Tehnologii informatice i de comunicaie n domeniul muzical

Prezi O posibil alternativ la PowerPoint? / Prezi A

Possible Alternative to PowerPoint?
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Fodor ATTILA
Departamentul de Muzic a Universitii Cretine Partium, Oradea /
Music Department of Partium Christian University, Oradea
musicalaesthetics@yahoo.com

REZUMAT

Lansat cu civa ani n urm, platforma de prezentare

numit Prezi apare ca o alternativ original i
provocatoare la soluiile din domeniu, mai cu seam
PowerPoint, oferind o perspectiv dinamic i creativ
asupra senzaiei interactivitii i a modului de a fi
online n utilizarea explicativ i ilustrativ a resurselor
multimedia. Studiul urmrete aprecierea principalelor
caracteristici i oportuniti ale acesteia n conceperea i
realizarea unei prezentri sugestive i atractive, inclusiv
n privina posibilitilor de aplicare n domeniul
muzical.

Cuvinte cheie

ABSTRACT

Launched a couple of years ago, the presentation

platform entitled Prezi appears as an original and
challenging alternative to the already existing solutions,
especially PowerPoint, offering a dynamic and creative
perspective on the sensation of interactivity and that of
being online in the explanatory and illustrative use of
media resources. The paper intends to evaluate its main
characteristics and opportunities in conceiving and
accomplishing a suggestive and attractive presentation,
inclusively regarding its possible applications in the field
of music.

PowerPoint, Prezi, prezentaie, multimedia, creativitate.

Keywords

INTRODUCERE

PowerPoint, Prezi, presentation, multimedia, creativity.

Dei programele de prezentare nu reprezint o condiie

sine qua non a activitilor educative, respectiv tiinifice
din domeniul muzicii i nici nu sunt optimizate pentru
acestea (spre deosebire de un numr mare de softuri
specializate cum ar fi Sibelius, Smart Music, Auralia,
Musition etc.), ele ofer totui posibiliti demonstrative
suplimentare, care pot spori nivelul lor de eficien i
atractivitate.

PREZENTRILE MULTIMEDIA

Prezentrile multimedia, indiferent de scop, se bazeaz pe

ideea conform creia utilizarea complementar a unor
tipuri de informaie diferite (verbale/auditive i vizuale)
contribuie la nelegerea mai profund a unui mesaj.
ntr-o accepiune general nu presupun neaprat
implicarea tehnologiilor digitale, chiar dac acestea au n
zilele noastre un rol din ce n ce mai nsemnat. Ele pot fi
privite din trei perspective: mijloace (dou sau mai
multe), forme de reprezentare (verbale i vizuale) i
modaliti de receptare (auditive i vizuale) (Mayer,
2009, 10).
n conceperea unei teorii cognitive a nvrii prin
multimedia, Mayer (2003, 129) pornete de la
urmtoarele ipoteze:

asumpia canalului dual: oamenii utilizeaz canale

separate de procesare a informaiei pentru materialul
vizual-pictografic i cel auditiv-verbal;

INTRODUCTION

Though presentation applications are neither a sine qua

non of music education and scientific activities, nor
optimized for this field (contrary to a great number of
particular software like Sibelius, Smart Music, Auralia,
Musition etc.) they offer yet additional demonstrative
opportunities that may increase their efficiency and
attractiveness.

MULTIMEDIA PRESENTATIONS

Multimedia presentations, regardless of their goal, are

based on the idea that the complementary use of different
information types (verbal/auditory and visual) contributes
to a more profound understanding of a message. In a
general sense, they dont necessarily involve digital
technologies, despite of their increasing role in our life.
Multimedia can be viewed in three ways: as a delivery
media (two or more devices), as a presentation mode
(verbal or pictorial representations) and as a sensory
modality (auditory and visual senses) (Mayer, 2009, 10).
In conceiving a cognitive theory of multimedia learning,
Mayer (2003, 129) follows three assumptions:

the dual-channel assumption: humans possess

separate information processing systems for visual
and verbal representations;

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asumpia capacitii limitate: gradul de procesare

n cadrul fiecrui canal de procesare a informaiilor
este deosebit de limitat;
asumpia nvrii active: nvarea cu sens
presupune angajarea activ a subiecilor n
procesarea cognitiv (prin selectarea, organizarea i
integrarea informaiei).

