Newborns Cognition

While perusing my Google Reader, I came across this blog post that discusses a recent study of newborns cries. In the study, newborns cries follow the direction of their parents speech. Basically, in Germany and France, newborns cry differently because of the variation in languages.

The author of this blog took this one step further and applied it to musical learning. I am not sure that I completely believe what this author says, because it is just his own assertions. Despite the fact that he is a professor, there needs to be more research to support what he is saying.

Selling Lessons Plans (PLN)

Today, I was browsing the New York Times and happened to see this article. It discusses teachers who are selling lesson plans online. If music technology class has taught me anything, it is that sharing materials and ideas can be so simple today. I wondered about educators who feel they must purchase lesson plans online, and whether or not they are aware of how they can communicate with colleagues in other schools. For music teachers, this is especially pertinent because there is probably only one specialist or so per school. Purchasing lesson plans is an easy way to find materials, however, I believe that in order to teach a great lesson, you must be invested in the creation of it.

Assistive Technology in Music

When I first began reading this article, I was reminded of one of my private students, who has a mild form of autism. He keeps a notebook to remind him of things he needs to remember to do. This simple form of an assistive technology helps him manage his life.

Watching the video demonstrating SoundBeam was incredible. Ari's piece was great! It amazes me that he could create very personal music, just by moving his wheelchair. I assume he spent a lot of time creating the orchestral background sounds. He seemed very proud to be able to perform using the SoundBeam, and it was great to watch.

Looking through Apple's website, it was great to see the span of assistive technology available. Since Apple is such a large company, I think it is important that they set the standard for including these types of things on their products. Sometimes, it only takes a simple solution to open up new avenue's for a person.

Photography Software (Readings Week 12)

This week we explored GIMP software, and read an article relating to digital photography. Of all the programs we have used so far, GIMP was the most difficult for me to relate to. I had no idea what options are available to me. Even now, I still am not totally sure, because the Atomic Learning videos would tell you how to alter the image, but not demonstrate what it does every time. The article gave a lot of great basic information, however, it did not explain when to apply it. I am sure when I need it, I will realize it and refer back to these resources.

I was very happy to look through the Copyright and Fair Use website, as it clarified a lot of points for me. As a performer, these issues have arisen before, and although my questions have been answered by my teacher, once I leave school I will need to find out that information on my own. This information also applies to me as an educator, and what occurs in concerts, etc. The area of copyright law makes me wonder how it will change with the digital age, even beyond where we are now. With GoogleBooks (attempting to) adding all books online, for example, how will copyright pertain to that? What about music databases? Can they be made public? This website will be an interesting one to track as things evolve.

Bringing People Together Through Music

Today I was looking through my Google Reader, and a post by the Music Teachers Blog caught my eye. The post includes video advertisements, one of which is a mass karaoke session in Traflgar Square. After watching the videos, I researched the event which actually was promoted beforehand using YouTube. The company handed out microphones, and had a special guest singer joining the crowd. An interesting form of advertisement, and of course they feature smiling faces and people using their mobile devices (since that is what the company sells).

One thing that came to mind while watching this occurred at my brother's college graduation, where everyone joined in singing songs during an evening event. It was so much fun, and it is one of the most lasting memories of that weekend. At that moment, all of the families and students were connected through music, even though people came from many different places.

My point with this blog is to ask questions: How many of you have found yourself in a large group of people, singing/dancing/etc. unexpectedly? How did it make you feel? Should we as educators try to create these types of meaningful experiences for students, even outside of music class?

Avoiding Snail Mail (PLN)

This week on my PLN I saw an article that I found really helpful. It is from musictechtips blog, and it discusses how to avoid sending audio and video files through email. The author suggests using a file sharing website rather than emailing large files, and I found that to be a really great suggestion. As a musician, I may someday have to send sample audio to prospective clients (e.g., for a wedding). This would be a simple way to get that to them without having to email cumbersome files.

