I honestly can't believe that this was the final full week of the course. This module has done a lot for me in terms of showing me how to use Google to my advantage.
I found that creating a quiz via the google forms template was easy and practical for older students. I could definitely see myself using this to give a quiz in my history of rock/pop class. Since there's also the option of using open-ended questions, I could also use this for homework assignments with students. I have an issue with attendance on quiz/test days in my high school class and I feel like this could be a great way to administer a make-up quiz/test. Unfortunately, there isn't a way to add music clips to the form.
I'm already using powerpoint for my lessons, but I noticed that the google slides application allows you to put youtube videos directly into your presentations. This is great for me because I use a lot of youtube and I usually have to set up my videos ahead of time in order to bypass the advertisements. The fact that I'd be saving these lessons on the cloud is also helpful; I'd be able to work on my lessons from any location.
Creating a newsletter is not something I've ever done before. Mainly because I don't usually have a lot of information to convey to families - except around concert time and when we place our order for recorders in the Fall. However, I think parents might be excited to have the opportunity to read about what their students are learning in music class. When I created the newsletter for this week's assignment, I actually made it with factual information that I could send to parents if I wanted to.
Exploring all of these offerings from Google has made me interested in starting my own classroom website. Since I'm using google sites for my WebQuest, I'm taking this time to explore how user-friendly it is. I'm hoping that I can use some free time (whenever that will be) to create a website for parents and students to visit.
Sunday, October 11, 2015
Sunday, October 4, 2015
Module 6 Reflection
This week starts the big WebQuest project. It couldn't have come at a better time. I've literally just started an internet-surfing project with my high school students and if this WebQuest is successful, I'll definitely use it in the future.
My WebQuest is centered around researching Jazz musicians for my history of rock/pop music class at the high school. So far, the class has been centered around me giving the students information and showing them various youtube clips. This time, I'm giving the students the opportunity to teach me and their peers about a musician that they want to research. I compiled a list of artists and the students will get to choose who they want to research. In my outline, I made sure to provide all of the information that I would give in the WebQuest: description of the project, process/steps, checklist of what to research, websites, and grading rubrics.
Prior to this week I had never heard of a WebQuest and am excited to see how this works. From the examples I've looked at, it seems pretty user friendly. I'm hoping I can test it out with my students next semester.
The discussion this week focused around creating a top-5 list. I actually enjoyed reading everyone's top-5 rather than writing my own - mainly because I felt that there was so much in this chapter and it was hard to narrow down. Also, reading the reasons why my peers selected their various top-5's was insightful, making me look at those sections in the book in a different way.
Twitter continues to surprise me. Earlier this week I used zaption in a Jazz lesson and the students. I took a screenshot of what I was working on and tweeted it. A few hours later, Zaption had re-tweeted it.
As we begin Module 7, I'm amazed that this class is coming to a close. It has been one of the best classes I've taken so far with UFl. The knowledge and resources I've gained have already started to impact and change my teaching.
My WebQuest is centered around researching Jazz musicians for my history of rock/pop music class at the high school. So far, the class has been centered around me giving the students information and showing them various youtube clips. This time, I'm giving the students the opportunity to teach me and their peers about a musician that they want to research. I compiled a list of artists and the students will get to choose who they want to research. In my outline, I made sure to provide all of the information that I would give in the WebQuest: description of the project, process/steps, checklist of what to research, websites, and grading rubrics.
Prior to this week I had never heard of a WebQuest and am excited to see how this works. From the examples I've looked at, it seems pretty user friendly. I'm hoping I can test it out with my students next semester.
The discussion this week focused around creating a top-5 list. I actually enjoyed reading everyone's top-5 rather than writing my own - mainly because I felt that there was so much in this chapter and it was hard to narrow down. Also, reading the reasons why my peers selected their various top-5's was insightful, making me look at those sections in the book in a different way.
Twitter continues to surprise me. Earlier this week I used zaption in a Jazz lesson and the students. I took a screenshot of what I was working on and tweeted it. A few hours later, Zaption had re-tweeted it.
As we begin Module 7, I'm amazed that this class is coming to a close. It has been one of the best classes I've taken so far with UFl. The knowledge and resources I've gained have already started to impact and change my teaching.
Sunday, September 27, 2015
Module 5 Reflection
Think you know your instrument families?!
