Tuesday, December 1, 2009
PLN: What can be learned from babies' crying
This blog entry discusses a study that suggests newborns do not cry regularly. Rather, they begin to imitate their native language from day one. These results were inferred from audio signal data where one can differentiate between German crying babies and French crying. The author of the blog interprets the study further to claim these sounds are evidence of early musical sensitivity.
Monday, November 23, 2009
Digital Video and Assistive Technology
I have worked with iMovie for most of my digital video, though my iMovie work often involves creating a slideshow from still photos. For every Arts Night at my elementary school I put together a movie showing our students at work in art and music. Now I realize my background tracks were breaking copyright and will have to brainstorm ways to work around the legal issue! Upon arriving at Case, a professor suggested that I videotape my choir rehearsal and gave me a Flip camera to do so. Although the video footage is not stellar, the simplicity of use with this camera cannot be beat. Often our students record their teaching with mini-tapes and I am skeptical about their review of these tapes due to the extra steps needed to put the footage on their computers. Flip cameras resolve the issue. I hope to use these more in my future research, especially for transcription purposes.
The assistive technology article provided clear definitions of assistive technology and the rights students have to this technology. Throughout the article, I found myself thinking "they receive this for all other classes besides 'specials'." I worked with many students with disabilities that required the use of a Picture Exchange Communication System (PECS) and/or adaptive instruments. However, I received no training on the technology or about the disabilities in general. Paraeducators worked to include music words on their 'talkers', but the technology was inconsistent. Also, if I wanted to purchase adaptive instruments, which I tried to do each year, it came from my general budget. As in most areas of education, the use of materials comes down to available funds. These adaptive instruments are often extremely expensive, taking at least one quarter of my funds for one purchase. This was a difficult situation because (a) the ratio of funds did not equal the ratio of students using the instruments and (b) the price allowed me to buy one, allowing only the child with disabilities to use the instrument. In the Universal Design Instruction approach, I would have prefered for many students to use the adaptation, rather than singling out the student with a disability. A separate account from the administration should be set aside and used for these students, especially in schools with specialized programs.
The assistive technology article provided clear definitions of assistive technology and the rights students have to this technology. Throughout the article, I found myself thinking "they receive this for all other classes besides 'specials'." I worked with many students with disabilities that required the use of a Picture Exchange Communication System (PECS) and/or adaptive instruments. However, I received no training on the technology or about the disabilities in general. Paraeducators worked to include music words on their 'talkers', but the technology was inconsistent. Also, if I wanted to purchase adaptive instruments, which I tried to do each year, it came from my general budget. As in most areas of education, the use of materials comes down to available funds. These adaptive instruments are often extremely expensive, taking at least one quarter of my funds for one purchase. This was a difficult situation because (a) the ratio of funds did not equal the ratio of students using the instruments and (b) the price allowed me to buy one, allowing only the child with disabilities to use the instrument. In the Universal Design Instruction approach, I would have prefered for many students to use the adaptation, rather than singling out the student with a disability. A separate account from the administration should be set aside and used for these students, especially in schools with specialized programs.
Friday, November 20, 2009
PLN: Twitter Discussion
This post relates to an earlier question about the educational use of Twitter. It is an interesting debate...
Monday, November 16, 2009
Digital Photography, Digital Citizenship, GIMP, & Copyright
After reading the copyright article I am still rather confused about copyright law and its use in education. What I was able to glean from it is when in doubt, cite. However, while making my WebQuest I ran into difficulties in citing. Images are being used all over the internet that do not have proper citation. How then are we to find the origin of the image?
The general areas of behavior in Digital Citizenship should be something that is taught to students and posted in classrooms. Much of the behavior aligns with the Character Counts program or the philosophy of IB schools. Regardless of specific programs, these nine areas of behavior can be applied across the curriculum. In addition, faculties and other groups of both digital immigrants and digital natives should be taught these behaviors as manners are taught (or used to be!) - by those informed modeling appropriate behavior.
The GIMP tool is a great free resource, though it duplicates many of the tasks already available on my computer. Digital Photography did not reveal any new information to me as I have used a digital camera since they first came out almost ten years ago.
