I found it necessary to add a lesson plan. The task of this WebQuest requires classroom activies in addition.
MY WEBQUEST
Monday, December 6, 2010
Monday, November 29, 2010
PLN: Week 15
I couldn't resist this article from good old MIT, in regards to technology in the classroom. Pros and Cons from this, in addition to assessing how to get started gives a realistic view on how to introduce it to a school system practically. The "Evolution" of technology in the classroom is not a "Revolution".
I also got turned on to FUTURELAB where they mention students as "Digital Leaders".
I also got turned on to FUTURELAB where they mention students as "Digital Leaders".
Sunday, November 21, 2010
Week 14: Reflection
The assistant Technology Video moved me so much. I appreciate seeing the student play with the SoundBeam MIDI device from his chair. It is so nice to see expression from someone who has a different way of communicating. A few decades ago that would have been called a disability. I am glad it has been changed to special needs. Technology has given this student a voice.
Assessment and Music Technology helped in the design of the WebQuest, because I started out with the material and activity no no instead of developing the lesson plan and the curriculum. The various forms of assessment makes teaching even more fun, as students can use more than just paper and pencil. This website is more than a useful tool for professional design, it's the Law.
Assessment and Music Technology helped in the design of the WebQuest, because I started out with the material and activity no no instead of developing the lesson plan and the curriculum. The various forms of assessment makes teaching even more fun, as students can use more than just paper and pencil. This website is more than a useful tool for professional design, it's the Law.
Thursday, November 18, 2010
PLN: Week 14 Guitar Hero??????
Who would have thought an instrument could be played with Guitar Hero!!
YES, Washburn teamed up to teach guitar lessons. They will soon have one for keyboard and vocals.
YES, Washburn teamed up to teach guitar lessons. They will soon have one for keyboard and vocals.
Monday, November 15, 2010
Week 13: Reflection
The organization of Dr. Bauer's chapter gave me a solid foundation on fulfilling the expectations necessary to successful lesson communication. The language of academia, for me, has been a process of finding the correct wording to fufill the requirements. It really helps to see the finished product for someone like me, because then I know what steps are necessary to achieve the finished product.
I agree with various approaches through technology, and see how this promote interactive learning. Everyone has their own method of presentation in achieving the same goal, and this chapter explains to everyone all of the answers to the success of technology assistance in music education.
I agree with various approaches through technology, and see how this promote interactive learning. Everyone has their own method of presentation in achieving the same goal, and this chapter explains to everyone all of the answers to the success of technology assistance in music education.
PLN:Week 13 useful copyrighting
I remember some artist perform music and make money off of someone else's song. As an arranger, I am very sensitive to these things and thought, this website would help.
OPEN UP THOSE WALLETS
OPEN UP THOSE WALLETS
Sunday, November 7, 2010
PLN, Moore's Law, this is why teacher MUST embrace technology
I attended an Education Innovation Summit, one of the seminars was technology and education. I learned an important Moore's Law
The first digital computer 1946, took 10 people 2 weeks to run one simple task, before it crashed after 7 minutes. 200,000 dollars use to be the cost of a computer in 1978, now a personal laptop can cost 200 dollars. Again, Moore's Law predicted changed every 2 years, it will now be every 3 months.
The first digital computer 1946, took 10 people 2 weeks to run one simple task, before it crashed after 7 minutes. 200,000 dollars use to be the cost of a computer in 1978, now a personal laptop can cost 200 dollars. Again, Moore's Law predicted changed every 2 years, it will now be every 3 months.
Week 12 Reflection
Dr. Estrella's article on multimedia basics made me want to know, how does he speak such plain english?? I found this wonderful page and found he develops interactive media to both businesses and educators. I also found he is a musician and speaks the language of both worlds. His explaination of multimedia is a bookmark page I will use for my eportfolio. I have always wanted to use animation, and he explains it so clearly on his still images page.
Technical Strategies and WebQuest set up some solid lesson plans with technological assistance to fulfill the National Standards. I, personally, appreciated the launch of technology in Music Education, but had a difficult time matching the national standard with the discipline.
The immigrant and native reminds me of where I fit. Right smack in the middle. I was born 4 years before the personal computer became popular, and MTV launched when I was 5, along with Atari game system and Commodore 64, so the mouse eliminated the use of two hands for the joystick. Now I hear of a consept car that drives like a Nintendo joystick
The technology is here to stay. There are plenty of tutorials for teachers to become fluent. Also, don't be afraid to let the student be the interpreter of the digital age. The computer will NEVER replace the teacher. If it does right now, then that teacher needs to work on skills.
Technical Strategies and WebQuest set up some solid lesson plans with technological assistance to fulfill the National Standards. I, personally, appreciated the launch of technology in Music Education, but had a difficult time matching the national standard with the discipline.
