Say It Ain’t So…

A number of the Apple Blogs are announcing the impending death of Music Memos, a wonderful little app that was created for musicians. I have had a lot of fun demonstrating the app at music education conventions.

It was created by Apple as they realized that a lot of musicians were recording ideas in Voice Memos. The Apple team thought they could provide a better resource in Music Memos.

Not only does the app act as a recorder, but it also analyzes the chords you are playing and adds bass and percussion to your playing. You can edit the chords later to match what you actually played if the app makes mistakes. And at the end of it all, you can export your recording to GarageBand.

I hope that the analysis and bass/drums features of Music Memos are absorbed into something else, such as Voice Memos or GarageBand (iOS). I actually e-mailed Tim Cook (CEO of Apple) today to ask for that every thing.

I have had some fun making some ukulele play alongs with the app, adding bass and drums. Things don’t always line up, but that was part of the j0y of the experiment/experience. I was going to make a whole series, but life has been a little crazy in 2020. Here are a couple of examples. I decided to use Public Domain songs to avoid all the licensing issues.

I would guess that most people didn’t know this app existed–and it simply wasn’t used as Apple thought it would be used. Eventually you decide to stop funding the development of a project, regardless of how cool it is.

I’m going to miss this little app!

InTune Intonation Trainer Update!

It has been a while since I have blogged here. There have been a few big changes in the world of technology, particularly the new M1 Mac computers…but we’re a good distance from those changes impacting music education.

And while I’m at it…it is December…so a very Merry Christmas to those of you who celebrate Christmas!

One of the tools that I used as a middle school teacher–that I would also use as a high school teacher–was Dale Duncan’s S-Cubed Sight Singing Method. I highly recommend it (and S-Cubed is also included with MusicFirst’s Practice First, I believe).

One part of S-Cubed that I was never comfortable with was Dale’s approach to helping students hear the difference between sharp and flat. I don’t deny that students need to learn how to sing in tune–I just never wanted to demonstrate singing flat or sharp. I come from a school of thought that you never want to practice something wrong, as practice makes permanent.

So instead of singing sharp and flat for my students in that phase of S-Cubed, I used an app, as a game, for the whole class…and that app was InTune. Basically, it plays a note sharp or flat…and you tell the app which you think it was. You get three chances to be wrong…and I’d track both the level and score that my classes obtained, and post them. This was only over three of four classes, as S-Cubed moved on to other topics. Students responded well to this approach, and scores always went up in each class over the days we played the game. This wasn’t InTune’s intent, to be sure, but it worked.

As for the app itself, the description says this:

InTune began as a way for researchers to test pitch discrimination, the ability to differentiate pitches that are close together. But then researchers discovered that musicians improved the more often they played – 3x faster than those who didn’t. Download for free and see if InTune works for you!

I don’t doubt it, and quite honestly, why not have your students of any age try the app?

InTune has just undergone a significant update. This includes a new look, improved sounds, the ability to shake the device to hear the sounds again (two pitches played one after the other), and new languages.

Multiple instruments are offered as an in-app purchase. This would be great for a musician who played that particular instrument.

The app itself is free…so download it today (look for InTune on the Apple App Store (I do not believe that it is available on Android). And if you like the app, buy one of the instruments (at least) as a way to thank the company for the app!


This summer, I was contacted by the team at ScanScore about their latest update to their program, which was first released in 2018. ScanScore comes from the same company that makes Forte, a music notation program. I have never reviewed Forte as I haven’t personally used a Windows computer since 2008.

While I would have loved to review Forte, and the company was kind enough to offer a copy so that I could do so, I couldn’t do so. I have mentioned Forte on this blog in the past.

As previously mentioned, the team from ScanScore asked if I would be willing to check out their app. My immediate response was, “Sorry, I don’t have a Windows PC.” They were quick to reply to let me know that ScanScore is written for Windows and Mac, and there is even an iPhone app. Don’t get too excited about the app…it uses the phone an image scanner, and your computer still needs to do the heavy lifting on the ScanScore app. There are also different versions of the app if you need fewer features (from $39 to $179).

I use scanning, but I do so in very condensed bursts of time–preparing scores for my classroom, my own choirs, or for other choirs. If I’m making a ukulele lead sheet, I’ll do so from scratch most of the time (ukulele is my main focus outside of school these days). I haven’t really needed a scanning app since last January, and with choirs at school suspended for this academic year, I may not need to scan anything this academic year!

