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.