Apreciind rezultatele experimentelor sale legate de

efectele nvrii prin multimedia, Mayer (2003, 125)
consider c nvarea este mai profund n cazul:
utilizrii combinate a cuvintelor i imaginilor
(efectul multimedia);
excluderii unor informaii strine de subiect (efectul
de coeren);
proximitii cuvintelor imprimate i a imaginilor
(efectul contiguitii spaiale);
prezentrii informaiilor verbale ntr-un stil
conversaional i nu ntr-unul formal (efectul de
personalizare);
Aceste principii au fost dezvoltate ntr-un sistem de
nvare multimedia (Clark&Mayer, 2008, 3) incluznd:
principiul modalitii: prezentarea cuvintelor mai
curnd sub form auditiv dect prin afiare vizual
n explicarea unor imagini;
principiul redundanei: explicarea elementelor
vizuale ori sub form verbal ori prin text afiat.
Autorii opineaz c pe baza principiului coerenei
materialele sonore n sensul de fundal auditiv trebuie
excluse, similar altor informaii, care sunt considerate a fi
strine subiectului. Firete, ele pot deveni n domeniul
muzical nsui obiectul prezentrii, avnd astfel o funcie
activ. Aplicnd principiile de mai sus asupra
prezentrilor muzicale (lecii, prelegeri) facem n virtutea
lor cteva recomandri suplimentare:
a se evita explicaiile verbale n timpul derulrii unui
exemplu muzical (dac o intervenie explicativ este
necesar este mai oportun utilizarea unor fragmente
muzicale);
a se evita utilizarea unor informaii explicative sub
form de text afiat n timpul derulrii unui exemplu
muzical;
a se evita afiarea unor structuri vizuale aglomerate
(imagini, grafice) i/sau strine subiectului n timpul
derulrii unui exemplu muzical (exceptnd de pild
asocierile simbolice i metaforice relevante, ca
imaginea unei biserici baroce cu o pies muzical
adecvat);
a se alege informaia vizual mai relevant (de pild,
pentru ilustrarea unei analize muzicale este mai
relevant partitura dect aspectul vizual-scenic al
interpretrii);
n situaia audierii unui fragment muzical cu partitura
afiat destinat urmririi simultane trebuie apreciat
gradul de vizibilitate a detaliilor precum i
sincronizarea informaiilor n timpul derulrii.
Sub aspectul relaiei dintre coninutul i mijloacele de
realizare ale unei prezentri multimedia enumerm cteva
componente/etape generale, care se particularizeaz n
funcie de scopul urmrit:
stabilirea nivelului calitativ i cantitativ al
informaiilor;

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the limited-capacity assumption: the amount of

processing that can take place within each
information processing channel is extremely limited;
the active learning assumption: meaningful
learning occurs when learners engage in active
cognitive processing (by selecting, organizing and
integrating the information).

Evaluating the results of his experiments regarding the

effects of learning through multimedia, Mayer (2003,
125) states that students learn more deeply:
from words and pictures than from words alone
(multimedia effect);
when extraneous material is excluded rather than
included (coherence effect);
when printed words are placed near rather than far
from corresponding pictures (spatial contiguity
effect);
when words are presented in conversational rather
than formal style (personalization effect);
These principles were developed into a multimedia
learning system (Clark&Mayer, 2008, 3) including
further:
the modality principle: presentation of words as
audio narration rather than on-screen text in
describing graphics;
redundancy principle: explaining visuals with
words in audio or text.
The authors suggest that according to the coherence
principle, sound materials as audio backgrounds have to
be excluded when they are considered extraneous to the
subject. Naturally, in the field of music these may
represent the object of presentation itself, thus having an
active function. Applying the above-mentioned principles
to music presentations (lessons, lectures), we make some
additional recommendations:
avoid verbal explanations during the audition of a
musical example (if an interposed explanation is
necessary, its more desirable to use shorter
fragments instead);
avoid explanatory information as on-screen text
during the audition of a musical example;
avoid crowded visual structures (images, graphics)
and/or structures extraneous to the subject during the
audition of a musical example (except for relevant
symbolic or metaphoric associations, like the image
of a Baroque church and an adequate musical piece);
try to choose the most relevant visual information
(for example a score is more suitable to exemplify an
analysis than the visual-scenic aspect of the
interpretation);
when listening to a musical fragment together with
an on-screen score used simultaneously, its
important to estimate the visibility of details and the
synchronization of the ongoing information.
Regarding the relationship between the content and
devices of a multimedia presentation we enumerate some
general elements/stages, applicable to certain goals:
establishing the quality and volume of the
information;

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structurarea coninutului;
aplicarea coninutului prezentrii la oportunitile
resurselor multimedia;
alegerea i organizarea exemplelor auditive, vizuale,
i relaionarea acestora cu elementele de coninut;
aprecierea nivelului tehnic al exemplificrilor n
alegerea acestora;
realizarea celei mai optime corelaii dintre expunerea
verbal i suportul multimedia.

building the content;

applying the presentations content to the
opportunities of multimedia resources;
selecting, organizing the audio and visual examples,
and relating them to the content;
considering the technical quality of the examples in
their selection;
gaining the best correlation between the verbal
exposition and multimedia support.

