EAST STROUDSBURG PENNSYLVANIA __*I 0* 0~' VAI THE tape recorder is one of the newer audio aids finding its way into the music classroom to help the busy teacher. A description of some of its uses may be of assistance to those wondering how to use this machine in their work. I have found the tape recorder to be of greater value than other types of recorders because of the lower cost, the ease of operation, and the satisfactory tonal results which may be secured by a person with a comparatively limited knowledge of recording techniques. The tape may be used over and over for an unlimited number of times. No cutting needle needs to be replaced, no danger of record breakage incurred. There are no moving parts to wear out or to go out of adjustment. The principal value of the recorder, ] have found, is to motivate the interest of t h e radio-movie-phonograph-conditioned youth of today. The machine creates an atmosphere for learning by presenting an overview of the composition to be studied, by providing an audience situation for every class session, by improving the capacity of the pupils for self-criticism, and by providing a means of comparing their work with that of classes of the same or greater ability. In using the machine to teach beginning classes, I have found the following procedure to be highly successful. The ensemble class, made up of highly selected voices, prepares the composition to be studied by the beginning class. Usually one or two readings of the number are all that are required. The singing is then recorded in its entirety. Immediately afterwards, each individual part is sung, followed by various combinations of the parts. Following this, the accompanist for the ensemble group, who is an advanced student pianist, records the accompaniment of the number. Enough material is recorded at one time to provide music for an entire class session. The recording is then played for the beginning classes, who listen to the playing of the first part several times, with the score in hand. Not only do the pupils thus gain an overview of the song, but the class also associates the correct rendition of the number with the score. Next, the class sings the song in its entirety with the record. The individual parts are sung through, in the same manner. The teacher, free from having to attend to the piano, can go about the class, aiding individual pupils. The four parts are again sung with the aid of the record. After the class has gained sufficient mastery, it sings the number against the accompaniment as played by the machine. This latter device is not necessary, of course, if an accompanist of competence is available in each class. Recordings are made of the class as drill is going on, and criticisms 3f the play-back help focus the pupils' attention on every phase of choral singing. A recording of the finished product is occasionally made and kept for future comparison with work of a later date, to show the pupils their progress. A sense of accomplishment is thus built up, making for better morale and increased interest.