the sound so that there is no noticeable delay. With the younger children, we work a lot with background music, either recorded or live. Thanks to that, we are not so dependent on the image being completely synced. The children focus more on what they hear than what they see when they play. The background music is broadcast from one of the three groups and the leader there takes the initiative to get all the children to play at the same time. Then you can change the leadership role so that all groups are equally "seen".