Spre deosebire de situaiile n care o expunere este

conceput de la bun nceput ntr-un context multimedia,
coninuturile verbale (de pild un text scris) trebuie
adaptate conform principiilor enumerate mai sus,
presupunnd luarea n considerare a unor factori ca:
sporirea conciziei, utilizarea complementar/congruent a
diferitelor tipuri de informaie, elaborarea unor strategii
de dirijarea a ateniei, a tratrii digresiunilor etc.

Contrary to the situations when a presentation is

conceived from the outset in a multimedia context, verbal
contents (e.g. a written text) require an adaptation
according to the above-mentioned principles, including
aspects like: improving concision, complementarycongruent use of different information types, strategies
for guiding attention, treatment of digressions, etc.

Nu n ultimul rnd, privit din perspectiva audienei, care

n zilele noastre este socializat ntr-un mediu
audiovizual deservit cu precdere de profesioniti, nivelul
tehnic al prezentrii capt o semnificaie crescnd n
captarea i meninerea ateniei. Amintim de pild
eficiena informaional a spoturilor de publicitate,
calitatea auditiv i/sau vizual a diferitelor medii de
comunicare (televiziune, cinema, radio, internet, afie,
design), dezideratul pentru sterilitatea nregistrrilor
audio (n sensul de eliminare a greelilor, a zgomotelor
etc.), sau gradul lor de manipulare tehnic.

Finally, considering the audience, accustomed nowadays

to an audiovisual environment, mostly served by
professionals, the technical level of a presentation has an
increasing importance in catching and keeping the
interest. We can invoke the high efficiency of TV
commercials in transmitting information, the audio and/or
visual quality of the media communication (TV, cinema,
radio, Internet, posters, design) or the requirement for the
sterile audio recordings (cleaned out of errors and
noises) and their level of technical manipulation.

Fr s supraestimm rolul acestor aspecte n domeniul

expunerilor muzicale, considerm ca fiind deosebit de
oportun nsuirea unor competene de baz suplimentare
din domeniul artelor vizuale i a graficii computerizate,
alturi de cele privind pregtirea tehnic a materialelor
auditive i audiovizuale. Pentru muzicieni (fr
cunotine avansate n domeniul vizual) facem cteva
recomandri: optimizarea dimensiunii (gradul de
vizibilitate) textului i a altor elemente vizuale, respectiv
a aranjamentului lor pe pagin, realizarea unui contrast
necesar ntre culoarea textului i cea a fundalului, gsirea
unei ci intermediare ntre un aspect auster (srac n
informaii vizuale) i suprancrcat, utilizarea precaut a
combinaiilor de culori etc.

Far from overestimating the role of these aspects in music

presentations, we consider as strongly advisable the
acquisition of basic and complementary competencies
regarding the visual arts and computerized graphics,
along with those related to the technical preparation of
audio and audiovisual materials. Its recommended for
musicians (without deeper knowledge in the visual field)
to consider some particular aspects regarding: the proper
dimension (visibility) of the text and other visual
elements, respectively their arrangement on the page, the
necessary contrast between the color of the text and
background, a mean between an austere appearance
(lacking in visual information) and an overloaded one, a
prudent use of colors, etc.

Poate una dintre cele mai importante oportuniti a

programelor de prezentare multimedia este posibilitatea
de integrare preliminar a unor secvene sau fragmente de
natur diferit (vizual, auditiv, audiovizual), respectiv
derularea lor automatizat ntr-un proces continuu. Prin
utilizarea acestora se pot evita situaiile neplcute n care
prezentarea este ntrerupt n vederea derulrii unui
material audio sau audiovizual prin intermediul unei alte
aplicaii, ceea ce mai ales n cazuri repetate poate
conduce la distragerea ateniei, sau chiar la pierderea
interesului.

Perhaps, one of the most important features of the

multimedia presentation software consists of enhancing
the preliminary integration of several different sequences
or fragments (visual, audio, audiovisual), respectively
their automate play in a continuous process. By their use
we are able to avoid unpleasant situations when a
presentation must be interrupted in order to play an audio
or audiovisual material through another software type
that may lead if repeated to the decrease of attention, or
even to the loss of interest.

Rezumnd, enumerm sub forma unor cuvinte-cheie

cteva caliti dup opinia noastr definitorii ale unei
prezentri multimedia desvrite: concizie, originalitate,
cursivitate, utilizare complementar/congruent a
canalelor de informaie, dinamism.

Summing-up, we enumerate in keywords some qualities

that in our view define an accomplished multimedia
presentation: concision, originality, continuity, the
complementary/congruent use of information channels,
dynamism.

