Module Five

Module Five Thoughts

This week we were able to explore Spotify!  I wish I had taken the time to look at this before now.  Up to this point, I had been an avid Pandora and YouTube user, however, I did like many of the features that Spotify has.  I really enjoy how easy Spotify is to use and how you can customize almost any playlist.  I have been thinking of ways to utilize Spotify in my classroom.  For the Spotify playlist project, I created a playlist to use with the Blues unit that my 8^th grade students are currently working on.  The playlist has various Blues aritists and songs that use the 12 bar blues progression.  I will be sharing the playlist with my class this week!

I found the Software Review project very interesting.  I looked at several different programs through the MusicFirst platform.  Overall, I am impressed with the options that MusicFirst presents.  I chose to look at PracticeFirst for this assignment.  I currently use SmartMusic with my students, however, after looking into PracticeFirst, I could be persuaded to switch in the coming years.  I really like many of the features of PracticeFirst.  There are so many band method books available and I like that you can custom create your own exercises and excerpts.  I will be spending some time over the next few weeks researching the pros and cons of PracticeFirst vs. SmartMusic so that when it comes time to submit purchase requisitions for the 2018-2019 school year, I will know which one to request in the budget.

This week, I was also introduced to Social Bookmarking for the first time.  I didn’t know that it was possible to compile a list of bookmarks and be able to access them anywhere/anytime.  Using Diigo means that I can save bookmarks to various websites and resources that I’d like to use again in the future and access them on any device.  I enjoyed being part of the Digital Musicking group to see what other people in the class posted about as well as other professionals.  I enjoyed the collaborative process and once I was familiar and comfortable with navigating the website, I found it easy to use to compile the resources I found.

My PLN this week had resources from class, including a link to my Spotify playlist, asking for suggestions for IWB ideas and talking about listening maps in the classroom.  I also posted about training and professional development that SmartMusic is offering.  As a music teacher, I often find it challenging to participate in relevant, practical professional development through my school/district.  I often turn to outside resources, both online and in person.  SmartMusic, NAfME, and state organizations, to name a few options, all provide valuable professional development opportunities.  I am interested in pursuing the professional development opportunities through SmartMusic to learn more about their new product launch. 

Finally, this week’s discussion board topic looked at responding to music with technology.  I will admit that I am guilty of providing many opportunities for active, hands on music making experiences and performing; listening and responding is often neglected.  I have a goal of making this more of a priority in my classroom and finding ways to integrate more listening and responding opportunities.  The text talks about hearing, equating it to a passive process and listening, as an active process (Bauer, 2014).  Technology has greatly impacted and influenced the accessibility of music; many things have changed with the fast technological advancements.  I also enjoyed listening to  and commenting on people’s remixes of Ma-Nah-Ma-Nah.  I have found the projects that we have to complete and then share with our classmates to be beneficial.  Engaging in conversation with peers about our work allows for all of us to be both reflective and critical of our work.  I find that the comments, suggestions and feedback that my peers have provided throughout this course to be beneficial and encouraging.  I have looked at many things through a different lens because of the conversations I have been able to engage in with my peers. 

As we come into the final weeks of this course, I am excited to see what the last three modules hold and I am looking ahead to next year.  I am beginning to reevaluate various topics and concepts I teach and how I can integrate and utilize more technology into my lessons.  I am glad that I took this course at the end of the school year so that I have the summer to begin thinking of new ways to implement my new knowledge!  

Module Four Thoughts

Module Four Thoughts

It's hard to believe that my third course at UF is already halfway over!  MUE 6696 has been a busy, but very interesting and information course to date!  I am excited to see what the second half of this course has to offer.  

I found this week’s reading to be very interesting.  The topic was centered on music performance and technology.  As I completed the readings, I noticed a common theme throughout each scenario: technology was a natural extension of each musical experience.  Technology allowed for the lesson to run more smoothly or was a natural extension of the learning experience.  Unfortunately, I think there are times were technology could be potentially dangerous.  I think it’s possible to become overly excited about the possibilities of technology and plan FOR the technology rather than WITH the technology.  Technology should be a natural extension to one’s learning and should be implemented as a tool or resource. 

The passage on intrinsic motivation and self-efficacy also resonated with me.  I found it interesting that Bauer commented that teachers should use extrinsic motivations (stickers, comments, etc) as a means to develop intrinsic motivation.  Bauer (2014) states, “musical practice needs to be presented to students in a way that helps them to develop a high degree of self-efficacy (pg. 82).  Last year, I implemented Recorder Karate with my 4^th grade general music students.  Recorder Karate was a great extrinsic motivator that worked to instill intrinsic motivators of good practice skills and habits.  I also added Band Karate this year for my 5^th graders and have seen an improvement in many of the students.  While they are all highly motivated by earning their belts, they are developing strong practice habits and skills, which have transferred over as we shift away from the method book and move towards band music for the year-end concert. 