The immigrant and native reminds me of where I fit. Right smack in the middle. I was born 4 years before the personal computer became popular, and MTV launched when I was 5, along with Atari game system and Commodore 64, so the mouse eliminated the use of two hands for the joystick. Now I hear of a consept car that drives like a Nintendo joystick
The technology is here to stay. There are plenty of tutorials for teachers to become fluent. Also, don't be afraid to let the student be the interpreter of the digital age. The computer will NEVER replace the teacher. If it does right now, then that teacher needs to work on skills.
Tuesday, November 2, 2010
Week 11 Reflection
The reading on how people learn and world wide wave helped me to understand how to create a successful semester, and how to construct a lesson plan for retention of materials. Material presented to students should follow a specific timing. In other words, introducing SmartMusic to a class at the beginning of the year, having them in the database, and scheduled well in advance for assessment is a successful context of learning. The world wide wave article gave me a heads up on the problems files that are too big can cause, and it is important to know both PC and MAC soundfiles to specify to students how to compress a file. For example, we learned how to compress GarageBand files.
Once the context is established, the active learning engages the students to become more social through methods like peer teaching, who will then remember for years the fun journey of learning music.
Once the context is established, the active learning engages the students to become more social through methods like peer teaching, who will then remember for years the fun journey of learning music.
PLN: Technology Assisted Conducting for Week 11
I could not help but think of conducting techniques for ensembles. Many times, students in education take their conducting classes, but need to fine tune their skills consistently. I came across this site
and saw the many approaches one could take to have a broader knowledge of styles in education.
and saw the many approaches one could take to have a broader knowledge of styles in education.
Sunday, October 24, 2010
PLN: The Garage Door
hereA very helpful website of bits and pieces, tutorials, Q&A, and it is constantly update. http://www.thegaragedoor.com/
Monday, October 11, 2010
Reflection: The single computer makes the interactive white board
Kassner's article made me rethink classroom management. A major point was made about isolation, and that is the way I feel society has become. It is so much easier to text or email someone instead, of going next door or down the hall to just tell them. On the other hand, a text or email is a written document that serves as a reminder, or necessary archive for records.
The single computer concept bridges the chalkboard with technology. In this case, stations could be used to teach a variety of subjects in one class period. For instance, a classroom of 30 nine year olds could have 12 students at the single computer (with possible use of a IWB), 6 at a music writing station, 6 at a listening station, and 6 on Orff instruments.
Band-in-a-Box is a much more sophisticated interactive version of the Jamey Aeborsold CD's. I watched students practice jazz routiments with their teacher's instruction, finding transcribing a master's solo from a recording difficult to swallow. Aeborsold transcribed many solos from the greats, and playback can be altered with the speakers, but BIAB allows much more. BIAB captured the style of many genres and even shows visually, what each instrumentalist is playing. For example, isolate the drummer, and BIAB shows what heads and metals are used on the set.
The authors of these articles not only talked about the experience of technology in the classroom, they also showed various situations of practicality. Music software for skill and knowledge showed a more performance oriented style geared towards practice, but emphasized the importance of the teacher's guidance. The IWB's talked about the location and layout of the classroom, and how to raise money. The other articles showed in detail what software and setup works best for a particular classroom setting.
Finally, classroom management, requires the knowledge of the teacher to determine what software, setup, and style is necessary to have a successful year.
The single computer concept bridges the chalkboard with technology. In this case, stations could be used to teach a variety of subjects in one class period. For instance, a classroom of 30 nine year olds could have 12 students at the single computer (with possible use of a IWB), 6 at a music writing station, 6 at a listening station, and 6 on Orff instruments.
Band-in-a-Box is a much more sophisticated interactive version of the Jamey Aeborsold CD's. I watched students practice jazz routiments with their teacher's instruction, finding transcribing a master's solo from a recording difficult to swallow. Aeborsold transcribed many solos from the greats, and playback can be altered with the speakers, but BIAB allows much more. BIAB captured the style of many genres and even shows visually, what each instrumentalist is playing. For example, isolate the drummer, and BIAB shows what heads and metals are used on the set.
The authors of these articles not only talked about the experience of technology in the classroom, they also showed various situations of practicality. Music software for skill and knowledge showed a more performance oriented style geared towards practice, but emphasized the importance of the teacher's guidance. The IWB's talked about the location and layout of the classroom, and how to raise money. The other articles showed in detail what software and setup works best for a particular classroom setting.
Finally, classroom management, requires the knowledge of the teacher to determine what software, setup, and style is necessary to have a successful year.
PLN: classroom management
I couldn't help but read this article, and see how this ties in with technology. There were many subtle hints of technology to aid in this article.
http://www.teachervision.fen.com/music/behavior/6763.html
http://www.teachervision.fen.com/music/behavior/6763.html
PLN: more information on the itneractive white board
I read the first two articles of the interactive white board, and could not understand what it was. A fellow colleague explained to me how she used it in her classroom, and it was heaven sent. I had to take the time and do a little research of my own.
http://www.education.smarttech.com/Common/education/pdf/artsineducationissue.pdf
Having problems still with the Link button (have to copy and put it in address bar).