I have existing scanning tools that work very well for me. They include:

  • PhotoScore (by Neuratron) (Mac or as a part of NotateMe on iOS) ($249 Win/Mac, $70 iOS)
  • PlayScore 2 ($22.99 year)
  • Sheet Music Scanner ($3.99)
  • PDFtoMusicPro ($199)

If I need to scan anything, these apps are where I start. Sheet Music Scanner is step #1, then PlayScore 2 is step #2.

I have used PhotoScore, both on iOS and Mac less and less, and much of that goes back to problems with Mac OS Catalina. The last version of PhotoScore stopped working on Catalina, and an upgrade to PhotoScore that works is $99. I have struggled with the concept of paying $99 for an app that I use a few times a year. The accuracy of PhotoScore is very good most of the time. But every one of these apps will require clean-up work.

PDFtoMusic Pro is a wonderful app if you have a PDF that was published by a notation app. If so, PDFtoMusic Pro will generally read that PDF and convert it to MusicXML with great accuracy. If the PDF is a picture (scanned), PDFtoMusic Pro won’t work at all.

You’ll notice I don’t have SmartScore listed–I used to be an owner of SmartScore, but PhotoScore proved to be more accurate than SmartScore, at the same time that SmartScore’s upgrade prices drove me away. So I can’t offer you any current insights on SmartScore. Sorry.

So…where does the new application, ScanScore, come in?

First, it is more affordable than PhotoScore, and attempts to recognize lyrics, as does PhotoScore. Second, it allows you to use your phone as a scanner and to send the image back to the program. And it brings your scan to an editor after scanning, much like PhotoScore.

So, how did it work? Again, I’m not in the scanning mode right now, so I’m creating an artificial comparison (something that really isn’t crucial to me on a need-to-get-it-done-as-quickly-as-possible basis). I decided to take a a version of Beethoven’s Moonlight Sonata from IMSLP, and to see how the programs did with it.

Here’s the original:

I scanned this with the various programs, exported the results as MusicXML (no corrections), and opened the MusicXML files in Notion. Here’s ScanScore…you can see that it didn’t handle the triplets, and did attempt to import the text:

How about some other programs? Here’s PhotoScore from my iPhone (I had to save the PDF as a photo first). It gets more of the triplets, less of the text. Measure 5 is an issue on all of the scanning applications. The Mac version might handle this a little differently, but again, I’m struggling to justify the $99 upgrade.

Here’s Sheet Music Scanner, the $4 app on iOS. Sheet music scanner doesn’t handle a lot–triplets is one of the things it doesn’t do…but if you think of the piece in 12/8…it works.

Since the original was computer generated, how about PDFtoMusic Pro? Overall, things look pretty good, but measure 5 is a mess.

And finally, how about the program that seemed to handle it the best–as a scan? Here’s PlayScore 2. It does strange things with the left hand, putting the whole notes in different voices.

How about some conclusions?

First, I’m glad ScanScore is out there as another option, at a lower price than some other competitors.

Second, it is nice to have another product that is attempting both Musical OCR and text OCR.

Third, expect clean-up with any scanning app. I like to do that clean-up in other apps that I already use (Notion, Finale) rather than in an application (which is offered in ScanScore, PhotoScore, or PDFtoMusic).

Fourth, I like the option to use a phone as a scanner.

And finally, I’m pretty sure ScanScore will take a look at this article and try to figure out what happened, learn from it, and improve the product. The score is from and as a free PDF resource, anyone is free to download it and try on their own software.

There is a lot of different types of scanning that will favor one score over another, and different scores offer different challenges. A lead sheet has different scanning challenges than a band director’s score, and a choral score has different challenges than a orchestra quintet. Sometimes, if I have to scan something, and Sheet Music Scanner or PlayScore 2 don’t work well, I’ll try other options. In other words, it is nice to have multiple options when you are doing a task.

Interested in ScanScore for your Windows PC or Mac? Visit:

XYZ Synth (New App)

It’s been pretty quiet here on There really hasn’t been a lot of big news as of late–I think most music educators are buckling up or have started the roller coaster ride of the 2020-2021, surviving teaching in a pandemic where distance learning is the last choice of many administrators, school boards, and vocal community members. We begin our own journey into a hybrid model (alternating days) on September 8th.

