3.22.2011
Week 3: Noteflight Assignment
ETA: I've noticed that the embedded score looks fine and plays if you visit my blog, but at least in my Google Reader the embedded video doesn't want to load. If you are using Google Reader and would like the link instead of the embedded video, click here: Click Here for Jessica Kling's Bicycle
This was the first time I've used Noteflight, although I've had students tell me about it in the past. I wish I would have checked it out sooner! I found note entry and editing features to be more intuitive than MuseScore and other programs I've tried. I know that's often a personal preference, but it seems to me that the creators of Noteflight really took some time to make logical keyboard shortcuts.
I think this would be a great program to use with students because it doesn't even require a download of any software like MuseScore does. Although I might be able to ask my IT department to download MuseScore onto some student computers, it would be much faster and easier to just use an online program like Noteflight. I like the fact that the program uses sound samples drawn from the internet, so the files will sound the same regardless of the computer playing them back. I also like the accessibility of the files. It would be very simple for students to complete a project and share a link with me so I could view and grade their work. Even more exciting, it would be quick and easy for students to share their work with each other for peer editing activities. We could even create a collaborative piece if the "sharing" options are set to allow others to edit the score.
One drawback is that the program does not sample vocal sounds. I did a bit of research (just through Google) to see if I could figure out why "Voice" was not listed as an option when choosing an instrument for the score. As far as I can tell, other programs that have used vocal samples have run into some issues (e.g., difficulty with a female vs. male voice and where exactly on the staff that switch occurs). Also, even with a vocal sample the lyrics would not come through. We would most likely be stuck with some sort of generic "ooh" or "aah" sound. It was easy to change so the score looked correct; it just doesn't sound like a voice.
My middle school students have music for 1 marking period each year. This means I get a brand new batch of students on April 5th. I'm in the process of redesigning a group composition project, and I'm considering using Noteflight in the process. If I do so, I'll keep you all updated!
3.14.2011
Week 2: PLN Post 2
Beatechie's (Be a techie) Blog: "No Rubrics For Me"
Click here for beatechie's post "No Rubrics For Me"
About beatechie (Carol Broos)
This is another blog that I came across through Twitter. This post caught my attention because of the emphasis I find myself placing on rubrics. No one at my school district is making me use rubrics for music class or orchestra; yet I almost always do. Do they make grading music class assignments and orchestra playing quizzes easier? Really? I don't think so. Maybe if I were grading large projects they would help. So why do I do this?
I think it's partly because I see rubrics used by so many people around me. My cooperating teachers used them when I was student teaching, and since then I've noticed my colleagues using them often. I think maybe rubrics are "safe." If a student or a parent questions a grade, I've got a black and white answer on paper for why the student received the grade. This is certainly useful sometimes, and I would never want to give up rubrics all together! I do think they have their place, and they certainly provide clear expectations for students.
As I read this blog post, however, I was drawn to the part where Mrs. Broos suggested that many students might have the potential to rise far above the minimum expectations provided in a rubric. If I always use a rubric, maybe some students will never push themselves to learn what they're capable of. Also, I started thinking about how I sometimes "hide" behind a rubric. I need to find the confidence to say, "This is the grade you are earning. I'm giving you that grade on your playing quiz because I know what you're capable of, and I know you can do better." Or even, "You truly have achieved something great today. Your A+ is not a result of numbers on a page, but because you reached a completely new level with your playing today." Sometimes (obviously) music is not black and white like a test score.
The rest of beatechie's blog has many thoughts and ideas for incorporating technology into the music education classroom. I look forward to keeping up with her updates and posts.
Click here for beatechie's post "No Rubrics For Me"
About beatechie (Carol Broos)
This is another blog that I came across through Twitter. This post caught my attention because of the emphasis I find myself placing on rubrics. No one at my school district is making me use rubrics for music class or orchestra; yet I almost always do. Do they make grading music class assignments and orchestra playing quizzes easier? Really? I don't think so. Maybe if I were grading large projects they would help. So why do I do this?