I also enjoyed being able to listen to the Soundtrap compositions created by other people in the class.  There were so many creative compositions and great ideas that were presented.  Through the discussion board, there were some great conversations between many of us.  I love being able to collaborate and discuss various topics with other music teachers.  Being the only music teacher in my K-8 building, I really value the discussion board opportunities that are provided as well as the PLN on Twitter.  Both have allowed for me to have some great conversations with other professionals.  I did not see Twitter as something that could be used for networking in a professional aspect, but after taking this course, I stand corrected.  I am glad that one of the requirements was to create a Twitter account; I have found many valuable resources either from people or organizations I follow or the posts that classmates have made via Twitter. 

I did find working with Audacity this week to be challenging.  Being the perfectionist that I am, I found the first Audacity assignment frustrating.  The first few steps were really simple to complete; then I got to the part where I needed to take out the word “makeup”.  I found it very difficult to remove the word.  I would either take out too much of the phrase, or not enough.  Finally, I just went with it and decided that my final version was close enough to get the word out.  Working on the remix was also challenging at times.  After working with Soundcloud last week, I wish there was a program that meshed the features of Audacity and Soundcloud together.   While working on the remix, there were many times that I had a vision in my head, but struggled to execute it with Audacity.  In the end, I created a remix that I was happy with, but found many bumps in the road along the way.

Bauer, W. I. (2014). Music learning today: digital pedagogy for creating, performing and responding to music.  New York, NY: Oxford University Press.

Module Three Thoughts

For the last few weeks, we have been using different Internet-based apps and programs for music composition.  Last week, we used Noteflight and MuseScore; this week, we used Soundtrap.  Noteflight and MuseScore looked at the more traditional side of music composition with traditional music notation.  This week, we used Soundtrap, which is very similar to GarageBand.  I have used GarageBand previously and have really enjoyed the features that it has.  I was glad to learn that there was a program available that wasn’t specifically geared towards Apple products. 

Personally, I found Soundtrap very easy to use and navigate.  I really enjoyed using Soundtrap and think that my students would really enjoy using this program too.  There are so many features that Soundtrap offers.  While I was working on my project, I was brainstorming the many   music concepts that can be reviewed and/or taught using Soundtrap (form, texture, timbre).  The loops make it easy for Soundtrap to be accessible for any student, regardless of music background and experience.  From there, Soundtrap provides many avenues for scaffolding and building upon prior knowledge to develop more in-depth composition.  What I really like about Soundtrap is that it is cloud-based, so that students can easily share their work and collaborate with others.  As each week passes, I am really enjoying the opportunity to use various applications and programs that I can easily bring into my classroom some day. 

I also found this week’s readings to be very helpful!  The terms that were defined in relation to recording and mixing audio helped with the Soundtrap project.  I don’t consider myself to be the most tech-savvy person.  I know that I have many areas that I can improve upon and technology integration is one of those areas.  Prior to reading this week’s chapter, I didn’t know what a digital audio workstation was.  I can now say with confidence that I know what a DAW is!  Soundtrap and GarageBand both fall into the category of a DAW, because it is defined as a program which allows one to combine tracks from digital audio, loops and MIDI together (Bauer, 2014). 

This week’s discussion focused on non-traditional music programs and talked about how to reach the other 80% in music class.  I think that there are many benefits to non-traditional music program teaching and learning and that it does have a significant role in today’s society.  For many students, they learn best in hands-on environment, where they can experiment and take control in their learning.  In these settings, students are very much in control of their learning.  With the focus in non-traditional music classes incorporating technology, I think that this will help reach the other 80% and will also allow for advancements and alignments with common core and 21^st century teaching goals. Integrating technology into the music classroom doesn’t mean that we can’t still address the standards.  Students will still be creating and responding, we will just be looking at ways to address more students, while also providing opportunities for students to be creative and expressive.  I love this idea and hope that one day I can do something like this in my classroom.

Finally, the inverted triangle really resonated with me this week.  Elementary students learn with a ”music for all” approach and secondary students learn with a “music for some” approach (Williams, 1987).  Reflecting back on my experience in secondary music classes, I agree with this.  So many secondary music programs look at having students in ensemble classes instead of music classes.  Because of this, many students who could benefit from a non-traditional music class opt to explore other options outside of music ensemble classes.  I think that it’s time to find a way to reach all students.  Part of our job as music teachers is to reach and encourage as many students as possible.  One of our top priorities should be teaching the whole student to be a lifelong lover and learner of music. 

References 

Bauer, W.I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding to music. New York, NY: Oxford University Press.

Williams, D.B. (1987). Do our models for music research and teaching reflect our human social nature? Council for Research in Music Education Bulletin, Winter 1987, 65-73.

Module Two Reflection

Module Two Reflection

Improvisation -- a word that makes my skin crawl slightly!  As a student, I didn't have much exposure and experience to improvisation.  I played in jazz band in middle school and high school, but if I didn't have to improvise, I typically didn't.  Being pushed outside of my comfort zone was a very nerve-wracking experience for me.  That, and how often did you find a euphonium player in jazz band; it was more out of necessity that I was there than anything else.  