POWERPOINT

Aruncnd o privire pe piaa aplicaiilor destinate

prezentrilor multimedia se constat o cot covritoare a

POWERPOINT

Among the multimedia applications available on the

market, there is a predominance of Microsoft
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Microsoft PowerPoint, ceea ce n cazul Romniei este i

mai semnificativ datorit ratei relativ reduse de
rspndire a platformei Macintosh a firmei concurente
Apple, care ofer de asemenea, n cadrul unui pachet
oarecum similar, programul Keynote. Programul a fost
conceput iniial pentru platforma Macintosh de ctre
Forethought Inc. n anul 1987 cu denumirea de Presenter,
preluat i nglobat de Microsoft n anul 1990 ca parte a
pachetului programelor de birotic Microsoft Office,
acesta rulnd astzi, dup estimrile companiei pe circa
1.2 miliarde de calculatoare. n lipsa unor statistici
recente privind gradul de utilizare a PowerPoint, ne
referim la un articol din Bloomberg Business din 2012,
conform cruia acesta avea la momentul respectiv o cot
de pia de 95%.

PowerPoint, which in Romania is even more significant

due to the lower spreading rate of the rival Apples
Macintosh platform that also offers as a part of a similar
software package a program called Keynote. PowerPoint
was initially conceived for the Macintosh platform by
Forethought Inc. in 1987, launched under the name
Presenter, taken over and integrated by Microsoft in
1990 in its software suite called Microsoft Office, that is
running today, according to the company estimations on
approximately 1.2 billion computers. In default of current
statistics concerning the usage of PowerPoint we refer to
a Bloomberg Business article from 2012 that estimated at
that moment a market share of 95%.

Trstura comun a programelor amintite este ncadrarea

coninuturilor (texte, imagini, materiale audio i
audiovizuale, obiecte) pe pagini individuale succesive
(termenul de cadru fcnd trimitere la diapozitive).
Dincolo de relativa libertate a aranjamentului, exist
inclusiv posibilitatea de aplicare a unor efecte vizuale i
animri de coninut. Pentru nlesnirea utilizrii lor,
dezvoltatorii ofer diferite abloane i teme, constnd
dintr-un ansamblu de elemente i setri grafice
prestabilite. Modificarea acestora este de asemenea
posibil, ca i realizarea unei noi prezentri pornind de la
zero.
n ansamblu, aplicaiile de prezentare pe baz de cadre
apar ca soluii facile i deosebit de utile pentru realizarea
inclusiv a unor prezentri pe subiecte muzicale, mai ales
n urma inovaiilor din ultimii ani, care au permis o mai
bun integrare i manipulare a materialelor audiovizuale.
n acelai timp ns, supremaia prezentrilor pe baz de
abloane a condus la uzarea acestora, PowerPoint fiind
criticat deseori pentru stereotipie vizual, i n general
pentru nivelul mai modest al calitii grafice.

PREZI

Printre numeroasele alternative aprute pe pia n ultimii

ani, Prezi s-a remarcat printr-o serie de inovaii, la baza
crora s-a aflat o optic fundamental nou n privina
prezentrii. Dezvoltat de o mn de specialiti IT ai
firmei Zui Labs din Ungaria, programul este accesibil din
anul 2009 pentru utilizatorii din toat lumea interesai n
gsirea de alternative la programele de prezentare
existente. Avnd n vedere rspndirea exploziv a
acestei platforme, care a fcut dintr-o firm startup o
companie care are astzi circa 60 de milioane de
utilizatori (dintre care o bun parte n SUA), moto-ul
Ideas matter s-a dovedit a fi mai mult dect o simpl
lozinc. Dei departe de a detrona PowerPoint, utilizat
n segmentul aplicaiilor de prezentare multimedia care
deservete o gam larg de utilizatori de la business la
educaie, Prezi s-a impus nu att n rndul utilizatorului
de rnd, beneficiar al pachetelor de aplicaii ale firmelor
multinaionale n domeniu (n special Microsoft i
Apple), ct n spectrul mai restrns al celor interesai de
soluii novatoare.

1.1 Caracteristici i oportuniti

Prezi este un mijloc de prezentare non-linear (fr cadre

succesive), bazat pe o suprafa de ansamblu (un fel de
pnz sau tabl virtual), pe care se pot aeza diferite
elemente (texte, grafice, imagini, simboluri, elemente
multimedia, obiecte web integrate) n mod liber, aidoma
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A common feature of these software types is that content

elements (texts, images, audio and audiovisual materials,
objects) are organized into consecutive slides or
individual pages (the slide term refers to the slide
projector). There is a certain amount of freedom
regarding their placement, including the possibility of
applying visual effects and content animation. In order to
enhance their use, developers provide them with several
templates and themes consisting of established (designed)
visual structures and graphic settings. Their modification
is also possible as well as the setting up of a new
presentation starting from blank.
Overall, the frame-based applications appear as facile and
extremely helpful solutions for carrying out musical
presentations as well, mostly due to the developments of
the late years that enhanced a better integration and
manipulation of audiovisual materials. At the same time,
however, the supremacy of template-based presentations
led to their overuse, PowerPoint being frequently
critiqued for visual stereotype and generally an
unpretentious graphic quality.