The general areas of behavior in Digital Citizenship should be something that is taught to students and posted in classrooms. Much of the behavior aligns with the Character Counts program or the philosophy of IB schools. Regardless of specific programs, these nine areas of behavior can be applied across the curriculum. In addition, faculties and other groups of both digital immigrants and digital natives should be taught these behaviors as manners are taught (or used to be!) - by those informed modeling appropriate behavior.
The GIMP tool is a great free resource, though it duplicates many of the tasks already available on my computer. Digital Photography did not reveal any new information to me as I have used a digital camera since they first came out almost ten years ago.
Sunday, November 15, 2009
PLN: Smithsonian Folkways Podcast
This podcast, Sounds to Grow On, features a wonderful collection of Folkways recordings narrated by Micheal Asch, the son of Moses Asch, founder of Folkways Records. These podcasts are a great way to become familiar with the Folkways Records literature and could be use to introduce new music to students, as well as inform your own knowledge.
Friday, November 6, 2009
PLN: Evelyn Glennie
Our Music in Early Childhood class is currently using a book, Moses Goes to a Concert, that features a class of deaf students going to a concert. I believe this artist was the inspiration for the story and on this posting she talks about the difference between hearing and listening. Too advance for our students, but though-provoking for us!
Technology and Learning Articles
Although connected in a general sense, the articles read this week each contain a different nugget of interesting information. The WebQuest page is highly accessible for educators. Examples of others' work and the established template make creating web based projects easy. I plan to use this resource when creating a technology module for World Music, MUED 305.
The Digital Natives, Digital Immigrants article provides new perspective on the effect of the information age. As technology moves forward at a rapid pace, I find the definition of 'generations' to be somewhat blurred. No longer does the word apply solely to levels of ancestry with a large span of years dividing the levels. Learners 5 years my senior or junior have varied comfort with technology than my own. For example, those 5 years older went through undergrad just as email became mainstream. Their ways of communicating with classmates and professors, of taking notes and preparing for exams, and of researching varied greatly from own 5 years later. The difference is then magnified for the youngest of students that I teach and, as the article points out, this has critical implications for strategies of teaching and learning.
My only concern with the article is its dependence on games for teaching. Yes, digital games are effective and there are ways for students to work collaboratively, as stated in the last article. However, where does human interaction fit in? How do students learn to make sense of the world around them if they use non-realistic methods of exploring that world? Can a digital game lead to the same valued experience of make-believe play or play in general? Is the effectiveness of most technology tied to novelty? What happens when students are so used to technology it no longer has the same capacity to engage?
The Digital Natives, Digital Immigrants article provides new perspective on the effect of the information age. As technology moves forward at a rapid pace, I find the definition of 'generations' to be somewhat blurred. No longer does the word apply solely to levels of ancestry with a large span of years dividing the levels. Learners 5 years my senior or junior have varied comfort with technology than my own. For example, those 5 years older went through undergrad just as email became mainstream. Their ways of communicating with classmates and professors, of taking notes and preparing for exams, and of researching varied greatly from own 5 years later. The difference is then magnified for the youngest of students that I teach and, as the article points out, this has critical implications for strategies of teaching and learning.
My only concern with the article is its dependence on games for teaching. Yes, digital games are effective and there are ways for students to work collaboratively, as stated in the last article. However, where does human interaction fit in? How do students learn to make sense of the world around them if they use non-realistic methods of exploring that world? Can a digital game lead to the same valued experience of make-believe play or play in general? Is the effectiveness of most technology tied to novelty? What happens when students are so used to technology it no longer has the same capacity to engage?
Sunday, November 1, 2009
PLN: Tomorrow's Professors
I believe there are many of us who are hoping to find a job in academia some day. This blog discusses issues related to us, "tomorrow's professors".
Multimedia and WWWaveforms
The required reading was very informative this week. Worldwidewaveforms clearly details the necessary steps for compressing file. Although many of the definitions are probably fleeting in my memory, it is interesting to understand what is behind the many acronyms associated with sound files. In addition, it is helpful to have an example of the specific html text needed when embedding a sound file on a website. I am most familiar with iWeb, having used that program for all my websites currently running. In using iWeb there is no need to understand html text. However, if forced to use another web design program, I will now have a general understanding about the necessary text.