After seeing a few pictures of these devices, I realized we have one in the classroom. Dr. Bauer even said what it was.
http://www.education.smarttech.com/Common/education/pdf/artsineducationissue.pdf
Having problems still with the Link button (have to copy and put it in address bar).
After seeing a few pictures of these devices, I realized we have one in the classroom. Dr. Bauer even said what it was.
Saturday, October 2, 2010
PLN: Pat Metheny's orchestrion
I have used a Yamaha Disklavier to send piano students over seas. The disklavier is a MIDI device that sends messages to a piano all the way down to pedal commands. One of the important components in a new device, the orchestrion, takes this MIDI concept to a higher heights.
here is the address:
I am a major fan of Pat Metheny, and loved the orchestrion when it came out. Thought I should share this article, because it talks about the physics behind MIDI and the step by step process to building such an amazing MIDI device.
Here's the blooming thing live
http://www.youtube.com/watch?v=9VymAn8QJNQ
here is the address:
I am a major fan of Pat Metheny, and loved the orchestrion when it came out. Thought I should share this article, because it talks about the physics behind MIDI and the step by step process to building such an amazing MIDI device.
Here's the blooming thing live
http://www.youtube.com/watch?v=9VymAn8QJNQ
Reflection: Watson gets us to picture MIDI with Kersten
The two articles about MIDI for orchestration, accompanying, and learning showed what is available now with technology in the classroom. Kersten convinced me why MIDI is better than a CD. I remember, long before my classmate's time, dancing to an LP and having it skip when we bumped it. Or trying to jog with my CD player having it skip. Everything, all the way down to ringtones on a phone are simple variations of binary code making life so easy.
MIDI has made it possible to cover more objectives in a class period. Watson makes clear tools of the trade to get novices involved in creating their own style of teaching through technology. He even mentions pitfalls like the 100 rule, and even gives those "old style" teachers a chance to continue using their LP's in the Picture This article. Practice files make it easier for students to learn music on their on, so less time can be spent on learning notes, and more can be spent on a well rounded National Standards curriculum.
I can say, coming from a background of music passed down, that MIDI has made teaching music much easier. Even on the spot at competition for drums, someone can sing into a digital recording device and I can understand the words. Remember when "The Wreck of the Edmund Fitzgerald" played on the radio?? Well, maybe Dr. Bauer, but this song has so many words. Who on earth can understand what Gordon Lightfoot is saying? Digitally remasters started coming out, let alone Pat Metheny's orchestrion that runs on an Apple G5 (will mention this more in my PLN).
History of music premiers use to involve waiting for the score to come out at least one year later. Many of my performer friends can play like mad and not read a note. I enjoyed charging (still do) them $X per instrument to score their newly created music for studio musicians, and show orchestras. The thing is, many of them have locked into using MIDI to cut out the musicians, and save time in the studio. I'm thankful I can read, because they still need me to score the arrangements.
MIDI has made it possible to cover more objectives in a class period. Watson makes clear tools of the trade to get novices involved in creating their own style of teaching through technology. He even mentions pitfalls like the 100 rule, and even gives those "old style" teachers a chance to continue using their LP's in the Picture This article. Practice files make it easier for students to learn music on their on, so less time can be spent on learning notes, and more can be spent on a well rounded National Standards curriculum.
I can say, coming from a background of music passed down, that MIDI has made teaching music much easier. Even on the spot at competition for drums, someone can sing into a digital recording device and I can understand the words. Remember when "The Wreck of the Edmund Fitzgerald" played on the radio?? Well, maybe Dr. Bauer, but this song has so many words. Who on earth can understand what Gordon Lightfoot is saying? Digitally remasters started coming out, let alone Pat Metheny's orchestrion that runs on an Apple G5 (will mention this more in my PLN).
History of music premiers use to involve waiting for the score to come out at least one year later. Many of my performer friends can play like mad and not read a note. I enjoyed charging (still do) them $X per instrument to score their newly created music for studio musicians, and show orchestras. The thing is, many of them have locked into using MIDI to cut out the musicians, and save time in the studio. I'm thankful I can read, because they still need me to score the arrangements.
Sunday, September 26, 2010
PLN MSNBC Sunday Night
Education Nation is open to teachers to blog with MSNBC. They have a special focused, showing Teacher Town Hall.
Here is MY NEW FAVORITE MOVIE http://www.waitingforsuperman.com/
Kudos to Mark Zuckerberg (founder and CEO of Facebook) for donating $100 million to Newark Public Schools!!!!!!!!!!
Here is MY NEW FAVORITE MOVIE http://www.waitingforsuperman.com/
Kudos to Mark Zuckerberg (founder and CEO of Facebook) for donating $100 million to Newark Public Schools!!!!!!!!!!