Young Person's Guide to the Orchestra
I made this Zaption project for my 3rd grade students and am thinking about using it as an assessment once we've discussed instruments and instrument families. I actually really love Zaption and am a little sad that I didn't know about this website when the school year first started. I use youtube videos for listening activities with my elementary students, but now that I've also be assigned to this History of Rock class I'm using multiple youtube clips a day. Most of the time I'll pause or turn down the music to give students something to think about while listening. With Zaption, my annoying interruptions could be eliminated.
Have you heard about Rhythm Cat?
Young Person's Guide to the Orchestra
I made this Zaption project for my 3rd grade students and am thinking about using it as an assessment once we've discussed instruments and instrument families. I actually really love Zaption and am a little sad that I didn't know about this website when the school year first started. I use youtube videos for listening activities with my elementary students, but now that I've also be assigned to this History of Rock class I'm using multiple youtube clips a day. Most of the time I'll pause or turn down the music to give students something to think about while listening. With Zaption, my annoying interruptions could be eliminated.
Have you heard about Rhythm Cat?
I've been using this "lite" version on-and-off for about a year. Overall, I think the kids really enjoy using the app and it actually makes rhythm reading fun and exciting. I have yet to purchase the full version (for $4.99) for a few reasons:
- The game will mark students wrong if they lift their finger up "too soon."
- Sometimes, the musical examples make it hard to decipher the beat of the song.
- I've noticed some students who will just repeatedly press the green button without actually thinking about what they are doing and they are marked correct.
Diigo has already opened my eyes to resources that I didn't know existed. Right now, my Diigo account only has links for activites/games that I would use with students, but I know I could add sites that provide podcasts and other resources for teachers. I plan on sharing this with my other music colleagues because we are always scrambling to find new technology to use in our classrooms.
Sunday, September 20, 2015
Module 4 Reflection
Alright, I've officially reached the half-way point in my technology class and I have to say, I'm pleasantly surprised and how much I'm learning and how many things I'd like to incorporate into my own classroom.
One of the first things I did this week was do the readings and watch the videos on SmartMusic and youtube. I think most music teachers know the value of youtube in the classroom. In the past, before I had access to youtube, I would play recordings of orchestras for students and I'd see them lose interest quickly. In the past year, a technology bond went through in our district, providing either a smartboard or a 70" TV with the ability to mirror whatever is on your iPad onto the monitor. This has been a game changer. Instead of looking through my old CDs I can actually pull up videos of orchestras. The iPad streaming function has also helped me to demonstrate proper instrument technique - for example, I'll have a student hold the iPad to reflect my hands while I demonstrate the proper way to play the xylophone. Students are able to see a "birds-eye" view of how I'm playing the instrument.
I'd never experienced SmartMusic before. In fact, I'd only ever heard about it through my instrumentalist friends in college. I think some of the exercises could be really beneficial for my teaching purposes (ex. rhythm practice, beginning sight reading, and the recorder method book). However, most of the material seems intended for choral and instrumental directors.
I mentioned how important I think background tracks are for practice in the discussion this week. The text discussed how background tracks (which can be purchased or made through programs like Garageband) really encourage students to practice outside of school. As recorder season is quickly approaching, I'm in the process of creating some loops to use in my classroom.
The main projects both involved the program, Audacity. At first, I had problems even opening the program, but once I figured it out, it was pretty user-friendly. I didn't find myself struggling with either project, but I'll admit to prefering the Bart project over the Ma na ma na project. I definitely had some difficulty making my mix flow together. I think Audacity is a great program and resource, but I don't think it's something I would use with my younger students. I could definitely see myself using this with high school students though.
One of the first things I did this week was do the readings and watch the videos on SmartMusic and youtube. I think most music teachers know the value of youtube in the classroom. In the past, before I had access to youtube, I would play recordings of orchestras for students and I'd see them lose interest quickly. In the past year, a technology bond went through in our district, providing either a smartboard or a 70" TV with the ability to mirror whatever is on your iPad onto the monitor. This has been a game changer. Instead of looking through my old CDs I can actually pull up videos of orchestras. The iPad streaming function has also helped me to demonstrate proper instrument technique - for example, I'll have a student hold the iPad to reflect my hands while I demonstrate the proper way to play the xylophone. Students are able to see a "birds-eye" view of how I'm playing the instrument.
I'd never experienced SmartMusic before. In fact, I'd only ever heard about it through my instrumentalist friends in college. I think some of the exercises could be really beneficial for my teaching purposes (ex. rhythm practice, beginning sight reading, and the recorder method book). However, most of the material seems intended for choral and instrumental directors.
