Promotion music
  • Testimonials
  • Bach and Sons Trailer
  • From Sea to Shining Sea
  • Around the World in 80 MInutes
  • Professor Bombarde
  • video recipites
Promotion Music
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The Science of why we use multimedia

in our Organ Concerts 

Back before civilization was recorded, I was teaching what was called speed learning. This technique was applied to the sales and communication field and was quite powerful. It was a little ahead of its time, but it really did work. That speed learning became multimedia learning was even more verification.
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A few giant steps ahead in time to today, and you'll find us applying speed learning/multimedia to our dramatic organ concerts. Audiences are enthralled with our organ concerts, and there are actually scientific reasons for that as you can read below.
What many don’t realize is that during our concerts, many applications of learning theories and technical learning devices are being employed. The nice thing is people don’t have to know that. They can simply relax and enjoy the story and the music because multiple learning processes are happening to help them get the most out of our concerts. 
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We want people to experience our concerts -- the music, the story, the images, the cinemagraphs in a gratifying and meaningful way. When they leave the concert, they will leave with a much better and deeper understanding of the adventure they just experienced. ​
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There are people, you may be one of them, who want to know the facts about an idea. What are the facts about using something like multimedia as an integral part of an organ concert?
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For those of you, or those of you who have people on your committee who want to know the answer to that question,here it is. The following information, though a little academic, should help you understand the science behind what happens "behind the curtain" during one of our organ and multimedia concert experiences.

 We use multimedia in our three dramatic organ concerts because we know it works exceptionally well. It’s more than luck or the weather. Following is some of the science behind what we do.
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What is it? 

Multimedia may be defined in multiple ways, depending upon one’s perspective. Typical definitions include the following:
  • Multimedia is -- the use of multiple forms of media in a presentation (Schwartz & Beichner, 1999, p. 8).
  • Multimedia is ― information in the form of graphics, audio, video, or movies. A multimedia document contains a media element other than plain text (Greenlaw & Hepp, 1999, p. 44).
  • Multimedia is -- a computer program that includes text along with at least one of the following: audio or sophisticated sound, music, video, photographs, 3-D graphics, animation, or high-resolution graphics (Maddux, Johnson, & Willis, 2001, p. 253).
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  • Multimedia provides a complex multi-sensory experience in exploring our world through the presentation of information through text, graphics, images, audio, and video, and there is evidence to suggest that a mixture of words and pictures increases the likelihood that people can integrate a large amount of information (Mayer, 2001).
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  • Advantages of multimedia design compared to using a single medium might result from the ability to choose among media to present well-structured information (Larkin & Simon, 1987), using more than one representation to improve memory (Penney, 1989), encouraging active processing (Ainsworth, 1999), and presenting more information at once (Sweller, 1999).
  • Barbe and Milone (1981) also wrote that adults are more likely to have mixed modality strengths than children. That's great for us. We can not only enjoy what we're experiencing but learning without having to work at it.
  • According to Dunn and Dunn (1978), only 20-30% of school-age children appear to be auditory learners, 40% are visual learners, and 30-40% are tactile/kinesthetic or visual/tactile learners. Barbe and Milone (1981) stated that for grade school children the most frequent modality strengths are visual (30%) or mixed (30%), followed by auditory (25%), and then by kinesthetic (15%). Barbe and Milone (1981) stated that primary grade children learn better via auditory (verbal) means and are least well developed kinesthetically, however between kindergarten and sixth grade a modality shift occurs and vision becomes the dominant modality and kinesthesia overtakes audition (Barbe & Milone, 1981).
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Okay, sounds reasonable. Why would we want to share one of our organ and multimedia concerts with your audience?
  • Our concerts appeal to your complete audience with "Stories to Move you - Music to Thrill you - Visuals to Captivate you"
  • The music and narration provide the story; the visuals are the path on which the story travels.
  • We speak to the auditory person with some of the most stunning music written for the organ and captivating stories
  • We allow the visually oriented person see the background images that help create the story and also see the work the organist does
  • We engage the kinesthetic participant with the rhythm of the music, the pulse and emotion of the story, and the moving animations
  • It is an enriching experience to attend one of our concerts - Bach and Sons, From Sea to Shining Sea or Around the World in 80 Minutes
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Hosting one of our concerts can or will result in:
  • An entirely new audience, who want a different more relevant concert experience
  • Engaged captivated audiences
  • New people coming to your concerts eventually resulting in new benefactors
  • Audience members "sharing" the concert as they experience it, giving your series immediate publicity on social media

If you would like to talk about the “science” of what we do, why it works, and what it could do for your series, Email me david@promotionmusic.org

To learn more about Bach and Sons - click here

To learn more about From Sea to Shining Sea - click here

To learn more about 
Around the World in 80 Minutes - click here
  • Testimonials
  • Bach and Sons Trailer
  • From Sea to Shining Sea
  • Around the World in 80 MInutes
  • Professor Bombarde
  • video recipites