Thursday, September 23, 2010
MIDI and MIDI Shuffle Reflection for saving money
How on earth does everyone manage to have such amazing ringtones? I never thought I would see the day when my phone could do everything my computer does. The MIDI explanations from the readings was something I wish I had when I was bumping around trying to figure out why my Roland R5 was making my Roland Juno 2 sound like it was rhythmically possessed years ago. The functions of MIDI IN, OUT, and THRU was something I knew based on, "don't plug that there, it sounds bad", or "I'M NOT GETTING ANYTHING FROM THE KEYBOARD", or "Why is my piano patch coming out of your EWI".
The hardware and software setups have got to be the easiest way of explaining, versus a couple 100 pages of a manual from 1 instrument. I was the Music Director in a theater that had a budget of wish money. They wish they had the money to that kind of production. MIDI gave me the ability to have the sound of a full orchestra using 3 bodies. I requested a grant for some really good multimedia speakers to fill a theater, and let a combination of keyboards, samplers, and an electronic drum set do the work. MIDI out, came from the samplers to one board and the drums. The MIDI THRU meant the Alesis board passed on the message from the samplers, while it's own MIDI OUT sent a message to the slave keyboard's MIDI THRU which meant I played from 1 Kurzweil board. *SIGH*
My explanation from the last paragraph shows why the MIDI Pros explain it best. MIDI controllers attach to instruments as big as pipe organs. Nothing like going out into the big hall and hearing everything you played down to the nearest "oops". This has allowed me to teach piano from long distances. Some piano students don't have access to Internet, or know what artists we listen to. The diskclavier MIDI allows me to record on an acoustic piano, or some even have the living masters on a file, so you can see actually how they played it as the keys move.
The greatest feeling, is playing the piano sounding like a full orchestra. The downside is not having the orchestra and the natural tuning. MIDI, in the past, set their keyboards to A=442. I know this from years of Vegas shows. Live musicians are mixed in with effects like thunder, background singers, etc, and winds players have to make sure their instrument is tuned sharp. Singers also struggle, if they have sung the natural pitch of A=440 and have extreme high notes set at 442. The upside to that are "sick tracks" or a recording made that syncs with the MIDI tracks, when a singer cannot use their voice.
Thanks MIDI for saving us money, just don't replace us from playing.
The hardware and software setups have got to be the easiest way of explaining, versus a couple 100 pages of a manual from 1 instrument. I was the Music Director in a theater that had a budget of wish money. They wish they had the money to that kind of production. MIDI gave me the ability to have the sound of a full orchestra using 3 bodies. I requested a grant for some really good multimedia speakers to fill a theater, and let a combination of keyboards, samplers, and an electronic drum set do the work. MIDI out, came from the samplers to one board and the drums. The MIDI THRU meant the Alesis board passed on the message from the samplers, while it's own MIDI OUT sent a message to the slave keyboard's MIDI THRU which meant I played from 1 Kurzweil board. *SIGH*
My explanation from the last paragraph shows why the MIDI Pros explain it best. MIDI controllers attach to instruments as big as pipe organs. Nothing like going out into the big hall and hearing everything you played down to the nearest "oops". This has allowed me to teach piano from long distances. Some piano students don't have access to Internet, or know what artists we listen to. The diskclavier MIDI allows me to record on an acoustic piano, or some even have the living masters on a file, so you can see actually how they played it as the keys move.
The greatest feeling, is playing the piano sounding like a full orchestra. The downside is not having the orchestra and the natural tuning. MIDI, in the past, set their keyboards to A=442. I know this from years of Vegas shows. Live musicians are mixed in with effects like thunder, background singers, etc, and winds players have to make sure their instrument is tuned sharp. Singers also struggle, if they have sung the natural pitch of A=440 and have extreme high notes set at 442. The upside to that are "sick tracks" or a recording made that syncs with the MIDI tracks, when a singer cannot use their voice.
Thanks MIDI for saving us money, just don't replace us from playing.
Wednesday, September 22, 2010
PLN: 10 Things A First Year MAL Should Do
The transition into the world of academia has been interesting. I feel like I am completing assignments today that were due last week, and I missed something. Ah well, and then I saw this blog http://www.soyouwanttoteach.com/10-things-for-a-first-year-teacher-to-do/ and realized there was nothing wrong with me saying no to extra functions, performances, duties, gigs, etc. The time I set aside to take my mind elsewhere is a must, and it leaves me that more energized when I return.
I made the mistake of complaining in front of Dr. Bauer Monday about another class, and he reminded me to do something about it. It's articles like this that remind me to step away from school after a hard time's work, and enjoy something completely different.
I made the mistake of complaining in front of Dr. Bauer Monday about another class, and he reminded me to do something about it. It's articles like this that remind me to step away from school after a hard time's work, and enjoy something completely different.