Similarly, Dr. Estrella's Multimedia Basics shares the mystery behind tiff, gif, jpeg, etc. files. In all of his work that we have read, I appreciate the detail of description used by Dr. Estrella. He is extremely aware of his audience and assumes nothing when introducing a concept. His writing is teacher and techno-phobe friendly and should serve as a model for other authors in the field.
Similarly, Dr. Estrella's Multimedia Basics shares the mystery behind tiff, gif, jpeg, etc. files. In all of his work that we have read, I appreciate the detail of description used by Dr. Estrella. He is extremely aware of his audience and assumes nothing when introducing a concept. His writing is teacher and techno-phobe friendly and should serve as a model for other authors in the field.
Saturday, October 24, 2009
Delicious and Social Bookmarking
Social bookmarking has been an impressive idea to me from when we first discussed it in August with the Personal Learning Network article. The idea behind this type of information gathering is admirable and will work well if all involved take care in bookmarking. From an organizational standpoint, I am undecided about whether to create a separate account for personal and professional use. Although the tabs work to segregate these sites, it may be helpful to have two separate networks.
The only difficulty I have found in its use is the lack of knowledge about such a site in general. I have asked educators that I admire if they have used the tool and found most are not aware of the technology. It would be helpful if there was a tool on the delicious site that would allow a user to send out a generic email to contacts that explains delicious, identifies your user names, and links the recipient to set up an account. Perhaps this feature exists, but I have not found out. Please advise if one exists!
The only difficulty I have found in its use is the lack of knowledge about such a site in general. I have asked educators that I admire if they have used the tool and found most are not aware of the technology. It would be helpful if there was a tool on the delicious site that would allow a user to send out a generic email to contacts that explains delicious, identifies your user names, and links the recipient to set up an account. Perhaps this feature exists, but I have not found out. Please advise if one exists!
PLN: MusicEdMajor.net
Amy Burns suggested this blog in a recent posting. The site was created and is maintain by an undergraduate music education major at University of Miami. Although the blog does not entirely apply to me, I think it is an important resource to pass forward to students. I gave a presentation about successful teaching in the first-year at NEOEA today, during which I provided a list of web resources. This would have been another great addition. It is a great way to combat the isolating circumstances that most music educators experience, especially in a new job. Also, I am impressed with the layout, tags, etc. Can anyone recognize how this site was put together? Is it Blogger?
Saturday, October 10, 2009
PLN: New Music Tech Blog
Katie Wardrobe has just started a this new blog a month ago. She plans to pass on music technology tips and news, in addition to posting her tutorials. Although there are only five or six blog posts to date, this site is already impressive and shows great promise for the future!
A Variety of Technology Articles
The required articles for the week provided a great deal of information, though some of it dated. Computer-Aided Instruction in Music was the most fruitful in giving important knowledge of available software, a brief history of CAI, and impressive internet sites. The likelihood of using any of the software mentioned was greatly increased by the addition of software images throughout the module. I was able to evaluate how enticing these programs would be for my younger students. Previously I was unaware of the many software programs that target the early childhood audience. The module (which I believe was cut off) went on to list internet-based software examples, to which I would add the following, as listed on my previous music classroom webpage. I used these sites for music classes held in the school computer lab, whole-class instruction with my classroom computer connected to a SMARTboard or television, and as suggestions for further study at home.
I was surprised that One Computer CAN Deliver Whole-Class Instruction did not mention connecting the one classroom computer to a television to allow more children to see the screen and therefore have a chance to participate. In addition, interactive white boards were not mentioned, perhaps due to the publication date of the article.
The New Dimensions in White article introduced a new product to me - the Activslate. This would have been an invaluable tool in my previous classroom! In my future of working with our youngest students, I hope to have the opportunity to incorporate this technology, as it seems best suited to smaller groups and would allow for close proximity to the students.
I was surprised that One Computer CAN Deliver Whole-Class Instruction did not mention connecting the one classroom computer to a television to allow more children to see the screen and therefore have a chance to participate. In addition, interactive white boards were not mentioned, perhaps due to the publication date of the article.
The New Dimensions in White article introduced a new product to me - the Activslate. This would have been an invaluable tool in my previous classroom! In my future of working with our youngest students, I hope to have the opportunity to incorporate this technology, as it seems best suited to smaller groups and would allow for close proximity to the students.