Avoid Snail Mail

Technology and Learning (Readings Week 11)

The article about "How People Learn" was very interesting in how it recommends integrating technology, and why. One of the points was that learning can be collaborative and interactive with peers and colleagues, which helps people learn. I believe that technology can be effective for this purpose, however, I feel that face to face interaction is very important. For younger students especially, being involved with others in person not only helps them learn, but can teach important life skills such as compromising. I believe that the ideas the author presented can be used, but I hope that students will interact in the classroom as well. It would be a great way to connect with professionals on a regular basis.

I found the article on Digital Natives/Immigrants to be very interesting, because it is something I experience at home. My mother is an educator, and took a music technology course over the summer (with Dr. Bauer). At night, she would have homework to do, and sometimes she would ask me questions. To me, the answer sometimes seems obvious and natural, but to her, she had no idea where to find what she was looking for. I think that the article has a great point that we need to extend our curriculum further in regards to technology. For our students, it is a very practical idea. In the music world, there are many programs that can be used to create music. This is the future, and as educators we incorporate technology into our classrooms.

I like the WebQuest artifact, as it clearly defines what that is. I really like WebQuests, mostly because they are a fun way for students to navigate the web while the educator has control over the content. I think that WebQuests are going to be seen more and more in classrooms. It can even be incorporated as a workstation or pull out if only one/a few computers are available.

Multimedia and the Web (Readings Week 10)

This first artifact for this week focused on the different types of media that can be used on the Internet. I thought it was a great, descriptive tool that went into detail about how text, pictures, sound, and video are used on the web. The articles included a lot of information that will be helpful when I am creating my own website, especially when it tells what types of files everyone can access on the web. It would be sad to post a picture of the orchestra for the parents, only to find out that Tommy's parents couldn't see it!

The second article discussed sound files. It discussed the strengths and weaknesses of compressing files: while more people can access it faster, they will receive a lower quality sound file. As a musician, I will most likely someday have a website which includes audio files of myself. I will be able to pull up this article again, and look at the helpful tips it includes, such as posting both higher and lower resolution files. I really liked this article because I feel it addressed things that I might not have thought of, until it became a problem for me. I plan on referring to this article in the future, when I create a website for myself or my school program.

The Other 80%

The Other 80% is a site that came up on my PLN thanks to Dr. Bauer's delicious site. I think it is very important to include as many people as possible in creating music. Why should it only be instrumental or vocal musicians? There are probably many students who would love to create their own music. This website recognizes those possibilities, and promotes Non-Traditional Music programs. We are living in a time when these avenues are wide open. I believe that including non-instrumentalists/vocalists in music courses would be a popular idea with administrators and communities, and a great way to promote traditional music courses as well.

Ohio as a piano

This is a link from Dr. Bauer's delicious site, that shows a map of Ohio as a piano. How funny! I really wish I could load the site, because the buttons look interesting. Did anyone else get it to work? I want to see what happens!

del.icio.us

The article written by Dr. Bauer clearly explains why and how to use delicious, a social bookmarking site. I found it helpful, and it reiterated the video we watched in class. I think that using delicious will be a great way for music educators to connect and share valuable information. It is always worth noting, however, that we need to be careful to know about the author of any sites we may bookmark. Credibility should be examined thoroughly, least we share faulty information. Overall, though, I believe that delicious will be a useful tool for me as an educator.

Eartraining

This came from a blog recommended by Vanessa, and already I really like the information I receive. This lists websites that have free theory and ear training resources. What a great thing to have available.

CAI, SMART boards, and Accompaniment Gererators

The article that stood out to me this week has to be the one that focused on having only one computer in a classroom, and using it for classroom activities. Even the pictures in the article speak for themselves. There is a large group of students, straining to see a small screen. I think that this article needs to be updated, perhaps to include what a SMART board can do. While I believe that there can be a focus on one thing, perhaps it is more logistical to have a large screen for all students to see comfortably.

The article on CAI is exactly right, and I believe that music teachers are in a unique position to really utilize the technology available. Perhaps it is the saturation I am experiencing through this course, and having my PLN set up with that focus, but I see so many opportunities for music educators. The CAI article explores the many facets of this technology, including student and teacher based uses. It demonstrates the wide range of things that can easily be accomplished in the music classroom using the resources available.