Monday, September 20, 2010
Creative Thinking and Music Technology keeps one on their toes
I had the recent pleasure of watching high school students become more addicted to Sibelius than PSP, Xbox 360, and Wii. The band director started the music lab last week, but had many students confused at his delivery. He, himself, has been in the classroom and performance area of education for 20 years and needs to stay ahead of what is going on. His instructions needed to show the various ways one could input music, for instance, or he needed to have a creative working knowledge of Sibelius.
Webster, like other writers, mentioned the values of technology in music education, but suggests ways to bridge old machines with current. He immediately addresses the importance of the teachers, themselves, having a creative mind to pass it on to the students. I experienced a minute where I had to sing the correct rhythm, and know how to subdivide the music correctly to create the appropriated time signature that is easy to follow.
The playback option on Sibelius gives immediate feedback to students, and it is that feature I witnessed that opened up this side of creativity. The nuts and bolts necessary to build an assisted technology program requires knowledge of the 9 Standards, and how to use them effectly to fulfill them.
Webster, like other writers, mentioned the values of technology in music education, but suggests ways to bridge old machines with current. He immediately addresses the importance of the teachers, themselves, having a creative mind to pass it on to the students. I experienced a minute where I had to sing the correct rhythm, and know how to subdivide the music correctly to create the appropriated time signature that is easy to follow.
The playback option on Sibelius gives immediate feedback to students, and it is that feature I witnessed that opened up this side of creativity. The nuts and bolts necessary to build an assisted technology program requires knowledge of the 9 Standards, and how to use them effectly to fulfill them.
PLN: Positive Steps to Fix a Problematic Band
The Six positive steps, to fix a problematic band, is this article is like going to a market to pick out produce. Some of the fruits were eatable while the rest needed to remain in the bin.
http://www.soyouwanttoteach.com/positive-steps-to-fix-a-problematic-band/
I love the idea of pointing out things positively. I just deplore the thought of teaching students to tap their feet. I can understand tapping the toe so it is not visual to the audience, but to teach something so unprofessional and distracting. Yes, each student needs to keep their own sense of time, and moving feet in a marching situation is crucial for being in step, let's just practice good performance habits.
http://www.soyouwanttoteach.com/positive-steps-to-fix-a-problematic-band/
I love the idea of pointing out things positively. I just deplore the thought of teaching students to tap their feet. I can understand tapping the toe so it is not visual to the audience, but to teach something so unprofessional and distracting. Yes, each student needs to keep their own sense of time, and moving feet in a marching situation is crucial for being in step, let's just practice good performance habits.
Monday, September 13, 2010
PLN for Sibelius tutorial
The Sibelius tutorial made me wish I studied it before I developed my bad habits. I normally have to get "READY" to do my absolute best performance during the flexi input only to find the speed adjusts. How many times have I deleted my work, because I reduced the subdivision where it's too sensitive.
How many times have a contorted my wrists to highlight more than one measure when all I had to do was triple click. If I followed directions the first time, I would have known to press tab to start. I was so excited with the fast pace of learning the note writing software I didn't make the time to read the tutorials.
Shift clicking was my best friend, now I find all my wind slurs just need an s, and the space bar extends a key stroke. My biggest frustration is finding a way to change the metronome marking indicating the note value = a #.
The other is showing the rhythmic value instead of a word. Any helpers?
How many times have a contorted my wrists to highlight more than one measure when all I had to do was triple click. If I followed directions the first time, I would have known to press tab to start. I was so excited with the fast pace of learning the note writing software I didn't make the time to read the tutorials.
Shift clicking was my best friend, now I find all my wind slurs just need an s, and the space bar extends a key stroke. My biggest frustration is finding a way to change the metronome marking indicating the note value = a #.
The other is showing the rhythmic value instead of a word. Any helpers?
Technology makes the 9 possible
I started composing at a very young age, was guided by my dad, and loved to create music until I met my first composition teacher. All of a sudden, I experienced the disappointment of feeling my music wasn't good enough, because I didn't compose in a particular style. The Vermont MIDI Project eliminates that kind of experience. Students can compose in a safe and positive environment with a "take it, or leave it" rule. It inspired me to see if the 2 schools I've observed, in fact, have the 9 National Standards, or even know about 5, 6, &, 7 (read, notate, compose, and analyze).
Friday, I went to Bedford High School to meet my cousin, Darren (a sophomore section leader of the drum line) and introduced him to Sibelius. He transcribes, composes, and arranges music, but did not have the technology to print out his work until this school year. 5 minutes later, he was hooked. I walked away, and did not even show him how to start a new score. He knew right away how many instruments he needed, and what font he wanted to use. He then said, "WOW, this is so much easier than FINALE".