The other big news lately was the introduction of Staffpad on iPad (no longer “new”), an update to Dorico, and just so you know, Dorico is on sale for 50% right now with a competitive trade-up price. That’s even better than the normal education pricing.

Every now and then I hear about new apps, or a developer will contact me. Some time ago, mid-April in fact, I was contacted by the developer of XYZ Synth, a new Synth that uses the accelerometer of an iPhone to make different sounds. You can install it on an iPad, but the iPhone does make a better controller.

You can find the website of XYZ Synth, and some videos of the video in use, here (link). The app can also be used as a MIDI controller.

I installed the app, and it works as described. I have to be honest, however, and admit that my main interest in music technology is to bridge the gap between traditional music education and the use of technology in that field; and there is an entirely different group of musicians (and educators) that focus on electronic music (which also falls into the discussion area of technology in music education). So, if I’m honest, XYZ Synth isn’t an app that I would likely ever buy for myself–but there are electronic musicians and teachers who teach electronic music who will be very excited about the app. If an accelerometer-controlled synthesizer and MIDI controller is of interest to you, check out XYZ Synth.

You can find the app in the iOS App Store, for $4.99.

So…what am I doing for distance learning?

Like most of the United States, our schools are physically out-of-session. Minnesota–as a state government–has been a little crazy about it all. As we watched other states near us announce closures, the Governor of Minnesota and the Minnesota Department of Health held news conferences (and provided materials on their websites) where they continued to declare that schools posed no risk with the virus; and in fact, in their shared information, closing schools would cause more of an epidemic than keeping kids in schools. And then twenty-four hours later, the Governor decreed a two week break where teachers would start planning to implement distance learning. This is actually pretty amazing; in the school district where I live (Wisconsin), teachers put together four weeks of materials while still teaching the students in school. I don’t know how they did it. Admittedly, our district was on Spring Break when much of this was starting and would have only had two contact days before school was cancelled anyway.

So that’s where we are…as teachers, we were required to be in school [minus those with health concerns] through Wednesday (some stayed and worked in the buildings all week) and we are supposed to be getting digital lessons ready to go for March 30th. As a large district (I know there are larger, but in Minnesota, we’re the 6th largest district), there is now a twenty-six page guiding document to distance learning (sent to everyone on Wednesday at the end of the day), and a lot of mixed messages. Some leaders are comfortable with a slow transition to digital learning; others want us to be firing on all nine cylinders (yes, nine, in other words, adding a cylinder) by March 30th. All I’m going to say is that I am VERY blessed to have the principals that I have (as I am shared between two schools). We are NOT doing choice boards for specialists, other than for students who have no technology (which our district is trying very hard to provide).

Part of my job–very limited since Wednesday–has been to support the other teachers in my (main) building as their tech coach. From a distance, there’s little I can do in that regard other than answer occasional e-mails. I can’t go and help anyone at this time.

What is wild is that I have moved from secondary to elementary; and I can’t imagine what my life would be like trying to teach choir from a distance. Secondary programs in our district use Schoology as a classroom management tool, which is well-suited to distance learning, and students–at least in my former school as a 1:1–are very familiar with that technology, and as secondary students, can be much more independent.

At the elementary level, we’re using Seesaw, which is wonderful. But now we’re trying to use it as a classroom management system–which is just isn’t–and Seesaw has challenges for “specialists” like music teachers. For example, I have 20 different classes, and I can’t post the same message in multiple classes at the same time (Yes, Seesaw is aware of this). And notifications…I have to click through each class, and then into messages, to clear notifications. I know Seesaw will get to these things eventually–but it does make it less than ideal to use. (In comparison, you can enter things in multiple classes for Schoology, and messages come to a central inbox, rather than a class-specific inbox).

In the short term, we’ve been asked to “test run” a class next week. They have assigned elementary specialists with two classes for K-2 and two classes for 3-5 per week, so I’m keeping things set up that way (K-2/3-5); although I do have two sections of a combined K/1 at my other school that requires some different materials, as my K-5 school is a Spanish immersion school, and I do some Spanish things with them (I don’t have to, but I choose to).