The final article, Automatic Accompaniment Generators, presented ideas on how to fully utilize accompaniment software. I believe that this article expanded the idea further than what we did in class in past discussions, and I think it had some very valid points. I especially liked when the author discussed intonation issues. As a string specialist, I feel that this area can be difficult to address. The very nature of a string instrument makes intonation very vague for young students, and listening to an accompaniment can help create a tonal foundation. Overall, I found this article to be more thought out than some of the previous ones on accompaniment ideas.

Music Rhymes

This came up on my PLN today, and I think this shows how great technology can be. The author is asking for suggestions to help students remember the order of sharps and flats. If anyone has ideas, please comment on the blog! What a great way to make the world seem smaller.

Music Teachers Blog

Lakewood High School on my PLN!

Today I added a new site to my PLN. I was looking up the address to Lakewood High School, and it had the symbol to add to my Google Reader! Although this particular item is not music related, I believe the concept is great. Schools are in great need of positive publicity, and what better way to keep parents informed than to send them automatic updates. Perhaps a great way to utilize this tool would be a music department feed. The more positive information going home, the better!


Lakewood High School

Sound Recordings (Readings Week 7)

The article titled "Picture This" resonated with me, as I am a visual learner. When I play viola, and need to hold a note longer, I envision it in my brain. That is the same concept here, only you can actually see it on the screen. The author also includes important information about how to use the technology, which is useful. The article also addresses students recording themselves, so that we can assess them. I think that is a great way for educators to listen to individuals, without taking up class time. Then, later in the students career, they can compile a digital portfolio. It is a great way to demonstrate progress.

Anytime students hear themselves play, it is a positive thing. Both the self-critique and motivation factors will help improve their playing. Some of the other uses the author suggests we have already discussed in class, such as recording accompaniment parts. That is particularly useful in choral settings, although it can also be applied to instrumental group and solo settings. I agree completely that recordings can be used in a wide variety of ways that are very beneficial to the educator.

The Clukey article discussed recording concerts in the school setting. It worried me copyright laws, and even though he warns the reader, I think it is worth really stopping to think about. It is expensive to pay royalties, and the school district would probably be upset. I think it would be very helpful to record a rehearsal a few days before, then have students listen. Then, do the same for the concert. Unfortunately, it would be difficult to sell copies, which may upset parents. I wish there was some sort of exception for schools! It is a great memento to have, but can't be made available.

Overall, this article was very comprehensive regarding the techniques involved in a well-produced recording. I took a music technology course in high school, and we recorded the orchestra and bands. The author was right on target with his attention to details, although I believe that anyone who is truly interested in learning how to record needs hands-on experience with a professional. Only when you are in the auditorium, hearing the play back, will everything begin to make sense.

MIDI Sequencing and Sequence-stration (Readings)

MIDI really does offer a wide variety of options when it comes to music education. I am a huge supporter of using live musicians when possible, but MIDI does give more flexibility than a recording. For example, the Kersten article notes, a MIDI file can change tempo or repeat sections as needed. This type of flexibility would greatly help an educator. Rather than making multiple recordings, the MIDI could be adjusted to fit a specific need. It is also great for student compositions, providing an instant sound rather than a playback later (as in handwritten works).

I think Kersten's idea of having a website is awesome. Students would be able to explore it on their own time, and be able to look at what interests them. I know that in high school, I spent a lot of time outside class researching music. Having that available on a website would be great. Even today, I would love to have access to chord progressions, etc, at my leisure.

I will be referring to this article in the future, especially because of the page including technology tips. Some of those details could make a big difference in the success of a project. The lesson plan also could be adapted for different ages and purposes. MIDI isn't a perfect solution, but it is a useful tool.

The Sequence-stration article was interesting, and had some good points. Using sequencing to use as an accompanist would be a very simple solution to a very costly issue. For some programs, this may make a big difference in budget concerns. Being able to mute parts and slow it down gives the educator much more freedom, and really gives MIDI a lot of credit.

I did not know about the "Humanize" option, which seems to be an interesting way to create a more pleasant sounding track. I really liked the idea of changing the instrumentation to fit the character of a piece, especially for younger students. This is the type of application that I think MIDI is well suited for. The author's doubling of instruments, and changes to make them sound more real, are good tips for those of us who are not as used to MIDI. This article is something I will reference when making MIDI files for use in the classroom.