Later on, the drum line started coming in to get ready for the game. The percussion teacher wasn't there which meant Darren was in charge. His fellow classmates showed a respect for him, but could not understand some of the warm ups. I also noticed him teaching rudiments to the drum line by rote. A few minutes later he tells me, "I can't wait to score everything so they understand what I'm trying to say."
The Band Master and I had a nice long talk. Mr. Nichols (Band Master) has been trying to get technology in the school for 4 years, and at 12:30 today (Monday) he will be able to start his dream. Mr. Nichols mentioned the first program from the website, musictheory.com and talked about the importance of the students balancing the National Standards. With marching season, it has been difficult since they prepare a 1/2 time show, pregame, and contest memorized. He will now has a class everyday devoted to music technology. His has a specific order of programs that he will introduce, but he will not proceed until the students have a firm grasp of theory.
I have seen with my own eyes what these articles mean. Music Educators have a responsibility to teach the National Standards, but it becomes a challenge when administration puts more emphasis on the finished product. Rudolph mentions in his article, arranging tricks to work with what you have in an ensemble. National Standards 1,2, and 3 is what most people see, 4-9 are the standards that make it possible. Many factors impede these standards, but technology has made it possible for the teacher to reach each student individually at the stroke of a mouse.
Friday, I went to Bedford High School to meet my cousin, Darren (a sophomore section leader of the drum line) and introduced him to Sibelius. He transcribes, composes, and arranges music, but did not have the technology to print out his work until this school year. 5 minutes later, he was hooked. I walked away, and did not even show him how to start a new score. He knew right away how many instruments he needed, and what font he wanted to use. He then said, "WOW, this is so much easier than FINALE".
Later on, the drum line started coming in to get ready for the game. The percussion teacher wasn't there which meant Darren was in charge. His fellow classmates showed a respect for him, but could not understand some of the warm ups. I also noticed him teaching rudiments to the drum line by rote. A few minutes later he tells me, "I can't wait to score everything so they understand what I'm trying to say."
The Band Master and I had a nice long talk. Mr. Nichols (Band Master) has been trying to get technology in the school for 4 years, and at 12:30 today (Monday) he will be able to start his dream. Mr. Nichols mentioned the first program from the website, musictheory.com and talked about the importance of the students balancing the National Standards. With marching season, it has been difficult since they prepare a 1/2 time show, pregame, and contest memorized. He will now has a class everyday devoted to music technology. His has a specific order of programs that he will introduce, but he will not proceed until the students have a firm grasp of theory.
I have seen with my own eyes what these articles mean. Music Educators have a responsibility to teach the National Standards, but it becomes a challenge when administration puts more emphasis on the finished product. Rudolph mentions in his article, arranging tricks to work with what you have in an ensemble. National Standards 1,2, and 3 is what most people see, 4-9 are the standards that make it possible. Many factors impede these standards, but technology has made it possible for the teacher to reach each student individually at the stroke of a mouse.
Sunday, September 12, 2010
PLN Noteflight, I stand corrected
I took Dr. Bauer's suggestion, and checked one high school to see what, in fact, they were using in their computer lab. 28 machines had Finale Notepad and Sibelius Scorch which means they would be able to compose a limited amount of majors, just not save anything.
This changed my whole perspective on Noteflight. After going in and seeing how Noteflight was compatible with my computer, I agree with this program. As a habit, I print my scores in Adobe Creator after scoring them in Sibelius or Finale and found I could also achieve this with Noteflight.
I tried a different approach, after converting my Noteflight score to PDF, I then copied it into a picture managing program to achieve this (click on the image):
This changed my whole perspective on Noteflight. After going in and seeing how Noteflight was compatible with my computer, I agree with this program. As a habit, I print my scores in Adobe Creator after scoring them in Sibelius or Finale and found I could also achieve this with Noteflight.
I tried a different approach, after converting my Noteflight score to PDF, I then copied it into a picture managing program to achieve this (click on the image):
This might be a 'round the mulberry bush' way of posting a chart, but it saves on people having to have the updated versions on software, because the picture is there. My only problem is getting more than one page to show.
Noteflight is an excellent program in the educational setting, because students can save their work, return, and not have to pay a dime.
Tuesday, September 7, 2010
PLN
Noteflight is a definite program that shows you get what you pay for. Kudos to crescendo for making this a free program. I would not use it. I have logged into our collaborative project to find notes have shifted on my 4 bars, and that shows the PLN for it, must not be very good.
I would use it if I was at an Internet cafe somewhere trying to get a chart to someone that wasn't that important. It's just not fast enough, because I can't use an external MIDI to input the notes.
I would however recommend it to people that cannot afford a software writing program that wanted to do more than the notepads and light scribes from Finale and Sibelius.
I would use it if I was at an Internet cafe somewhere trying to get a chart to someone that wasn't that important. It's just not fast enough, because I can't use an external MIDI to input the notes.
I would however recommend it to people that cannot afford a software writing program that wanted to do more than the notepads and light scribes from Finale and Sibelius.