Friday, October 2, 2009
PLN: Edvisors
This site is an online education news feed. Articles in major papers across the country that deal with some aspect of education are posted in their blog. Not all articles are worth in depth reading, but it does provide a wide glance at education in the national news.
Audio Editors and Recording
Both of these articles have practical and immediate applications in the classroom. Capturing Sound is a great step-by-step resource for recording. Substantial work is required on the front end of incorporating this technology into your performance routine. However, once established, consistent use is possible without a large time commitment. The inclusion of students in the process, as suggested by Clukey, would be a great way to develop leadership and/or skills in technology for students with special interest in the recording industry. The only information lacking in this article is suggested brands and models of recording equipment. Perhaps this information was not included for ethical or legal purposes.
Picture This provided many ideas for future University Singers rehearsals. I have spent a great deal of rehearsal time on supported, legato singing, as well as developing rhythmic accuracy. The use of mental imagery has been my most successful tool in dealing with these concepts. The use of concrete imagery in waveform may make further connections for my students. Last evening, I recorded part of the rehearsal to provide a file for student evaluation of their own work. After students have listened to their performance on Blackboard, I will use the GarageBand file to establish the visual connection to our sound. I am hoping this activity will provide another layer of understanding for the ensemble.
Picture This provided many ideas for future University Singers rehearsals. I have spent a great deal of rehearsal time on supported, legato singing, as well as developing rhythmic accuracy. The use of mental imagery has been my most successful tool in dealing with these concepts. The use of concrete imagery in waveform may make further connections for my students. Last evening, I recorded part of the rehearsal to provide a file for student evaluation of their own work. After students have listened to their performance on Blackboard, I will use the GarageBand file to establish the visual connection to our sound. I am hoping this activity will provide another layer of understanding for the ensemble.
Sunday, September 27, 2009
Twitter?
After reading about Twitter on Amy Burn's blog, I am curious about its classroom and professional applications. Has anyone used twitter in the classroom or for professional networking? If so, what have your experiences been? It is a worthwhile use of time or another possible social distraction like Facebook? Your feedback is greatly appreciated...
PLN: Downloadable Freebies
This post caught my eye on Joseph Pisano's blog MusTech.Net. A few of the suggestions have been brought to our attention by Dr. Bauer, but there are many additional ideas. Freebies for both Mac and Windows are included.
Friday, September 25, 2009
Learning at School and at Home; Sequence-stration
It dawned on me while reading Sequence-stration that sequencing softward can function as an inexpensive Disklavier, especially when used with the humanizing feature. A Disklavier is essentially a player-piano that can be used to record a live pianist or play inputed MIDI data. This pricey instrument is useful for practicing with an accompaniment that is tailored to the soloist's musicianship. After becoming aware of the humanizing feature in this article, I believe a collegiate music school maybe be able to rethink such an investment if students were well-trained in this technology.
Both articles provide many tips for the classroom music teacher that may be easily incorporated. Watson suggests experimenting with timbral alchemy, an activity that is both engaging for students and worthwhile in order to acquire complex sounds when creating new tracks. Kersten provides a substantial resource list filled with model teacher websites and MIDI files. For me, the most inspiring idea of these articles is found in Kersten's work. Using the accompaniments designed by the sequencing software, a student (or teacher!) is able to practice improvisation on their instrument. Personally, and I believe generally, there is a fear of improvising in public. This fear may be lessened with the type of practice sequencing software can provide and I plan to use this idea with my students in the future.
Both articles provide many tips for the classroom music teacher that may be easily incorporated. Watson suggests experimenting with timbral alchemy, an activity that is both engaging for students and worthwhile in order to acquire complex sounds when creating new tracks. Kersten provides a substantial resource list filled with model teacher websites and MIDI files. For me, the most inspiring idea of these articles is found in Kersten's work. Using the accompaniments designed by the sequencing software, a student (or teacher!) is able to practice improvisation on their instrument. Personally, and I believe generally, there is a fear of improvising in public. This fear may be lessened with the type of practice sequencing software can provide and I plan to use this idea with my students in the future.