PREZI
Among the numberless alternatives launched on the
market, Prezi came to the fore with a series of
innovations based on a fundamentally new perspective on
presentation. Developed by a few IT professionals of the
Hungarian Zui Labs company, the platform has been
available worldwide since 2009 to users concerned with
finding alternatives to the existing presentation software.
Considering the explosive spread of this platform,
developed by a startup company having today
approximately 60 million users (many of them in the
USA), the motto Ideas matter appears to be much more
than a simple slogan. Though far from dethroning
PowerPoint, largely used in various fields of multimedia
presentations from business to education, Prezi came in
less among the average users, accustomed to software
suites of multinational corporations (especially Microsoft
and Apple) than among a limited spectrum of those
concerned with innovative solutions.

1.1 Characteristics and features

Prezi is a non-linear presentation tool (without

consecutive frames) based on a general surface (a sort of
canvas or virtual blackboard) used as a background for
the free placement and grouping of elements (texts,

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unei hri cvasi-infinite. Modalitatea de navigare printre

elemente se realizeaz prin diferitele tipuri de micare pe
suprafaa virtual: schimbrile planului (zoom), rotire,
micri direcionale. Platforma se bazeaz pe tehnologia
flash, fiind accesibil online (prin intermediul unui
program de navigare pe internet) sau offline (editor
desktop). Firma ofer diferite pachete de la Gratuit la Pro,
inclusiv versiunea Edu. Ele difer mai ales prin cantitatea
spaiului de stocare, caracterul public/privat al
prezentrilor i al modalitilor de editare online/offline.
Rspndirea rapid a Prezi se datoreaz cel mai probabil
faptului c trsturile de baz ale acestuia consun cu
cteva tendine recente ale domeniului audiovizual:
tehnica planurilor (zoom) utilizat pe scar larg n
cinema, televiziune, videoclipuri, jocuri de calculator,
interactivitatea, integrarea coninuturilor multimedia,
rspndirea infograficii, suprafaa online etc.
Chiar dac, similar PowerPoint, Prezi ofer inclusiv un
set de abloane, concepia non-linear presupune o
creativitate sporit din partea utilizatorului. Bunoar,
structura vizual nu mai este doar un suport cvasi-static
(cadru) orict de diversificat al prezentrii unui coninut.
Dimpotriv, configurarea hrii vizuale contribuie n mod
esenial la interpretarea mesajului. Cu alte cuvinte,
utilizatorul este invitat s inventeze conform ideii de baz
o structur vizual adecvat n care simbolurile i
metaforele pot oferi audienei sensuri i semnificaii
nuanate. n acelai timp, caracterul non-linear al
interfeei ofer posibilitatea de a realiza o corelaie
dinamic i flexibil ntre ansamblu i detaliu, imagine i
concept, fiind un mijloc deosebit de oportun pentru
conducerea vizual a ideii.
Reproducem mai jos un tabel, care reflect din
perspectiv proprie principalele diferene dintre Prezi i
PowerPoint:
Tabel 1. Prezi versus PowerPoint
Prezi
platform i
distribuie
principiu de
baz
structur
modalitate de
operare
caracter
potenial

online
(web)
nonlinear/
vizual
hart

PowerPoint
offline (PC)
linear/
conceptual
slide

focalizare

rsfoire

dinamic

static

creativ

informativ

1.2 Cum funcioneaz? Prezi n pai

graphics, symbols, multimedia elements and web

objects), similar to a quasi-infinite map. Users can
navigate between them on the virtual surface through
several movement types: pan and zoom, rotation,
directional motion. The platform is based on flash
technology, accessible online (through a web browser), or
offline (Desktop Editor). Prezi offers different
subscription types from Free to Pro, including an Edu
version. These differ mostly by the amount of online
storage space, the public/private nature of the
presentations and the online/offline possibility of editing.
The fast spread of this platform is probably due to its
main characteristics consonant with some of the major
tendencies of the audiovisual field: the zoom and closeup technique largely employed in movies, television,
video clips, computer games, the interactivity, the
integration of multimedia contents, the spreading of
infographics, the online surface, etc.
Even though Prezi, similar to PowerPoint, offers
inclusively a set of templates, its non-linear principle
demands an increased engagement and creativity.
However, its visual structure is no more a quasi-static
as diversified as it may be support for representing a
content. On the contrary, the setup of a presentations
visual map plays an essential role in interpreting the
message. In other words, users are invited to devise
according to the basic idea a proper visual structure
whereby the symbols and metaphors may suggest to the
audience nuanced senses and significations. At the same
time, the non-linear character of the interface enables a
dynamic and flexible correlation between whole and
detail, image and concept, becoming an extremely useful
device of guiding an idea visually.
We reproduce hereinafter a table that reflects from our
own perspective the main differences between Prezi and
PowerPoint:
Table 1. Prezi versus PowerPoint
Prezi
platform and
distribution
basic principle
structure

online
(Web)
nonlinear/
visual
map

PowerPoint
offline (PC)
linear/
conceptual

working mode

focalizing

character

dynamic

slide
turning
over
static

potential

creative

informal

1.2 How it works? Prezi in steps

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Figura 1. Crearea unui cont Prezi

