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
Wednesday, September 30, 2009
Wednesday, September 23, 2009
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
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.
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.
Tuesday, September 15, 2009
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
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.
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.
Thursday, September 10, 2009
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.
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.
Wednesday, September 9, 2009
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.
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.
Thursday, September 3, 2009
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
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
Tuesday, September 1, 2009
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
This information can be found at:
https://www.omea-ohio2.org/Home/RSS.html#unique-entry-id-11
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