Monday, September 21, 2009
PLN: ArtsEdge
http://artsedge.kennedy-center.org/
ArtsEdge, a site associated with the Kennedy Center, is a great resource for lesson plans, web links, standards for all arts education disciplines, advocacy articles, and more. All content has been carefully selected, making it safe for use in the classroom and a reliable resource for music educators.
ArtsEdge, a site associated with the Kennedy Center, is a great resource for lesson plans, web links, standards for all arts education disciplines, advocacy articles, and more. All content has been carefully selected, making it safe for use in the classroom and a reliable resource for music educators.
MIDI Technology
I appreciate the inclusion of these articles in MUED 420. MIDI is an often used term in music education conversation, and yet I have never been clear on its actual definition. The MIDI-Digital Audio Shuffle article provides a clear description of the technology using analogies that I find useful, particularly thinking of MIDI as a language. In addition, it clarifies why MIDI audio examples are used so commonly on the internet and why they may be an appropriate choice for a classroom music project. Although Dr. Estrella's Guide delves into the numerical detail in a concise way that makes it a great resource for those required to understand the most technical aspects of the technology, much of the information is overwhelming for the casual user. Perhaps when used with a MIDI experience I will be able to fully digest the information.
Sunday, September 13, 2009
Technology Strategies Articles
I found both Technology Strategies for Music Education and Creative Thinking and Music Technology to be wonderful resources. The TI:ME technology strategies chart is organized in a clear and useful way. This will allow educators to quickly plan ways to incorporate technology that will address the national standards. This document should be a part of all undergraduate music education majors general resource binder.
The Creative Thinking and Music Technology article shared many new lesson ideas that I had not considered before, separating this article from many others I have previously read. In particular, these ideas struck me:
The Creative Thinking and Music Technology article shared many new lesson ideas that I had not considered before, separating this article from many others I have previously read. In particular, these ideas struck me:
- Showing students a full score. Although the author suggests using an overhead, here the application of SMARTboard technology is applicable, if such technology is available. I have encountered rehearsal spaces in new buildings where music educators were given SMARTboard technology and yet were not using the tool because they were unable to incorporate it in their rehearsal. Imagine how effective it would be to show students a full score to discuss texture and then be able to circle, highlight, etc. specific parts literally with your fingertips!
- Etude/Scale construction. The author's suggestion would work well for the private studio. In addition, this idea would be effective in an applied music pedagogy course. If students were to create a book of etudes to be used in their future teaching careers, in the process they would demonstrate both their ability to identify common challenges for musicians and their pedagogical knowledge in scaffolding students to success.
- Create musical toys. I have little to add about this idea, other than the desire to learn how to do this!
- Listening blogs. I believe this idea would be especially advantageous in a world music course. Musics of other cultures can be jarring to new listeners, often stimulating strong reactions from students. A listening blog would provide an appropriate outlet to discuss initial reactions to listening and through time demonstrate possible changes in listening preference.
PLN
http://www.tuaw.com/2009/09/11/count-the-beats-a-welcome-note/
It was not my intention to do so, but after reading the current TUAW posts, I again feel it necessary to mention this blog. The writers have just started a new series called "Count the Beats" that will highlight "music creation on the Mac and iPhone platform."
In addition, I found this post on iTunes 9, specifically on Genius Mixes, informative. http://www.tuaw.com/2009/09/11/itunes-9-genius-mixes-you-dont-need-to-be-a-genius-to-create/
I have turned Genuis on my personal iTunes collection and realized that this feature would have been useful to me in the classroom. While teaching elementary general music, I used two iPods for several reasons. Primarily, I wanted to ensure all music on my iPod for school use was appropriate for elementary-age children. Secondly, it was important to me to able to shuffle songs for personal enjoyment without having to encounter a Raffi track or Sousa march. When applying Genius mixes to my library, all music for school use was separated into children's music or classical categories, allowing easy access to that repertoire and a way to "shuffle" my personal music without including "work" music. I could see this feature being used in other ways for classification purposes in the classroom as well. Follow the link if you are unsure of how to turn Genius on your updated iTunes.
It was not my intention to do so, but after reading the current TUAW posts, I again feel it necessary to mention this blog. The writers have just started a new series called "Count the Beats" that will highlight "music creation on the Mac and iPhone platform."