I think it's partly because I see rubrics used by so many people around me. My cooperating teachers used them when I was student teaching, and since then I've noticed my colleagues using them often. I think maybe rubrics are "safe." If a student or a parent questions a grade, I've got a black and white answer on paper for why the student received the grade. This is certainly useful sometimes, and I would never want to give up rubrics all together! I do think they have their place, and they certainly provide clear expectations for students.
As I read this blog post, however, I was drawn to the part where Mrs. Broos suggested that many students might have the potential to rise far above the minimum expectations provided in a rubric. If I always use a rubric, maybe some students will never push themselves to learn what they're capable of. Also, I started thinking about how I sometimes "hide" behind a rubric. I need to find the confidence to say, "This is the grade you are earning. I'm giving you that grade on your playing quiz because I know what you're capable of, and I know you can do better." Or even, "You truly have achieved something great today. Your A+ is not a result of numbers on a page, but because you reached a completely new level with your playing today." Sometimes (obviously) music is not black and white like a test score.
The rest of beatechie's blog has many thoughts and ideas for incorporating technology into the music education classroom. I look forward to keeping up with her updates and posts.
Week 2: PLN Post 1
Miamiflute's Blog: "I still want to be a rockstar"
Click here to view Miamiflute's post "I still want to be a rockstar"
About Miamiflute (Dr. Kerstetter)
I found this blog through Twitter when someone I follow tweeted a link to the post "I still want to be a rockstar." I'm including this post here because I believe in the importance of respecting and encouraging all students' musical preferences even if they're not our own. This post focuses on the fact that some students might be in orchestra, band, or chorus because that's all that's offered at school; however, at home they really want to learn how to play or sing the music that they love. For some, that might be the same music that we play in school. For others, it might be a book of movie themes, a pop song, or a tune from church.
In my class, I want my students to learn about music that they wouldn't otherwise hear, but I don't want to discourage them from exploring their own musical tastes. As a private violin teacher, I try to keep an open mind when a student brings me a book they found on their own or wants to learn a popular melody. (That's a great learning opportunity, actually. Sometimes they will naturally start to play by ear if it's something they really want to know.)
The rest of Dr. Kerstetter's blog contains posts addressing musical issues from performance anxiety to juggling a teaching career with family. I'm adding the blog to my Google Reader and following her on Twitter. Check our her blog!
Click here to view Miamiflute's post "I still want to be a rockstar"
About Miamiflute (Dr. Kerstetter)
I found this blog through Twitter when someone I follow tweeted a link to the post "I still want to be a rockstar." I'm including this post here because I believe in the importance of respecting and encouraging all students' musical preferences even if they're not our own. This post focuses on the fact that some students might be in orchestra, band, or chorus because that's all that's offered at school; however, at home they really want to learn how to play or sing the music that they love. For some, that might be the same music that we play in school. For others, it might be a book of movie themes, a pop song, or a tune from church.
In my class, I want my students to learn about music that they wouldn't otherwise hear, but I don't want to discourage them from exploring their own musical tastes. As a private violin teacher, I try to keep an open mind when a student brings me a book they found on their own or wants to learn a popular melody. (That's a great learning opportunity, actually. Sometimes they will naturally start to play by ear if it's something they really want to know.)
The rest of Dr. Kerstetter's blog contains posts addressing musical issues from performance anxiety to juggling a teaching career with family. I'm adding the blog to my Google Reader and following her on Twitter. Check our her blog!
3.12.2011
Inspiring Video
A friend of mine from college made this video for his school's PSSA (PA state testing) assembly. We all know the issues that come along with testing, but what a great way to inspire students to do their best on something that they are required to do! Part of what students learn from us is how to face challenges and tasks that they might not particularly want to complete. If I were a student, this video would make me feel pride for my school, determination to ace the test, and confidence that doing my best actually matters to someone. It's a great reminder that the way we react to things like mandatory testing is a model for how our students will react to things that are mandated to them later in life.
3.10.2011
Another Blog
While I was catching up on Twitter this evening I found another blog I'm adding to my Google Reader: Involve Me Music. It caught my attention because of the latest post titled "Self-Contained?" Although I'm primarily an orchestra person, I recently found myself in the position of teaching kindergarten music a few times a cycle. One kindergarten class also includes several students with special needs. Each comes with an aide; none are verbal or have much movement. It’s been a real challenge balancing the needs of all students in that class! It looks like this blog might have some information that could be helpful to me.
