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.

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.

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.

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.

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:

• 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.
  

The Vermont MIDI Project article was interesting from a logistical standpoint.  However, financial considerations make this model unrealistic for many school districts.  Such ideals must and should exist, but provide little immediate use in the lives of most music educators.

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.

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!