Because of my limitations, hesitations and shortcomings with jazz, I have been apprehensive about integrating it into my teacher experiences.  I would say that I fall into Bernhard’s (2013) views regarding teaching improvisation.  Bernhard explains that having limited or non-existent personal experiences with improvising leaves educators feeling uncomfortable teaching improvisation (2013).  Due to my lack of experience, I know that I am not as confident as I should be when it comes to improvisation and teaching it in my classroom. 

Bauer (2014) states "improvisation is musical creativity expressed in real time" (pg. 58).  Although I admit that I do not integrate and teach improvisation as much as I should, I do agree with that statement.  When my students have an opportunity to create and compose their own melodies, they are very excited to show their work and their knowledge of musical skills.  As Sawyer (2012) states, “children are naturally creative” (p.25).  My students are no exception to this statement.  Improvisation allows an opportunity for children (and adults) to explore their creative side.   They are able to use music as a creative outlet and as a form for self-expression.  Improvisation is accessible for everyone.  With the seven stages of improvisation developed by Kratus, it is possible for students to practice and find success in each level outlined.  These seven stages can help develop more confident improvisers in our students.  From the beginning stages of exploration through the final stages of personal improvisation, the seven levels provide sequential methods for integrating and using improvisation activities with students.  I think that these seven stages, paired with the technological advancements that have been made, allow for a much more positive and meaningful improvisation experience for students.  Students can engage in free improvisation, perform melodic patters in multiple keys and tonalities, improvise original melodies and improvise accompaniments.  Personally, I wish that this had been available when I was in middle and high school.  I think that this would have greatly benefited me and that I would have a different outlook on improvisation and may even be more confident about improvising and using it in the classroom.

I found this week's activities and assignments to be very beneficial.  Although I already had experience with Noteflight, I have not used it recently so it was a great way to refresh my inputting skills using that program.  In the general music classroom, I think that notation programs like Noteflight, MuseScore, and FLAT are all very valuable resources and are great for integrating notation and technology into the classroom.   The students find these programs easy to use and accessible.  I love how easy it is to use these programs in the classroom, especially with my middle school students.  My middle school students really enjoy using FLAT and like that they can work with other students and easily share their work.  Because we are a Google Apps school and the students to do many things using Google Docs, they love the sharing capability of FLAT! 

Through my PLN this week (@northwoodband), I was able to show student work samples with FLAT.  Many people liked or retweeted the post.  Through these posts, I also engaged in brief conversations with the founders of FLAT.  While I was initially unsure of using Twitter, I am really starting to enjoy using it to network and collaborate with other people via my posts and what I am following.  I am learning many new things and gaining several new ideas.  As the only music teacher in my school, I am very thankful that this is a resource to use for networking, collaboration and professional development. 

I am really enjoying all of the new information I am learning though this class and am looking forward to putting it into practice into my classroom.  Even though the school year is starting to wind down, I am beginning to think about all of the possibilities for next year!

References

Bauer, W. I. (2014). Music learning: Digital pedagogy for creating, performing and responding to music.  New York, NY: Oxford University Press.

Bernhard, C., II. (2013, January 11). Improvising in Concert Bands and Orchestras. School Band and Orchestra Magazine.

Sawyer, R. K. (2012). Explaining creativity: The science of human innovation. New York, NY: Oxford University Press.

Noteflight -- Bicycle Built for Two

Bicycle Built for Two

Prior to taking this class, I was already familiar with Noteflight.  I used Noteflight during my undergraduate studies, when I needed a notation program, but wasn't in the music building computer lab or on campus to have access to Sibelius.  Personally, I think that Noteflight is very easy to learn and use for notation purposes, especially if you are writing out one single part or a voice/instrument and piano accompaniment.  I have used Noteflight with students and they find it very user friendly to navigate and input.  I think that the shortcuts on Noteflight are very easy to use and makes the inputting process easier.  For me, because I learned how to use Noteflight before other notation programs, I still find it the fastest and easiest for me, but it's not always the best choice for what I need to accomplish.   For my personal use, I tend to steer away from Noteflight at times because the free version does not extract and print individual parts.  Because of this, I find it difficult and challenging to use Noteflight for any large scale project.  When doing a large scale project, although I find it far more tedious, I tend to use Finale or MuseScore.  Often I use Finale because I am working on a piece to input into SmartMusic for one of my ensembles.

I did find another free notation program that I really like!  Last year, when I was researching different notation program options to use with my 7th grade general music class, I was already to have all of my students create Noteflight accounts until I saw a post in one the Facebook groups for music teachers talking about FLAT.  I asked some questions about their experiences with FLAT and made the decision to use FLAT over Noteflight with my first quarter general music class.  I don't regret the decision at all!  We are a Google based school and FLAT has the capability to link directly with Google accounts, so I opted to go this route because it made creating accounts and logging in very simple.  It also allowed for students to easily share their compositions with both myself and other students.  If you are looking for a possible notation program to use with students, I highly recommend checking out FLAT!  I posted some samples of student projects using FLAT on my Twitter account as well!