Week 1: PLN Post 2
Music Tech Teacher website
Click here for the Music Tech Teacher website
Last year, my middle school colleagues and I were searching for a new way to review some basic elements of music with our 7th and 8th grade general music classes. We came across a website called Music Tech Teacher. Created by an elementary music teacher from Birmingham, Alabama, this website includes valuable background and review information about things like reading notes and rhythms. There are also some great worksheets that you can download as .pdf files and print. We particularly like the section called "Quizzes, Games, Music Help".
My favorite game reviews rhythms by asking students to perform math with note values (e.g., What is one quarter note plus 2 dotted half notes minus 2 eighth notes?) If the students get 15 in a row correct, they get to "fling" a cartoon teacher. It's hard to describe in words! I recommend checking out the website for yourself. This particular game is listed under "Quizzes - Rhythms" and titled "Rhythm Quiz," but the title of the game is "Fling a Teacher". Click here to check it out!
My school is fortunate enough to have several laptop carts with headphones that I can bring into my classroom so the students can participate on their own, working at their own pace. The carts are often checked out by another teacher, though, so sometimes I project games like this onto the screen in the room. Students take turns answering questions and we play as a whole class.
p.s. This year at "back to school night" I played this game with the parents. It was a hit. :)
Click here for the Music Tech Teacher website
Last year, my middle school colleagues and I were searching for a new way to review some basic elements of music with our 7th and 8th grade general music classes. We came across a website called Music Tech Teacher. Created by an elementary music teacher from Birmingham, Alabama, this website includes valuable background and review information about things like reading notes and rhythms. There are also some great worksheets that you can download as .pdf files and print. We particularly like the section called "Quizzes, Games, Music Help".
My favorite game reviews rhythms by asking students to perform math with note values (e.g., What is one quarter note plus 2 dotted half notes minus 2 eighth notes?) If the students get 15 in a row correct, they get to "fling" a cartoon teacher. It's hard to describe in words! I recommend checking out the website for yourself. This particular game is listed under "Quizzes - Rhythms" and titled "Rhythm Quiz," but the title of the game is "Fling a Teacher". Click here to check it out!
My school is fortunate enough to have several laptop carts with headphones that I can bring into my classroom so the students can participate on their own, working at their own pace. The carts are often checked out by another teacher, though, so sometimes I project games like this onto the screen in the room. Students take turns answering questions and we play as a whole class.
p.s. This year at "back to school night" I played this game with the parents. It was a hit. :)
3.09.2011
Week 1: PLN Post 1
ASTA (American String Teachers Association)
Click to follow on Twitter
Click to visit the ASTA website
I'm sure most (if not all) of my orchestra colleagues already know about ASTA (the American String Teachers Association). I am including Twitter and website information for ASTA in my PLN because it is a great resource not only for string specialists, but also for music teachers who might find themselves in an unexpected position of teaching strings.
Yes, there are more resources available to those who pay to be members, but some resources are available to everyone. The advocacy section is particularly extensive, and could apply to all areas of music. I know many of us are currently in a position where advocacy resources might be helpful!
Click to follow on Twitter
Click to visit the ASTA website
I'm sure most (if not all) of my orchestra colleagues already know about ASTA (the American String Teachers Association). I am including Twitter and website information for ASTA in my PLN because it is a great resource not only for string specialists, but also for music teachers who might find themselves in an unexpected position of teaching strings.
Yes, there are more resources available to those who pay to be members, but some resources are available to everyone. The advocacy section is particularly extensive, and could apply to all areas of music. I know many of us are currently in a position where advocacy resources might be helpful!
Today's Life Lesson
Greetings! For my first post, I thought I would leave you with today's life lesson (learned the hard way, of course).
When dialing an "in house" extension of 1130, be particularly careful not to absent-mindedly dial 9 for an outside line first.
Oops. :)
When dialing an "in house" extension of 1130, be particularly careful not to absent-mindedly dial 9 for an outside line first.
Oops. :)
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