In addition, I found this post on iTunes 9, specifically on Genius Mixes, informative. http://www.tuaw.com/2009/09/11/itunes-9-genius-mixes-you-dont-need-to-be-a-genius-to-create/
I have turned Genuis on my personal iTunes collection and realized that this feature would have been useful to me in the classroom. While teaching elementary general music, I used two iPods for several reasons. Primarily, I wanted to ensure all music on my iPod for school use was appropriate for elementary-age children. Secondly, it was important to me to able to shuffle songs for personal enjoyment without having to encounter a Raffi track or Sousa march. When applying Genius mixes to my library, all music for school use was separated into children's music or classical categories, allowing easy access to that repertoire and a way to "shuffle" my personal music without including "work" music. I could see this feature being used in other ways for classification purposes in the classroom as well. Follow the link if you are unsure of how to turn Genius on your updated iTunes.
Monday, September 7, 2009
Notation Articles
As all assigned articles share similar information, my attention to this assignment became more focused on construction rather than content. Watson and Rudolph's articles appear amateur in comparison with Richmond's. When reflecting on the differences between the three I realized that their merit in my eyes is reinforced by last week's reading in research class. In the second chapter of Leedy and Ormrod's Practical research: Planning and design (2009), it details the importance of language as a tool of research. It suggests using headings and subheadings, which Richmond does effectively, and giving concrete examples to promote understanding, as Richmond did with his ideas for the application of notation software in the classroom. The layout and graphics used in his article made it easy to read, though still using a professional tone, and a quick reference for the future. In addition, Richmond takes care to define all terms used in his article, further clarifying the information he provides for all educators. I believe the comparison of these three articles supports the concept that the ability to communicate your thoughts and is just as important as the quality of your ideas.
PLN: TUAW
In addition to my feeds about music education, I have subscribed to TUAW (www.tuaw.com), the Unofficial Apple Weblog. I wanted to pass this site forward not only for the mac devotees, but for others in our class who need to become familiar with Apple for our lab. This blog is especially useful in discussing new technology, such as this post about Snow Leopard http://www.tuaw.com/2009/09/05/found-footage-snow-leopard-hidden-features-great-video-by-a-16/. Also, it usually gives the "inside-scoop" on upcoming products and comments on Apple rumors. Enjoy!
Saturday, August 29, 2009
Introduction to TPACK
Technology should be used to support instruction in the music classroom and not just used for the sake of including technology on a superficial level. As stated in the article, "Integration is defined not by the amount or type of technology used, but by how and why it is used (Earle, 2002, p. 7)." In order to facilitate an organic collaboration between music and technology, students' technology skills need to be further developed. In my opinion this begs the question, who's job will it be to lay the foundation of technology skills that will allow students to apply this knowledge to a variety of content areas?
Public schools educators are put under a great deal of stress to teach the entirety of their curriculum and prepare students for standardized testing. This can lead to an atmosphere of competition for student learning time and a sense of needing to be possessive of one's instructional time. I do not pose this question to be a nay-sayer, rather to identify the need of this instruction perhaps in formal, required technology courses. In addition to public school P-12 education, technology and technology pedagogy should be further stressed in teacher preparation programs, such as it is at Case. Again, this becomes a question of limited instructional time, but an artful integration of these skills in established required courses can serve this need.
In regard to my own education, this essay has made me reflect on my current proficiencies, or inadequacies, in technology. In preparation for assisting the General Music Methods course this fall, I have made an effort to not only present information to students that I believe is important, but to focus on presenting this material in a way that models pedagogical content knowledge as well. Although this is at the forefront of my mind currently, I would not have thought about PCK in the context of technology. Having a weak technological content knowledge and technological pedagogical content knowledge, I look forward to increasing my understanding throughout this semester.
Public schools educators are put under a great deal of stress to teach the entirety of their curriculum and prepare students for standardized testing. This can lead to an atmosphere of competition for student learning time and a sense of needing to be possessive of one's instructional time. I do not pose this question to be a nay-sayer, rather to identify the need of this instruction perhaps in formal, required technology courses. In addition to public school P-12 education, technology and technology pedagogy should be further stressed in teacher preparation programs, such as it is at Case. Again, this becomes a question of limited instructional time, but an artful integration of these skills in established required courses can serve this need.
