Thinking About My Matrix

While I am relieved that I'm finished with my final project, I really was expecting to do more with the matrix and integrating technology. My first reaction to the assignment was to use a unit plan that I wrote about different genres of music. Clearly this would have been too much, so I downsized. I did have trouble simplifying it to be comprised of just one lesson, and my lesson that I used would probably take a 2-3 days, ideally. I think that this was because at the end of the semester I actually feel like I could use technology in a music class. The best thing about the project was that I finally felt like I had the capability of using the technologies that I implemented!  It feels great to know I now have a full arsenal of resources to use in the future.

Technology Integration Plan

For my final project, I chose to integrate technology more efficiently and effectively into a lesson plan about jazz music. The lesson is designed for a middle school general music class who is in the process of learning about different genres of music. While it could possibly be done during one class, it would work best over two classes. The lesson culminates in a presentation of a jazz music program complete with specific instrumentation, personnel, and original music. Jazz is one of the more complex genres of music, but also has an element of freedom and creativity that the classical genres do not. Students appreciate these elements because it leaves less room for them to be "wrong" when they are trying to be creative. 

It is important for me to note that it is expected that prior to this lesson, the students have acquired the following skills:

• Basic Note Reading (Treble & Bass Clef)
• Basic Rhythmic Understanding (Whole Notes, Dotted Half Notes, Half Notes, Quarter Notes, Eighth Notes & Triplets)
• Understanding of keys and accidentals (Sharps, Flats & Naturals)
• Basic Understanding of how to notate a musical score
• Basic Understanding of chord structures

Access: The first part of the lesson is to have the class watch a few video clips of professional (historic and current) jazz performers and then discuss what they saw or heard. It is important for the students to form their own ideas about the timbre of the sounds, the rhythm and various instrumentations used in each example, as they will use it later on in the assessment portion of the lesson. Once the class has watched the videos and the discussion is started, we will form a general list of the instrument used in a jazz ensemble. The class will analyze (through discussion) the differences in each of the examples that they watched and listened to. The specific examples used are listed below. They cover a pretty broad spectrum of jazz styles, and use a wide variety of instruments and band set-ups.

Miles Davis Quintet: http://www.youtube.com/watch?v=oGaQA2L3Jp8
Wynton Marsalis - Jazz at Lincoln Center: http://www.youtube.com/watch?v=P5K7J5aIXT0
Billie Holiday & Louis Armstrong: http://www.youtube.com/watch?v=CJb5mxuZ-9g

Analyze: The second portion is dedicated to teaching the students about the structure of jazz music, specifically the twelve bar blues pattern. The instructor will teach the students about the chord patterns commonly used in the twelve bar blues, and will experiment with different ways to play a solo over the pattern. The class will use this pattern later on in the lesson for their assessment.  

Assess: After learning about the structure of jazz music, we will take a look at some famous jazz musicians and what their primary instruments were/are. Prior to presenting a slide show of famous musicians, students will take a minute to write down names of jazz musicians that they may already know. This gives the students the opportunity for self assessment prior to a group discussion.  It is my hope that students will come up with a few names to contribute, even if they aren't sure what instrument they play.

Communicate: This is the most fun part for the students! At this point, they have the tools that they need to be able to create their group assessment project. The class will be divided into small groups (ideally 4-5 students in each) and will be asked to write their own individual solo over a twelve bar blues pattern. With help from their group-mates, each student will need to identify what instrument (and musician) will solo over their twelve bar blues, and what instruments (and musicians) their jazz band will be comprised of. Using music notation software, the students will input their melodies into the computer, and have the ability to play back their files to hear what they sound like. Once they have done this, the students will design a group concert program using a word processing software, to be presented with their compositions to the class. This assessment allows the students to show their understanding of instruments, famous jazz musicians, and the twelve bar blues. Constructing the concert program also allows for writing skills assessment.

Produce: Each group will present their concert to the class, including individual compositions and the group's concert program. All presentations will be given via the smart board so that audio and visual elements can be combined. For each group's presentation there will also be a brief time for the class to give any constructive criticism about all elements of the assignment. It is important for the students to understand that constructive criticism is meant to help make something better, not just to say whether they liked the product or not. It is my hope that students will be able to hear some similarities between each other's compositions and the jazz tunes that we listened to earlier in the lesson. 

Vocal Technology

Over the course of the semester I have been learning a lot about the production of the voice and just how a pitch is produced. As artists, musicians have a tendency to not think about the scientific aspects of sound and focus on the feeling and artistry, but it's very important for us all to understand how our instruments work. 

