Journey to Learning

“Seek and ye shall find…” Today I searched for scholarly articles through UTS library, which I could examine and then critique. I found a “treasure trove” of articles related to music education technology. In actual fact, there’s a publication called ‘Music Education Technology’–bingo! Exactly what I was looking for. Now, I have too many to choose from. Here’s a list of some that I found… too many choices. From what I’ve gathered so far, there is truly a great concern and interest in how technology can be integrated into music education. Here are a few articles that I’ve located:

• Technology Fosters Growth at Brookwood High. By: Barbre, Debra. Music Education Technology, Spring2004, Vol. 2 Issue 1, p16-22, 5p; (AN 12825399)

• Preparing Tomorrow’s Music Teachers. By: Estrella, Steven. Music Education Technology, Nov/Dec2005, Vol. 3 Issue 4, p10-17, 5p; (AN 19488770)

• Classroom Performance. By: Muro, Don. Music Education Technology, Nov/Dec2004, Vol. 2 Issue 4, p30-31, 2p; (AN 16031469)

• A Shining Example for Music Educators. By: Oppenheimer, Steve. Music Education Technology, Feb/Mar2005, Vol. 3 Issue 1, p6-6, 2/3p, 1c; (AN 18583703)

• The Music Teacher’s Friend. By: Oppenheimer, Steve. Music Education Technology, Sep/Oct2006, Vol. 4 Issue 3, p6-6, 2/3p; (AN 23526911)

I finally worked out why I couldn’t add any site links. I had to take a risk and explore, why and then I worked it out. I’m really quite proud of myself. Anyway, back on what I’m suppose to be talking about… Everything is going to be ok now. So, here are a few musical sites I found on the internet. I’ve tried a few, and found them worthwhile. A lot of the sites and programs available require students to take on the constructionist apporach–which we delved into last semester’s e-learning class. When children are given the opportunity and power to construct theri own learning, produce then publish their achievements, it raises a sense of ownership achievement. I also had a look at Matthew’s del.icio.us site for some. One of the main programs that are avialable, is Sibelius, which I’m looking at further in a critique.

The following sites covers composition, information, music theory, free mp3 download, games, lesson plans, etc.

http://freekidsmusic.com/

http://www.creatingmusic.com/

http://pbskids.org/music/

http://www.nyphilkids.org/main.phtml?

http://www.iknowthat.com/com/L3?Area=Music

I found out that a music teacher I know has Sibelius, maybe when I see him next, I can ask him a few questions about the program. I know that he uses it to put music create music sheets and programs for his students. I’d love to see how the program works first hand–it’ll give me a greater understanding of the tools available for teachers to help create music.

I’ve come across a few sites which are music education related. These sites are accessible, and can definitely be used in the classroom and at home to develop simple musical skills… except, the link tab isn’t working. Why? Let me see, I might have to come back later… Help???!!!

(Image: http://www.topcow.com/images/info/help.jpg)

I believe that Music is a fundamental part of the school curriculum. From previous practicums, my own schooling experiences, and other recent experiences of talking to music educators, I have really noticed a great lack in actually doing meaningful music education in the classroom. One thing, there’s a lot of teachers out there who don’t have much expereince at all in music, as in have any musical backgorund. Now, that’s understandable as everybody has their own interests, hobbies and so forth, but I think there must be a greater emphasis in training teachers in the foundations of music. This training would be probably be best done at university. I did Music, Movement and Dance in first semester of year one, I saw that it was profitable, but there needs to be more trainng than just singing songs from recordings–students and the teachers need to be more involved to really appreciate and learn music.

Teachers should probably look at integrating music with other KLAs more frequently. This would be beneficial and worthwhile as it covers several learning outcomes simultaneously, students can learn in an interactive and fun way… Especially with the revolution of technology in music, learning music can be really “be something”, not just another page in the syllabus.

Today I found some excellent vidoes from YouTube which exhibit curren trends in the music education technological sphere. There is definitely a big push in creating software and other technology to assist teacher and students in music education. As a muscian, I have constant contact with mucisians everywhere. Just a short story, the other day in one of my music groups, a new member joined. She later asked me what I’m studying, and I replied, primary teaching. She commented on how great–that is being a mucisian and entering the primary teaching field, because that’s what schools really need. She herself was a music teacher.

As many teachers don’t really have a solid foundation in music, software and technology have the power to enhance music education and really create something that’s fantastic. I’m getting really excited about this topic that I’ve chosen; I’m glad I chose it. I think I’ll focus on the available technologies in education, then look at pros and cons, advantages and disadvantages, how it can be integrated, what I think about it, any impacts on me… so look at at it from all perspectives.

Here’s one that I’m planning to crtique…

Today I came across a reference/book which I will most certainly use as part of this assessment. The title of the book is ‘Integrating Educational Technology into Teaching’ by M.D. Roblyer. The book covers many topics regarding technology in education. It explains many key terms, current trends, principles and strategies, theories, curriculum integration, etc. The chapter which I will delve into is chapter 13, Technology in Art and Music Instruction. This chapter covers the following topic:

• Current issues and problems in art and music instruction
• How technolgy is integrated into art and music instruction
• Example World Wide Web site resources for art and music instruction
• Example activiites for a variety of integration strategies in art and music

I think I will have to narrow down my topic and focus on something specific, as I think that it’s quite broad. I think I’ll have to read more resources to be able to fully comprehend the current trends.

I have chosen to focus on dicipline-specific technologies for task 2; and delve into specifically, music and music composition software. This was mainly inspired for my love for music and everything musical. Also, I recall Matthew saying, with great consideration, select a topic which is meaningful to you and something which you will possibly make good use of in your future teaching career. I aspire to share and to inspire my students with music in the classroom, hence my decision. In actual fact I was tossing up between a few topics. The other topic I was leaning towards was ‘new and emerging technologies’ and then focusing on special education, another interest of mine.

Here is a screenshot of an interesting article I found today about music and technology…

I used ‘Audacity’ to create an mp3 podacst of my reflection of task 1. Again, amongst the many ‘brand new’ things I picked up and learnt during the face-to-face week of this course, I heard about Audacity for the first time… now I’m here using it…

task-1_reflection.mp3

(Image: http://www.masternewmedia.org/images/iPod_and_CD_podcasting_id491613_size440.jpg)

Today, I enlisted my seven year old cousin to test-run our LAMS sequence… it turned out better than I expected…

My partner Shirley was unfortunately not able to come and view the test-run of our LAMS sequence, whereas I had the privilege to do so; I thought and felt that it was an absolute privilege to see a child/student try our LAMS sequence.

I had phoned my aunty the day before, just to let them know that I’d coming over the next day to let get Katrina to help me out with something (I thought it was the right thing to do–let the parents formally know what I was planning to do, and what their child was going to do). By the way, this initial step of informing the parents and carers of a task their child is going to participate in is vital, especially when anything they do will be shared with a third party.

When I got there, I explained to Katrina quite explicitly details of the LAMS sequence and a brief introduction. As our sequence is based on Road Safety, she had not yet delved into this topic this year. She said that she remembered doing a unit on Road Safety in Kindergarten. But from what I observed, this was not a problem at all–she’s such a clever girl. She completed the sequence without a fuss. I was very pleased. I later questioned her for some feedback. Her general comments were that she thoroughly enjoyed the task, the videos and some of the questions were funny, she enjoyed composing the jingle, recording it, then listening to it… Basically, she loved it. Therefore, I was extrmemly happy that it went well. No dramas.