Figura 2. Conceperea ideii i schiarea prealabil a

coninutului

Figura 3. Alegerea unui ablon sau realizarea unei

structuri vizuale proprii conform coninutului

Figura 4. Plasarea coninuturilor, simbolurilor, a altor

elemente grafice i multimedia, gruparea
(ncadrarea), aranjarea, respectiv animarea lor

Figura 5. Determinarea cii de prezentare (alegerea

ordinii de succesiune a cadrelor pe care se focalizeaz
din suprafaa de ansamblu)

1.3 Un exemplu

Datorit platformei online, membrii comunitii Prezi i

pot mprti prezentrile, oferind dup caz chiar
permisiunea de reeditare i utilizarea acestora n scopuri
proprii. Iat un exemplu spicuit din domeniul istoriei
muzicii, structurat vizual pe axa cronologic, fiecare
etap semnificativ fiind ilustrat succint prin
caracteristici (cuvinte cheie), scurte explicaii, imagini i
materiale multimedia. Redm mai jos primele trei
cadre ale prezentrii:

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Figure 1. Create a Prezi account

Figure 2. Conceive an idea and make a preliminary

sketch of the content

Figure 3. Choose a template or make a visual structure

proper to your content

Figure 4. Place the content, symbols, other graphic and

multimedia elements by grouping (framing),
arranging and animating them

Figure 5. Define the movement paths (choose the

navigation sequences that focus on certain elements
within the canvas)

1.3 An example

Due to the online platform, Prezi allows its community

members to share their presentations, even to re-edit and
use them for own purposes. Here is an example taken
from the topic of music history, visually organized on a
chronological axis, each significant period being shortly
illustrated by characteristics (keywords), brief
explanations, images and multimedia materials. We
reproduce below the first three frames (moments) of
the presentation:

Tehnologii informatice i de comunicaie n domeniul muzical

[

Figura 6. Cadrul de ansamblu (pnza sau tabla

virtual)

Figure 6. The overall frame (canvas or virtual

blackboard)

Figura 7. Focalizarea pe prima etap

Figure 7. Focusing on the first period

Figura 8. Focalizarea pe primul concept-cheie

Figure 8. Focusing on the first basic concept

1.4 Posibile aplicaii n domeniul muzicii

1.4 Possible applications in music

Fiind o inovaie recent, dincolo de explicaii tehnice i

tutoriale exist destul de puine abordri teoretice, care
analizeaz funcia i posibilitile de aplicare a Prezi n
mediul academic i colar. Aceast afirmaie este cu att
mai valabil pentru domeniul muzical, n care referinele
lipsesc aproape cu desvrire. De aceea, n schiarea
posibilitilor recurgem n primul rnd la experiena
proprie, precum i la analiza unor prezentri pe subiecte
muzicale accesibile pe platforma web a comunitii Prezi.

Being a recent innovation, apart from technical

explanations and tutorials there are very few theoretical
approaches regarding the potential applications of Prezi
in academic and school environments. This statement has
even a greater significance in the music field, where
references are almost nonexistent. Thus, in sketching the
possibilities of Prezi we use mainly our experience, as
well as the analysis of some music related presentations
accessible on the companys website.

ntr-un sens general considerm c aceast platform se

poate aplica aproape n toate domeniile educaiei
muzicale, precum i a manifestrilor tiinifice. Totui, n
aprecierea alternativelor dintre Prezi i PowerPoint
trebuie avute n vedere coninutul ideatic, scopul i
metoda prezentrii, n funcie de necesitatea unei
prezentri informale (centrate mai mult pe coninut) sau
ilustrative (centrate mai mult pe sugestivitatea imaginii).

In general terms, we consider that this platform is

applicable to almost every field of music education and
scientific manifestations. However, in evaluating the
alternatives between Prezi and PowerPoint one must
appreciate on each occasion the content, goal and method
of presentation, and subsequently the need for a more
informal (concentrated on the content) or a more
illustrative output (focused on the image suggestiveness).

De asemenea, trebuie s avem n vedere procesul mai

solicitant al realizrii, precum i unele handicapuri legate
de tratarea coninuturilor media fa de PowerPoint.

Further, we have to consider the demanding process of

the elaboration as well as some deficiencies regarding the
treatment of media contents in relation to PowerPoint.
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Tehnologii informatice i de comunicaie n domeniul muzical

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Acest ultim aspect poate fi un dezavantaj pentru

muzicieni, de vreme ce Prezi nu permite deocamdat
editarea integrat a secvenelor audio i video, fiind
inevitabil dup caz pregtirea preliminar a materialelor.
Printre beneficii amintim modul de operare focalizant,
care permite schimbarea planurilor i evidenierea unor
seciuni vizuale fr ca acestea s fi fost decupate.