My teaching life was saved this year through the First Steps method of Dr. Feierabend. I am not FAME trained, but I have read the book, and I model some of my lesson parts off his work. One of the things that freed me was that he follows the same framework every day for class. That was a life-saver for me as a former choir teacher, because I realized that I could do the same with my elementary classes.

3rd and 4th grade have been using recorders since November; 5th grade has been using ukulele since November as well. We had just started a piano unit, as the traveling piano lab arrived–and I had to clean that up and box it away this past week. So 3rd-5th has not been following that outline for a while, so they’re going to have to do so now.

So my immediate plan is this: I want to make videos following the outline of what I already do in class. For my K to 2 classes (Spanish) it looks like this:

  • Intro Song (“Hey, hey, hello” by Stephanie Leavell)
  • Greeting
  • Vocal Warm-up (following on-screen)
  • Echo Song
  • Spanish Song
  • Counting (Screencast-o-matic with Sight Reading Factory)
  • Solfége echoing
  • Movement Video (embedding a dance-along from YouTube)
  • And then some other activity. For this first lesson, I’m using a recording of Dvořák’s Slavonic Dance #1 as a listening/watching activity
  • Goodbye song (for now, “Happy Trails,” although that might change.

    Following all of this, students will complete some kind of response in Seesaw. For the listening, they’re being asked to draw a picture in response to the music.

I try to follow the concept that no single activity can last longer in minutes than their age.

My K/1 classes at my other school have some of the music they are preparing for a May concert, and I want to make sure that if we go back to school this year, they can sing it.

I remove the Echo Song, Spanish Song, and Movement Video for 3-5, and instead am doing a longer content lesson/demonstration–for this first effort, it’s review of the Treble Clef as we’ve been away from it for a while with recorder/ukulele (just because they are reading the treble clef with recorder doesn’t mean that they are actually reading it, you know?).

This is also recruitment season for 3rd and 4th grade, so I’ll be recording a StreamYard with our band and orchestra teachers talking about instruments and what instruments they can choose to study.

What am I using to record? It depends. With all of the ukulele stuff that I’m doing, I have learned a lot when it comes to creating videos (309 on and 743 on

  • For straight-out videos of myself, I am using my iPhone to record, and air dropping the results to my iPad Pro.
  • For screencasting, I am using Screencast-o-matic. I like Screencastify, but am worried about the recording limits.
  • I am also occasionally recording my iPad’s screen with the built in-screen recorder on iOS 12.
  • Then I do all of my editing in Luma Fusion. That includes adding lyrics, transitions, and more.
  • If I need to embed a video, I am able to save it from a source using iCab Mobile and then import it in Luma Fusion.
  • If I have to create an accompaniment for a song, such as the version of “You’re a Grand Old Flag” that my K/1 students are learning, I do that in Notion, and record the playing of it with iOS 12 on my iPad. I do any final “put together” oof the video
  • I am putting the final video in Google Drive, which, with a link, acts like YouTube when linked into Seesaw (pending the correct visibility is set) avoiding putting things on the internet directly that I don’t need to.
  • The final link goes into Seesaw, as does an Activity for that day.

I want to reiterate that other than recording with Screencast-o-matic, all of the video editing occurs on my iPad.

So, this is my first attempt, and there are components that I am able to share right now between all grade levels. For example, counting could be a review for all K-5 for this first lesson, but as it goes on, I’m going to have to expand further with 3-5 than K-2. We’ll see how everything goes and what the feedback is. I’ll put a couple of clips of what my work looks like in a video on the techinmusiced website.

As a final note, I did not write this post this thinking that I’m a master teacher who has it all together. Especially as it comes to teaching elementary…I never had any intention of becoming an elementary teacher; while I am loving what I am doing, I know that I don’t have that “pure elementary” mindset. I know there are teachers who always wanted to be an elementary teacher, and I don’t even want to try to pretend that I can match your skills, talents, and abilities. What I have tried to do this year is to be myself–because I believe that students at any level can see right through an act. So I relate to my students in the same way that I relate to my own boys. I try to share my passion for music with music, and I take great joy in helping them love music. They are my kids–but my kids at school, if that makes sense. Trust me…I know that what you’ll see in this video isn’t perfect. But if it helps anyone forge some ideas of their own…that’s why I am sharing it with you.