6 to 11 uses for notation software
I couldn't help but smile when I saw Jeff's blog, because he raised a major point about "I am not a fan of using arrangements of classical works for ensembles because I am a true advocate of the original piece." I was a major stickler to this as well. Then I heard the arrangements for orchestra made from pieces originally for piano, or organ for example. I stand by Jeff's point, however, because it makes me cringe when I hear piano reductions of an actual piano piece. Teach the student the appropriate piece, there is enough repertoire out that will get them to that level.
As for ensembles, however, my current project has me writing a 1/2 time show for an urban high school. I want the percussion feature to be from a classical work. Many times, pop music takes an idea from the classics and kills it into a top 40 hit. In education, that did me a favor, because that gives me the opportunity to play the original classical composition to show the origins of that pop tune.
Dr. Richmond touches on 6 uses for notating software.
As a professional arranger, I can tailor a particular piece of music for a performance group or individual. Teachers must take special care in knowing the students' abilities to bring out the best in their learning, confidence, and performance.
Composition is a vital component in teaching students to create something out of nothing. Like arranging, I still have yet to see a con listed in the article about students not forced to learn how to transpose instruments, or the importance of their ranges. I know the average program will automatically correct, or remind someone of these problems, but it makes them lazy since most scores play them back in concert.
Analysis of existing pieces definitely important to learn tonal structure, figured basses, harmonies, rhythms, coupled with other sources comes the historical aspect and how other pieces are similar for study. The listening activity is a major builder on repertoire.
Performance practice has been a staple for the choirs here in learning their parts. Once again, it is an improvement, and facilitates learning. Testing has been a heaven send from "drop the needle", which was a nightmare trying to line up the correct groove from the records. The various games to enforce learning have been a major tool for me.
Urban education needs music technology, because it reaches them immediately and keeps their attention. The average kid is use to using some form of track, especially Garage Band, and needs that instant gratification of what they created. It's so much better than them having nothing to do. This is a distraction from destroying, which is why Scott's 11 uses brings that out.
Scott talks about the instant gratification in playback, especially sequencing which is what rap is. His classroom management is enhanced by tailoring the parts for his performance group as his mentions with his sax players. Show bands on land and see have to get the rehearsal and showtime correct from sight reading. Notation from Finale and Sibelius make it easier to read with the stage and house lights are flying all over the place.
Scott also takes a stand in his suggestions of having students compose away from the computer. He also explains how to get students to make creativity a part of their lives outside of school, and ways to make it affordable. I appreciated Scott's suggestions in helping me with my current project with an urban high school marching band.
As for ensembles, however, my current project has me writing a 1/2 time show for an urban high school. I want the percussion feature to be from a classical work. Many times, pop music takes an idea from the classics and kills it into a top 40 hit. In education, that did me a favor, because that gives me the opportunity to play the original classical composition to show the origins of that pop tune.
Dr. Richmond touches on 6 uses for notating software.
As a professional arranger, I can tailor a particular piece of music for a performance group or individual. Teachers must take special care in knowing the students' abilities to bring out the best in their learning, confidence, and performance.
Composition is a vital component in teaching students to create something out of nothing. Like arranging, I still have yet to see a con listed in the article about students not forced to learn how to transpose instruments, or the importance of their ranges. I know the average program will automatically correct, or remind someone of these problems, but it makes them lazy since most scores play them back in concert.
Analysis of existing pieces definitely important to learn tonal structure, figured basses, harmonies, rhythms, coupled with other sources comes the historical aspect and how other pieces are similar for study. The listening activity is a major builder on repertoire.
Performance practice has been a staple for the choirs here in learning their parts. Once again, it is an improvement, and facilitates learning. Testing has been a heaven send from "drop the needle", which was a nightmare trying to line up the correct groove from the records. The various games to enforce learning have been a major tool for me.
Urban education needs music technology, because it reaches them immediately and keeps their attention. The average kid is use to using some form of track, especially Garage Band, and needs that instant gratification of what they created. It's so much better than them having nothing to do. This is a distraction from destroying, which is why Scott's 11 uses brings that out.
Scott talks about the instant gratification in playback, especially sequencing which is what rap is. His classroom management is enhanced by tailoring the parts for his performance group as his mentions with his sax players. Show bands on land and see have to get the rehearsal and showtime correct from sight reading. Notation from Finale and Sibelius make it easier to read with the stage and house lights are flying all over the place.
Scott also takes a stand in his suggestions of having students compose away from the computer. He also explains how to get students to make creativity a part of their lives outside of school, and ways to make it affordable. I appreciated Scott's suggestions in helping me with my current project with an urban high school marching band.