I have been experimenting with the software Voce Vista, a voice analyzing software and have found it's results and uses very interesting! There are a few components, the first of which are two electrodes (non shocking, of course) that go on either side of the larynx. These electrodes monitor the wavelengths produced by the pitch. The next component is the microphone which gets plugged into a computer (with the software). The wavelengths are recorded and show up on the screen and show where the pitch starts and all of its movement along the way. 

I could go on and on about this, but my point is that a lesson using this software would be a great way to combine science (physics, I suppose) and music! 

Music Theory Classroom

I have been thinking a lot about how I will be able to integrate technology into my music classroom, and while I have been having a hard time coming up with viable ideas, I know that I will be able to use multiple forms of technology when teaching music theory classes. The traditional method of teaching the basics of music theory via chalk and chalkboard can easily be replaced with a smart board and some music writing software. Both of the programs Finale and Sibelius are great music writing tools, and I could definitely use them to show how music is written. While it may seem that using this technology for something so simple is a bit more than necessary, it also gives students the opportunity to hear what they are learning. The ability to hear the music that you learn about is key to keeping the concepts in the minds of students. 

Thinking About PLAY ...

As I have gone through this course, I have thought (obviously) a lot about technology. I have seen many positive things that teachers and students can do with technology and have discovered ways that I never knew I would be able to use it for my own benefit. This post was prompted by the survey that Michelle asked us to take to review the PLAY website for the IA#5 REMIX. I like that even though we are having to use the technology in new ways, we are also able to critique it so that it can be better for us to use in the future. If I were to use PLAY in my own teaching, I do think that I would also offer a survey after the unit to ensure that my students are getting what they need through this form of technology. Normally I wouldn't inquire about these things, but since I would be using websites not used during the class, and the information would be conveyed differently I would like to know what worked and what didn't. Just because the resources work for me doesn't mean that they will necessarily be understandable to students.

Canvas Remix!

I really enjoyed this week's assignment because it isn't every day that music can be coordinated with another subject area. Color and sound are two subjects that are very closely related, and the science behind it helps even the most non-artistic person able to comprehend the way music and art can make someone feel. 

For my content area, I added some videos and link regarding the connection between sounds and color. I also used many of the pictures and videos that I used in my original canvas. These elements allow the learner understand each side of the lesson respectively and then help them to piece them together. The only element that I took away from the original canvas was the picture of two shades of purple and the description that went with it, because while it was a good example of the color portion of the lesson, it was the only element that didn't translate to my side of it. I think that if there had been examples of other colors as well, I may have been able to incorporate it. Instead, I replaced it with some pictures which show how color and pitch are connected. 

I hope that I have the opportunity to use this unit in my own teaching!

Unit Plan Canvas

I must say that this has been my favorite interactivity yet. When first thinking about creating a canvas, I was incredibly nervous because Michelle insisted that we go to an information session. This made me think that it was going to be an almost impossible task, but I had a lot of fun putting the visuals together.

The canvas gives a teacher the opportunity to show their students where and what to look for on the web. Often times students need help with the unit they are working on and will use Google to locate information, which can be inaccurate. By creating a canvas, we can guide our students to the right sources for the information. 

I can definitely see myself using this website in the future with my students. Music concepts and lessons can be difficult to find additional sources for unless you know exactly what you are looking for, so constructing these canvases will be helpful.

Here's a link to my canvas:

http://www.play.annenberginnovationlab.org/play2.0/challenge.php?idChallenge=2413&mode=view#network6

Technology & Pedagogy

The lesson that I used from www.lessonplanspage.com is meant to to teach high school students about intervals, scales and triads. These three concepts are key to understand different musical styles and genres, as well as being some of the most basic and universally used ideas in music. Whether they realize it or not, students play intervals, scales and triads, in performance based classes on a daily basis. 

I found the lesson plan to be pretty complete, but it lacked a technological aspect. There are so many music programs and interactive website available, that I find it senseless to not utilize them within a class. I adjusted the teaching strategy a bit to make it more interactive, but I believe that both my way and the original lesson plan do fall in line with the curriculum goals. That being said, I did make a two big adjustments to how the teacher would give out the information. Rather than using a chalkboard (or whiteboard), I am using a SMARTboard for this activity. The SMARTboard gives both the teacher and students the chance to visualize as well as hear the concepts being discussed. It is incredibly important for students to know what each interval sounds like as well as looks like, and this isn't possible with a regular chalkboard or whiteboard. To show the musical staff, I decided to Finale (a music writing software). Finale enables the user to write (and edit) musical notation, and then play back the audio of the music written. These technological advances make the lesson much more interactive and challenging for the students, and I feel as though the concepts will resonate much more if they are to learn through the technologies that I have come up with.