Snowball: Inspiring Neurobiology

You may have seen Snowball, the dancing cockatoo on YouTube. I first saw the video and thought it was hilarious. Here is an interview with a scientist who has studied the birds movements, and how it relates to humans dancing. It is interesting to hear him talk about his work, however, I am not sure just studying Snowball will lead to any breakthroughs in the field.

Snowball: the dancing cockatoo

Music Instinct

Today I was looking for more sites to add to my PLN, and came across this website that I believe is related to a PBS documentary. I love all of the videos posted there, and the resources it offers for educators and musicians alike. Not surprisingly, Bobby McFerrin is also featured on this site, along with many other talented musicians. As a side note, I also love Taylor McFerrin's hair (and musical ability).

This site is definitely worth checking out!

Music Instinct

MIDI Readings

While reading the article "The MIDI-Digital Audio Shuffle", it occurred to me that I know very little about what MIDI's true function. I think it is interesting that it is a set of functions, not sound like I had assumed. The author mentions that this could be used in an orchestration class, a possibility that I did not know existed.

Another possible use mentioned was transposing parts for different singers. I agree that it is a useful tool, and probably good for practice. However, just like our conversation about using notation software for accompaniment parts, this technique should be used only in certain situations. I think the author was correct to distinguish MIDI as a different type of tool as digital audio. As for my own personal use, I will tend to favor musicians over technology whenever possible.

The links available on Bb were very useful, especially the "Abridged Guide". These types of references are great for educators looking to incorporate MIDI into their classrooms. I think MIDI can be used to teach a variety of things, just like the Vermont MIDI project demonstrates. Composition is a tough standard for many educators to full address, but MIDI can make the process easier.

Learning Music Makes Children Smarter (PLN #3)

This article makes me want to live in the UK. It seems logical that students who are enrolled in music have better behavior and higher intelligence. I must wonder though, is it causation or simply correlation? Either way, I hope our education system takes note.

Learning Music Makes Children Smarter

Applying Technology (Readings Week 4)

The Technology Strategies for Music Education chart was very helpful, and a great visual of how technology can be applied to work towards a specific set of standards. This type of information would be very useful to me if I want to add a technology class into my schedule. Bringing this to a principal would demonstrate the variety of knowledge that could be presented.

Webster's article suggests that the music classroom be enhanced using music technology. I agree with that idea, but his first set of ideas seem a bit basic and uninspired. This is probably due to the fact that he is attempting to incorporate it into a large group setting. Most of his ideas, like emailing students, seems unnecessary. I did like the idea of projecting a score for the class to see, if the projector is readily available (in a crowded classroom, it could be more problematic than helpful). Having a class website where the accompaniments, recordings of the ensemble, and other items of interest would be a great way to not only help your students, but promote your department. It would allow parents and administrators view and listen to your ensemble at their leisure.

I agree with Websters suggestions for "Encouraging Creative Thinking in Students", and think they sound like great concepts. My concern is for space, time, and funding. Having students take turns is one solution, but I prefer having them all do the same project simultaneously. That way, they can discuss ideas and help one another. Overall, these ideas would be a great thing for a clever educator to incorporate into the classroom.

The Vermont MIDI Project is a great example of how music technology can be utilized to its fullest potential. Composing music, being able to share that music using the Internet, and then bringing that music to life, is an incredible process for anyone, much less young students. With the collaborations, concerts, and summer workshops, the students are receiving a well rounded education in composition. When I begin teaching, I hope that somehow my students can connect with those in Vermont.

Sibelius discusses uses in the music classroom. I am excited to create worksheets using the program, even for my young private students. Having options of highlighting items, or putting in note names, helps me as an educator attend to students personal difficulties. For example, I can highlight any new notes or rhythms in etudes I write. Overall, I can envision myself using Sibelius quite a bit in the future both in private lessons and teaching classes.