Friday, September 3, 2010
Sunday, August 29, 2010
Technology has made the last 6 years of my life abroad so much easier. Life without my Blackberry would cease to exist. The network alone, picked up towers all over the world without me having to find a signal, and I was able to stay in touch with people back home through Internet and dialing. The language applications on various electronic translators made my communication experience in China successful. Music majors at my university did not speak English, and I had a translating program that allowed me to type in the sentence, and it would speak back to me so I could be understood. Sibelius 6 allows me to write shows with specified orchestrations, convert them into PDF's, email them to someone I will never meet, and receive the satisfaction of knowing, their show topped ratings because of me.
"Your Personal Learning Network: Professional Development on Demand" is an excellent tour, and gave me a major jump start on how to keep up in technology class. My past experience with "tech" classes involved an instructor walking large class sizes through many steps, with people like me getting lost in the sauce. PLN gives me a chance to learn at my own pace and go over the directions as many times as I need to get it right.
Writing these blogs gives us a chance to learn by doing. As we repeat these steps it becomes learned, and I'm definitely a person that forgets if I haven't practiced. I was the Music and Movement as well as the computer teacher at a Montessori school. I used programs like "Jumpstart", "Where is Carmen San Diego", and a few other tutorials amazed that children in diapers could use a mouse better than the average adult back then.
The article mentions a major point about technology, "When used appropriately" can maximize a learning environment. I feel the reliance on this new age of technology has crippled our society as "feeling beings". The fast pace in which we have become lovers of ourselves is evident in our technical use of music education. I remember in elementary school when our teachers would play the listening example on an instrument instead of having a teaching supplement. I also remember stories my ancestors told me about the times they had to play everything on the piano, because there was no radio. Everyone made sure they had piano lessons from the neighbor down the street, and it's through that type of music education, people understood what it meant to appreciate music.
A major form of technology obviously came when Marconi invented the radio. Who needs to learn how to play music, if a box in the living room makes the sound for you?? I am amazed of the music that is readily available at the touch of a button. People already have learned through many methods of DVD's, podcasts, CD's, etc how to learn any discipline in music. Yes, the sky is the limit in technological resources for music. I need to raise a point...
My life in China showed me how a society survived 5000 years living traditionally, and progressively. I had state of the art language and western studies labs at my university. The university experienced drastic constructions changes in plumbing and electricity as 2000 year old buildings played catch up to the new technical advances. There would be days where the labs were useless, because we had no electricity.
I had no technological aids to enhance the learning experience of my class. I had a chalkboard, a smile, lots of running energy, versatility, and lots of chocolate to reward students when the light came on. I understand that technology allows schools from all over the world to communicate with each other, but what about the average child that cannot afford to buy a pencil?
I would like to close my response showing my appreciation for PLN and encourage all of us to remain a global village in our support of music education.
“A Conceptual Framework for Technology Assisted Music Learning”
"Your Personal Learning Network: Professional Development on Demand" is an excellent tour, and gave me a major jump start on how to keep up in technology class. My past experience with "tech" classes involved an instructor walking large class sizes through many steps, with people like me getting lost in the sauce. PLN gives me a chance to learn at my own pace and go over the directions as many times as I need to get it right.
Writing these blogs gives us a chance to learn by doing. As we repeat these steps it becomes learned, and I'm definitely a person that forgets if I haven't practiced. I was the Music and Movement as well as the computer teacher at a Montessori school. I used programs like "Jumpstart", "Where is Carmen San Diego", and a few other tutorials amazed that children in diapers could use a mouse better than the average adult back then.
The article mentions a major point about technology, "When used appropriately" can maximize a learning environment. I feel the reliance on this new age of technology has crippled our society as "feeling beings". The fast pace in which we have become lovers of ourselves is evident in our technical use of music education. I remember in elementary school when our teachers would play the listening example on an instrument instead of having a teaching supplement. I also remember stories my ancestors told me about the times they had to play everything on the piano, because there was no radio. Everyone made sure they had piano lessons from the neighbor down the street, and it's through that type of music education, people understood what it meant to appreciate music.
A major form of technology obviously came when Marconi invented the radio. Who needs to learn how to play music, if a box in the living room makes the sound for you?? I am amazed of the music that is readily available at the touch of a button. People already have learned through many methods of DVD's, podcasts, CD's, etc how to learn any discipline in music. Yes, the sky is the limit in technological resources for music. I need to raise a point...
My life in China showed me how a society survived 5000 years living traditionally, and progressively. I had state of the art language and western studies labs at my university. The university experienced drastic constructions changes in plumbing and electricity as 2000 year old buildings played catch up to the new technical advances. There would be days where the labs were useless, because we had no electricity.
I had no technological aids to enhance the learning experience of my class. I had a chalkboard, a smile, lots of running energy, versatility, and lots of chocolate to reward students when the light came on. I understand that technology allows schools from all over the world to communicate with each other, but what about the average child that cannot afford to buy a pencil?
I would like to close my response showing my appreciation for PLN and encourage all of us to remain a global village in our support of music education.
“A Conceptual Framework for Technology Assisted Music Learning”
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