Here is the link to my spreadsheet: 

https://docs.google.com/spreadsheet/ccc?key=0Avdvspao4UKkdGVQZUkyODhZZ05jN2tfWENhaUo4dmc&usp=sharing&hl=en&forcehl=1#gid=0

Music & Social Media

I've stated in a few of my assignments & blogs that there is a disconnect between music classes and technology in the classroom. This is mainly because the classes are performance based, and are essentially a rehearsal rather than a traditional class. Technology does, however, play a big role in how music teachers connect with their students and parents. 

Emails, blogs, message boards, Facebook and Twitter are all great ways to keep in touch with parents & students when they aren't in the classroom. Often times the group of students in a music class (i.e. a band, orchestra or choir) have outside commitments or performances to attend. If you, as the teacher, set up a blog or message board (and keep it updated) parents & students have a quick way to check the status of their rehearsals, performances or appearances. I have a friend who is a H.S. Band Director, and he uses Wikispaces.com to keep kids and parents in the loop. The website provides students with the information I mentioned above, but also keeps them connected during the summer months in preparation for marching band. Students can download audio clips and PDF's of the music so that they can learn it during the summer. I think this is a great way to keep band in the minds of these kids, who could easily forget about their responsibilities during the summer. In addition to all of these great features for kids, the director also uploads videos of each performance for them to see. 

I think that when I eventually am teaching in public schools I will definitely be using this technology for my classes! Until then I'll keep looking for new ways to connect & teach through technology.

History of Technology in Music Education

The Television: Our source for entertainment and information in music education!

I had a hard time coming up with a viable option for the most influential technology in music education. To me, music education hasn't necessarily been on the same technological wave length as many other subject areas, simply out of practicality and the nature of a music classroom. Most music classes are not focused on receiving and storing information, but creating and exploring through a musical instrument, ensemble or one's own voice. That being said, I believe that the most influential technology for music education is the television. 

Although it is not used very often, the television, in my opinion, is the technology that music teachers us most. Whether they are showing a video of a concert, a musical, an instructional video or recordings of the ensemble's own performance, students are learning about music through this visual medium. 

The most obvious reason that a music educator would use a television in the classroom is to show a video of a concert or performance by another, presumably more advanced ensemble. I can remember when I was in elementary school (which is much longer ago than I'd like to admit), we would often watch performances by the New York Philharmonic Orchestra during our music (orchestra) classes. Our teacher used these recordings as instructional aides, always asking us what we thought of the performance. The easy answer of "It was good" or "I didn't like it" would never suffice. We were challenged to think about the complexities of the music being performed and how the musicians were performing, rather than give our opinions on what we saw. This was one of the first times I learned to be objective about something that I was exposed to. 

Along with watching other ensembles perform, the television provided a way to critique one's own performance within an academic setting. For example, I know of a music teacher who has used video of his marching band's performances to go over what was good about their performance, and also how the ensemble can improve. Each Monday after the band's Friday or Saturday performance, they sit down at the beginning of class to examine their show, and each week they learn from mistakes and get better. This is helpful to students who are visual learners, especially. As someone who learners better by seeing or doing rather than hearing or reading, I would have benefitted greatly from this teaching technique had my teachers used it. We, as musicians are often told what could be fixed, but rarely are showed where and how the mistake(s) happened, leading to much frustration. The television, in my opinion, alleviates that issue.

Informational and instruction videos are also available for music teachers. There are a number of instructional series on a variety of musical instruments, which are helpful for a music educator who is teacher his or her students about the many different musical instruments and musical instrument families there are to learn. Although we all are supposed to study each and every instrument before being sent out into the workforce, it is also true that each music teacher has their strengths and weaknesses. I, for example, would not be the best teacher to show kids how to play the oboe or tuba. These instructional or demonstrational videos are a way for students to be exposed to very good players or singers, if their teacher isn't able to give them an in-person demonstration. 

If you have ever been a part of a musical ensemble or class, you understand that technology does not play a concrete role in the everyday workings of the class. There are instances, however, where technology, mainly television, can add a spark or a little something different for learning about music. 

Photo Credit: http://www.smartgirl.org/writing/forum/images/television.jpg

Technology vs. Man

In my previous post I began to complain about how people are far too attached to their mobile devices. As an example, while I'm writing this blog post I am sitting in a living room full of my friends watching football. How rude am I?

It has because the norm now a days to constantly be on your cell phone in public, write emails or text messages rather than letters, and to communicate via the web rather than in person. While I do indulge in these conveniences, I think that some of the advances in technology have hurt us as a society. How often do you find yourself running into someone because they aren't looking where they are going? They are looking at their cell phones! Whether it's texting or looking at Facebook, people are constantly hooked to their phones. Cell phone use in public can also be dangerous. Many car accidents have been caused because someone was talking or texting on a cell phone while driving. What issue is so important that we feel the need (or right) to endanger ourselves and the people around us? In my opinion, nothing is that important, and if it is, you should pull over and deal with the problem.