The latter aspect may represent a disadvantage for

musicians since Prezi doesnt incorporate at the moment
audio and video trimming features, thus in certain
situations a preliminary preparation of materials is
inevitable. Among the pros we mention the zoom tool
that is very useful for changing plans and focusing on
certain details without being necessary to crop visual
segments.

Privit n ansamblu, platforma poate deveni un

instrument util nu att pentru predarea sistematic a unor
coninuturi (de pild lecii sau cursuri universitare), ct
mai ales n situaii singulare, n care primeaz noutatea
abordrii i sugestivitatea prezentrii.
Datorit particularitii sale fundamentale de corelare
permanent i dinamic dintre ntreg i detaliu, Prezi
poate fi utilizat att n abordrile de tip istoriccronologic-evolutiv, ct i n cele de tip structuralanalitic-focalizant, implicit combinaia acestora prin
intermediul unor structuri vizuale ca: ax temporal (linie
cronologic), hart (de pild geografic), reea
(conexiunea unor concepte, materiale muzicale dintr-o
lucrare), arbore (evoluie i ramificare). Iat cteva
exemple posibile:

Overall, it may become a useful tool less for systematic

teaching (lessons, courses) than for particular situations,
where the novelty of the approach and suggestiveness of
the presentation matter.
Due to its basic feature of linking the whole and the detail
permanently and dynamically, Prezi is suitable both for
historical-chronological-evolutive and structural-analyticfocused approaches, inclusively in their combinations,
through visual structures/concepts like: timeline
(chronological line), map (for instance a geographical
one), network (the connection of concepts, musical
materials of a piece), tree (the evolution and branching of
phenomena).
Examples of using Prezi in music:

presenting a period of music history by focusing on

significant
moments,
centres,
personalities,
phenomena, concepts, etc.;

following the overall evolution of an oeuvre by

highlighting certain moments, personalities, places,
works, etc.;

emphasizing
intercultural
and
inter-artistic
connections by the simultaneous presentation of
historical, geographical, musical, visual data;

illustrating the evolution of certain instruments;

prezentarea de ansamblu a unei orchestre i a

instrumentelor componente;

reproducing visually cultural/artistic characteristics

of geographical regions (e.g. folk cultures) by using
a map;

urmrirea focalizant a unei partituri (sau fragmente

de partituri) analizate, semnalarea vizual a
conexiunilor motivice, tematice sau a altor elemente
de structur;

overall presentation of an orchestra and its

instruments;

schiarea unei structuri dramaturgice (relaia i

caracterul personajelor) dintr-o lucrare scenic;

analyzing a musical piece (or its fragments) by

focusing on certain details of the score and making
visual connections of motives, themes or other
structural elements;

sketching the dramaturgical structure of a stage work

(the relationship of the characters);

explicarea unor concepte muzicale ntr-o reea de

idei conexe etc.

explaining musical concepts in the network of

connected ideas, etc.

prezentarea unei perioade din istoria muzicii,

evidenierea momentelor, centrelor, personalitilor,
fenomenelor, conceptelor semnificative;

urmrirea evoluiei de ansamblu a unei creaii prin

momente, persoane, locuri, lucrri definitorii;

marcarea simultan temporal, geografic, auditiv,

vizual
a
unor
conexiuni
inter-artistice,
interculturale;

ilustrarea dezvoltrii unor instrumente;

reproducerea vizual a particularitilor culturalartistice ale unor regiuni geografice (de pild zone
folclorice) prin utilizarea unei hri;

Fiind o platform dinamic, Prezi creeaz o impresie

general de interactivitate, oferind inclusiv posibilitatea
unei reale conlucrri. Permind colaborarea online i n
timp real a unui grup de 10 persoane la elaborarea unei
prezentri, aceasta poate deveni un mijloc util n
educaie. Astfel elevii i studenii i pot demonstra
nivelul lor de nelegere i de gndire creativ n
realizarea interactiv a unor teme de cas n subiecte
muzicale prin selectarea, organizarea i structurarea
diferitelor tipuri de informaii (texte, imagini, exemple
audio i video) n funcie de rolul, corelaia (relaionare)
i ierarhia (focalizare) acestora.

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As a dynamic platform, Prezi suggests overall the

impression of interactivity, having also the feature of real
interaction. Giving the ability of collaborating and
working on a presentation online and in real-time with up
to 10 people, it may be a useful tool for educational
purposes. Through interactive homework pupils and
students are able to demonstrate their level of
understanding and creative view on certain musical topics
by collecting, organizing and arranging different types of
information (texts, images, audio examples, videos)
according to their function, relationships (networking)
and hierarchy (focusing).

