The progression for an EDI (Eelctronic Digital Instrument) instrumentalist involves the development of playing techniques and technical skill, artistic expression, interpretation and ensemble interplay. EDI allows breaking down smaller parts of the musical process.
In instrumental teaching, this is evident as one does not need to work with all parts of the instrument's construction simultaneously. For instance, a session might focus on diving deep into the software and manipulating sound when a student is tasked with creating a sound. Similarly, a lesson can be focus entirely on practicing and rehearsing techniques on a control surface.
In an ensemble setting, parts of a project can be completed in a studio environment where sound design and backing tracks for the ensemble are created. The entire group can participate, provide feedback on arrangements, contribute with recordings, and shape the group's collective outcome. Alternatively, students with traditional instruments can use time for rehearsal. Once a draft of the backing tracks is ready, focus can shift to full-group rehearsal, testing backing tracks and sound in relation to the group's other instrument parts, and further refining them during rehearsals.
At a beginner level, use presets and instrument layouts that lower entry barrier.
At an advanced level, the EDI instrumentalist analyzes and transcribe models, creates sound design, and develops playing techniques optimized for chosen music or personal creations.
View ensemble teaching as an opportunity to work with multiple processes simultaneously to make the learning process efficient for all participants.
Each control surface offers its own motor skills and visual feedback. Practice on different control surfaces to develop understanding of their differences and similarities, followed by reflection and adaptation.
Collaboration between instrument and ensemble teachers on method and material choices improves the progression in all areas of EDI.
Instrument lesson:
Create exercises and tasks focusing on only one part of the instrument's construction (e.g., the control surface). Practice a song on a keyboard or pad surface or exclusively work on the software (e.g., Ableton Live).
Let the student choose a song and an instrument part. Then, have the student create the sound they will use to play the part. This work can vary in length depending on how deeply the teacher wants to develop the student's skills in sound design and software functions. In the next step, practice the song by ear or from sheet music.
Ensemble:
"Production rehearsal" - Let the ensemble collaborate to create a soundscape or backing tracks that complement the group's other efforts. The EDI student takes primary responsibility and creates the sounds in the software that the group decides to use. Once the group is satisfied with a first draft, proceed with traditional rehearsal. Evaluate and adjust the pre-programmed elements as rehearsals progress.
Work traditionally with rehearsal in the ensemble room. If needed, give the EDI student different roles in various parts of the song. Evaluate the sound and make changes as rehearsals progress.
Two processes run in parallel. One is traditional rehearsal, while the other involves creating and continuously refining backing tracks.
Students work outside lesson time on their respective tasks to improve the results for both themselves and the group. This can include practicing their instrument part and refining the backing tracks.