In regard to my own education, this essay has made me reflect on my current proficiencies, or inadequacies, in technology. In preparation for assisting the General Music Methods course this fall, I have made an effort to not only present information to students that I believe is important, but to focus on presenting this material in a way that models pedagogical content knowledge as well. Although this is at the forefront of my mind currently, I would not have thought about PCK in the context of technology. Having a weak technological content knowledge and technological pedagogical content knowledge, I look forward to increasing my understanding throughout this semester.
Personal Learning Network
A personal learning network is a practical approach to professional development for music educators. Packed schedules, the lack of musically trained substitute teachers, and budget restrictions make conference/workshop attendance difficult for many public school educators. In addition, music educators are often the only teacher in their field within the building, providing little opportunity for scholarly discourse. A PLN alleviates these concerns by creating a network for the acquisition of new knowledge and global communication.
I believe the most challenging aspect of creating my own PLN will be to limit myself to the number of blogs, wikis, etc. that I am following in order to not be overwhelmed by information. After only a limited amount of exploring I find that it is hard to set aside time to comb through all the new posts that are highlighted on my Google Reader page without getting 'caught' in hours of reading. Perhaps I will need to establish a time slot in my day/week that will be devoted to this task. Also, I will need to work out a system that better organizes my immediate needs at the time. For example, can I prioritize certain topics at a given moment? While researching my topic for MUED 444 I will want to give those posts more energy than the generic music education sites. Is there a way to control my settings to allow this to happen?
I believe the most challenging aspect of creating my own PLN will be to limit myself to the number of blogs, wikis, etc. that I am following in order to not be overwhelmed by information. After only a limited amount of exploring I find that it is hard to set aside time to comb through all the new posts that are highlighted on my Google Reader page without getting 'caught' in hours of reading. Perhaps I will need to establish a time slot in my day/week that will be devoted to this task. Also, I will need to work out a system that better organizes my immediate needs at the time. For example, can I prioritize certain topics at a given moment? While researching my topic for MUED 444 I will want to give those posts more energy than the generic music education sites. Is there a way to control my settings to allow this to happen?
Noteflight
http://www.noteflight.com/scores/view/bb8630d9e2af728fc7ecfe41c1ea645da91d6133
After spending time using Noteflight I am very surprised I have not heard about this tool before. This program is leaps and bounds better than Finale NotePad and because I am able to access this on my personal computer for free, I imagine I will use this notation program exclusively in the future (aside from Sibelius assignments in class, of course). There were countless times during my teaching tenure at Beall Elementary when I needed to create an Orff orchestration or a short recorder piece and was forced to do so by hand. My budget would not allow for the expense of Sibelius or Finale and this program would have been the perfect solution. In addition to my personal use, I would have created more composition projects for my upper elementary students. I would be interested to know how I might use this program in conjunction with a SMARTboard as well.
I found most aspects of Noteflight practical and easy to use. My only frustration was in regard to selecting the section of music I wanted, whether it be a note, chord, measure, or phrase. I have not found the exact place to click in order to separate these sections from each other. I am sure my frustration will lessen in time as I become more familiar with the program. I appreciate the ability to type the letter names of the notes very much and know my colleagues will as well, as I intend to email the Noteflight link to them immediately.
After spending time using Noteflight I am very surprised I have not heard about this tool before. This program is leaps and bounds better than Finale NotePad and because I am able to access this on my personal computer for free, I imagine I will use this notation program exclusively in the future (aside from Sibelius assignments in class, of course). There were countless times during my teaching tenure at Beall Elementary when I needed to create an Orff orchestration or a short recorder piece and was forced to do so by hand. My budget would not allow for the expense of Sibelius or Finale and this program would have been the perfect solution. In addition to my personal use, I would have created more composition projects for my upper elementary students. I would be interested to know how I might use this program in conjunction with a SMARTboard as well.
I found most aspects of Noteflight practical and easy to use. My only frustration was in regard to selecting the section of music I wanted, whether it be a note, chord, measure, or phrase. I have not found the exact place to click in order to separate these sections from each other. I am sure my frustration will lessen in time as I become more familiar with the program. I appreciate the ability to type the letter names of the notes very much and know my colleagues will as well, as I intend to email the Noteflight link to them immediately.
Subscribe to:
Posts (Atom)