Tehnologii informatice i de comunicaie n domeniul muzical

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CONCLUZII

CONCLUSIONS

Chiar dac muzica rmne i astzi un domeniu practic i

acustic, abundena impulsurilor vizuale i audiovizuale
din mediul fizic i virtual contemporan influeneaz
relaionarea noastr fa de receptare pe plan cognitiv,
emoional i atitudinal. Fiind presai de timp i copleii
de informaii, este necesar redefinirea limitelor i
condiiilor comunicrii noastre pentru a putea menine
atenia i concentrarea audienei. De aceea, intensificarea
prezenei mijloacelor TIC n educaie nu este doar semnul
recunoaterii potenialului acestora n dezvoltarea
aptitudinilor muzicale, ci i cel al necesitii de aliniere a
experienelor noastre cotidiene din interiorul i din afara
colii.

Even though music remains a practical and acoustical

field, the abundance of visual and audiovisual impulses
of the contemporary environment (both the real and
virtual ones) has an increasing significance in shaping
our perception cognitively, emotionally and behaviorally.
Being pressed for time and inundated by information, it is
necessary to redefine the limits and conditions of our
communication in order to keep the attention and
maintain the concentration of an audience. Therefore, the
increasing presence of ICT devices in education shows
not only the recognition of their potential in developing
musical abilities, but also the necessity of aligning our
everyday experiences in and out of school.

Dei programele de prezentare nu sunt indispensabile

pentru educaia muzical, ele pot fi mijloace utile n
captarea interesului audienei, nlesnind nelegerea i
memorarea mai profund, facilitnd n acelai timp
utilizarea unor materiale exemplificative variate,
sugestive i valoroase.

Though presentation applications dont play an

indispensable role in music education, they are useful
tools for catching the auditorys interest, enabling a
deeper understanding and memorizing, at the same time
facilitating the technical integration of different,
suggestive and useful examples.

Am ncercat s analizm succint criteriile, calitile i

caracteristicile unei prezentri pe baza teoriilor cognitive
asupra nvrii prin multimedia, incluznd cteva
consideraii particulare legate de aplicaiile muzicale.
Prezi apare n acest context ca o soluie remarcabil i
inovativ, permind conceperea unor prezentri inedite
i creative mai apropiate de experiena noastr cotidian
legat de mijloacele media, avnd n acelai timp cteva
limite i deficiene intrinseci. n lipsa unor abordri
tiinifice privind posibilitile de valorificare ale Prezi n
domeniul colar i academic, am fcut cteva consideraii
generale asupra acestui subiect, oferind inclusiv cteva
exemple care pot reprezenta sperm un punct de
pornire pentru experimentele viitoare, pentru ca
muzicienii s devin parteneri n mplinirea moto-ului
companiei: Ideile conteaz.

We tried to analyze briefly the criteria, qualities and

features of a presentation according to the cognitive
theories of learning through multimedia, including some
aspects regarding the music-centered ones. Prezi appears
in this context as a powerful and innovative tool that
enables the conceiving of fresh and creative presentations
closer to our media experience, also having some
inherent limitations and deficiencies. In default of
scholarly approaches concerning Prezis possible
academic and educational applications in music, we made
some general considerations on this topic, also giving a
few examples that may serve hopefully as a starting
point for further experiments in order to stimulate
musicians for becoming partners in the accomplishment
of the companys motto: Ideas matter.

BIBLIOGRAFIE / REFERENCES
[1] Clark, Jennifer (2008). Powerpoint and Pedagogy: Maintaining Student Interest in University Lectures.
College Teaching, Volume 56/1, 39-46.
[2] Clark, Ruth Colvin and Mayer, Richard E. (2011). E-learning and the science of instruction: proven
guidelines for consumers and designers of multimedia learning (Second Edition). San Francisco: John
Wiley & Sons.
[3] Diamond, Stephanie (2010). Prezi For Dummies. Indianapolis: Wiley Publishing.
[4] Groenendaal, Hedwyg van (2014). Prezi Hotshot. Birmingham-Mumbai: Pact Publishing.
[5] Mayer, Richard E. (2009). Multimedia Learning (Second Edition). Cambridge: Cambridge University
Press.
[6] Mayer, Richard E. (2003). The promise of multimedia learning: using the same instructional design
methods across different media. Learning and Instruction, Volume 13, 125-139.
[7] Stemler, Luann K. (1997). Educational Characteristics of Multimedia. Journal of Educational Media
and Hypermedia, 6, 339-359.
[8] Strasser, Nora (2014). Using Prezi in Higher Education. Journal of College Teaching & Learning,
Volume 11, Number 2, 95-98.
[9] http://news.microsoft.com/bythenumbers/planet-office (accesat: 11.07.2015)
[10] https://prezi.com
[11] https://prezi.com/cashiqegzy5v/music-history/ (accesat: 08.11.2015)
[1] http://www.bloomberg.com/bw/articles/2012-08-30/death-to-powerpoint (accesat: 11.07.2015)

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