I send roughly about fifteen to twenty emails on a daily basis. I'm not sure how many emails the average person sends day to day, but how many hand written letters do you think they have sent in the past year? My Grandmother used to send me a note in the mail at least once per week, just because she was thinking of me. Today's "thinking of you" letter is now a "thinking of you" text message. I know that I am 100% accountable for doing this, but it's embarrassing to know that we have been degraded to communicating in such an impersonal way.

On the other hand, technology in schools has lead to so many more learning opportunities. Ten years ago, this online class wouldn't have been possible, but today it's almost the standard. We are able to share information, whether it's visual, audio or streaming media, new information is available to people all across the internet. The fact that we have created a community learning environment completely online is astonishing to me. I would even venture to say that technology that we are using in this class has even improved in the last three years. If I'm being completely honest (and I can't help it ... especially since this assignment is a blog), I took this course, CURR 316 a few years ago and didn't pass because my understanding of these new technologies was limited. I spent a few years away from MSU and now that I'm back I was TERRIFIED to take this course again. I can honestly say that the course now is so much better than it was a few years ago, and it's all because of Dr. Domine's ability to show us the newest forms of technological communication. Dr. Domine, thank you for updating the course and including videos explaining our assignments - it's helping me tremendously. I'm excited to learn about all of the new technologies available in classrooms that can connect students and teachers in class and via the web!

Technology Autobiography

It is interesting to think about how communications technologies impact our lives in such a vital way. On a daily basis we are all connected to some form of technology whether it is through a computer, a cell phone, or tablet. Throughout my lifetime, the top three most influential technologies are the cell phone, email, and text messaging. When thinking about which communication technologies were most prevalent in my daily routine, I didn't necessarily consider which devices were the most used, but in which ways I communicate with others.

I love a new gadget as much as the next person, but I don’t always utilize them to their fullest potential. I use each device in the way that it suits me, but rarely bother to investigate its capabilities further, with one exception: my iPhone. I can do anything on my iPhone, and because I am so familiar with it, I use it for more than just texting, calling, emailing, and going on Facebook. Today’s smart phone has the ability to identify a song on the radio, transfer money, play music, stream movies, and even pay for your coffee at Starbucks. Incredible!

While I’ve embraced many of these technological advances, I think that our attachment to our smart phones has hurt us as a society. I find that people are less willing to engage in face-to-face conversations, yet we often talk on the phone while running errands, neglecting those around us. It’s just plain rude. Have you noticed that people have lost some sense of courtesy and manners? How many times has someone almost run into you because he or she was texting while they were walking, and not paying attention? We have become very observant about what happens online, but less aware of what is happening all around us.

Text messaging is one way that I communicate rather frequently, however texting is not a reliable method of communication. Like many technologies, text messaging doesn’t always work. Maybe you don’t have enough service or your text message got lost somewhere in the world, but the message doesn’t always go through as planned.

Emailing is the form of communication I am most proficient with. I use it for work, school, and with friends. Email is great when you need to get a message to someone quickly (i.e. when your professor cancels your 8:00 AM class) and since it can be accessed on the go, it’s like a portable file in one place. While I love emailing, it has essentially taken the place of letter writing. Growing up my Grandmother used to send me notes in the mail at least once a week, just to say hi or if she saw something that made her think of me. Would I have enjoyed them as much if I received them via email? More than likely the answer is no. When is the last time you received a letter in the mail from a friend, or wrote a letter to a friend and mailed it to them?

I learn in some way from each of these three technologies, whether it’s on a personal, professional, or educational level. Through text messaging and phone conversations, I learn about things going on at work or in my family. Through email I am able to connect with colleagues, friends, and even keep up with my schoolwork. To say that emailing hasn’t helped me as a learner would be false seeing as I am currently taking a completely on-line course. In fact, if Michelle hadn’t been sending out reminder emails, I’m sure many of us would’ve forgotten this assignment (thanks, Michelle).

The young people in the video we watched use technology in a much broader way than I do, and perhaps that’s because of the age difference between them and myself. I have never made a movie, a website or edited music on a computer, but all of those kids have done at least one of these things. Today’s young student needs these elements of technology to be engaged with what they are learning because technology plays such a vital role in their lives, and they don’t know learning any other way. They have grown up in a time where these technological advances are the norm, where when I was younger they were just becoming available.

I will admit that I have a hard time thinking about using technology in a music classroom, but I am confident that this course will help me do so!

Test Post

Hi Everyone! This is my first ever blog post for Curriculum 316.

This entry is just a test.