Music Notation Softward (Readings)

Technology creates simple pathways for learning the many different aspects of music. I agree with the article on music notation software, because Richmond presents it as a versatile tool. Yes, teachers and students can compose and arrange using notation software, but they can also be used to analyze, listen, and accompany. In the past, handwritten copies may have been created and distributed. Today, teachers and students can easily manipulate musical notation.

Dr. Rudolph also boasted the benefits of notation software, for his own sake as well as teaching applications. I love the idea of creating warm ups and exercises for ensembles. However, in some situations I believe students should have to think, not just read notes. For example, writing a rhythm on the board, then having the students play the scale in that rhythm. This exercise not only helps practice the rhythm, but remembering scales. Now, I realize there are many more possibilities for variation if the music is written out, however, I do not think students should always have a piece of paper in front of them.

Both articles stated ideas for classroom use, and I think it is important that students learn how to utilize notation software. It is especially helpful for things like transposition and repetition. Hearing the piece allows students to make obvious adjustments, and provides instant gratification.

The final article hit on a very important point: exporting graphics. During my experience at Case Western, this has had a great effect on me. I love being able to create clear and concise handouts, with examples from music that I simply copied from a notation program. As an educator, I know I will be using that technique for years to come. Watson also makes a good point that the files can be sent as a .pdf, making them accessible to most everyone.

Overall, these three articles gave a very good picture of what music notation software can do for the music classroom. I have already used some of the tips, but I hope to expand my use of the programs when I am in the field.

Free Activities and Lessons (PLN 2)

This week I subscribed to a blog that I saw on John E.'s blog, The Music Teachers Blog. I loved the video he posted from it, and thought I should subscribe as well. Interesting how all of these web tools work together. After exploring the website for a bit, I believe that it has a lot of great information for educators.

Today I received a link to 15 free music activities and lesson ideas from The Music Teachers Blog. The blog itself listed 15 links to different resources for music teachers. The links had a wide variety of levels, concepts, and genres to explore. I was happy that I recognized one of the sites from our Google Earth tour. One of my favorite was from the Rock and Roll Hall of Fame, because it included lesson plans from actual educators.

If you are interested in exploring the options for yourself, you can find the list here.

Noteflight

I really liked using Noteflight. Unlike other music notation software, I could work on my project at home or at school without any hassle. I found most of the items or actions I needed were easy to find, although this may have to do with my familiarity of other notation software.

In the classroom, I believe this could be a very useful tool. As an educator, I could create arrangements quite easily, especially if I simply needed the melody in different clefs, for example. For my students, this would be a great way to share their work (in a legible fashion). It also allows them to hear their work before turning it in, which will help correct some errors. Overall, I think I will try and use Noteflight in the future.


Bicycle Built For Two

PLN: September 1, 2009

On my Personal Learning Network, I have subscribed to the OMEA RSS feed. It helps educators keep up to date on the newest information. In Google Reader, I have messages concerning contest, adjudication, and conferences. This information is all very useful to the music educator who is on top of their game.

This information can be found at:

https://www.omea-ohio2.org/Home/RSS.html#unique-entry-id-11

August 28, 2009

The permeation of technology into society is apparent in my own home, just as the article states. Over the summer, my mother took a music technology course similar to the one I am currently enrolled it. Yet, for her, the programs and activities were a struggle to navigate. Often, she came to me for advice on how to perform simple tasks that seem natural to me. As I begin teaching, I hope that I can use technology to relate to my students in the many ways the article states.

Technology can enrich the learning process, especially as it pertains to music. I love the idea of communicating and collaborating with other cultures, just like my World Music in Education course. It can also bridge the gap between students and professionals in way that is convenient for both parties.

The fact is, integrating this technology can be difficult. Most educators do not utilize the vast majority of resources available to them. Professional development can give educators the information necessary, but there must also be assistance for setting up the different technologies in classrooms. In addition, uses for technology should be long term in the classroom, so that they do not become outdated too quickly. Otherwise, it will be impossible to keep up with modern advances.

I think following the TPACK model will help teachers achieve a balance between the traditional classroom and a technology enhanced classroom. Understanding all aspects of education spectrum and how we can approach it using technology to our advantage is a crucial element. The goal is to incorporate technology in appropriate and enhancing ways.