I mentioned how important I think background tracks are for practice in the discussion this week. The text discussed how background tracks (which can be purchased or made through programs like Garageband) really encourage students to practice outside of school. As recorder season is quickly approaching, I'm in the process of creating some loops to use in my classroom.
The main projects both involved the program, Audacity. At first, I had problems even opening the program, but once I figured it out, it was pretty user-friendly. I didn't find myself struggling with either project, but I'll admit to prefering the Bart project over the Ma na ma na project. I definitely had some difficulty making my mix flow together. I think Audacity is a great program and resource, but I don't think it's something I would use with my younger students. I could definitely see myself using this with high school students though.
Sunday, September 13, 2015
Module 3 Reflection
This week's assignments didn't even feel like work because they were so fun and engaging! I started this week off with the discussion because it is something I've become so passionate about.
Last year, I really started to think about what interests me enough to want to do some research on it. In my district, we are facing the problem of a steady decline in our enrollment and definitely in our band, orchestra, and choir programs. I started to think, "what can we do to get kids involved in music?" The other 80% is a site that I've looked at prior to this course. I was really interested to read what successful schools are doing to retain music students, but in a non-traditional music classroom. Technology seemed to be the front-runner in successful music programs. Why wouldn't it? As I'm learning, there are so many music technology programs/apps/websites that appeal to students and adults of all ages. I would love to incorporate more music technology into my classes (especially my 5th grade classes where the students usually dislike everything). However, funding is an issue. So I'm looking at creative ways to bring technology into my classroom without spending a ton of money!
While I'm still not "loving" twitter, I was pleasantly surprised of the following notification:
Last year, I really started to think about what interests me enough to want to do some research on it. In my district, we are facing the problem of a steady decline in our enrollment and definitely in our band, orchestra, and choir programs. I started to think, "what can we do to get kids involved in music?" The other 80% is a site that I've looked at prior to this course. I was really interested to read what successful schools are doing to retain music students, but in a non-traditional music classroom. Technology seemed to be the front-runner in successful music programs. Why wouldn't it? As I'm learning, there are so many music technology programs/apps/websites that appeal to students and adults of all ages. I would love to incorporate more music technology into my classes (especially my 5th grade classes where the students usually dislike everything). However, funding is an issue. So I'm looking at creative ways to bring technology into my classroom without spending a ton of money!
While I'm still not "loving" twitter, I was pleasantly surprised of the following notification:
I didn't even realize that they saw I had talked about something they had posted.
This week's project sent me to a new website called Soundtrap. It's very much like garageband, but dare I say "easier to use"? I felt that I had a lot less issues when creating this masterpiece compared to all of my times struggling with garageband (please note, this is coming from an avid Apple user). I'm also a sucker for anything cloud-based because working at 3 schools usually results in me forgetting something, like a flashdrive with my entire life stored on it.
I wrote a pretty lengthy reflection on Soundtrap, but overall I was very happy with the program. I still am having a hard time getting over how easy it was to use and share. The only issue that I might have in the future is making it accessible for all of my 650 elementary student. If I were working with high school students, I know that most of them have an email address and would be able to create a free account, but it's rare to find an elementary student with an email address (at least in my district). I'm hoping that there's an educational package where I could have a master login and students would be able to access their projects through me.
Sunday, September 6, 2015
Module 2 Reflection
This week's activities involved a program I was already somewhat familiar with and a program that I had never heard of. I was a little short for time this week (due to meetings, setting up classrooms, getting moved to a new classroom, and a wedding), but I managed to get all of my assignments submitted on time.
I started with the Noteflight project first because I was already familiar with the program. I have to say, I love this program. I think it's really user friendly and doesn't require a lot of time to figure out how the program works. I don't have a USB midi keyboard to use for these projects, but I still didn't feel like it was that time consuming (yes, inputting chords was a bit daunting). Some things I learned to do with Noteflight included adding chord symbols and adding dynamics (sounds silly, but I'd never used the expression symbols in the past). One of my favorite things about Noteflight is being able to access it from any computer. There have been times where I've started an arrangement at work, saved it, and finished it on my home computer. This has all been done with the free version. I don't know if I use the program enough to justify paying for an annual subscription, but perhaps I might in the future.
I'll admit to being intimidated by MuseScore because it's a program I've never used. The tutorial videos compare this program to some of the paid notation software like Finale or Sibelius. I have used both Finale and Sibelius in the past (with and without a midi keyboard). Overall, I found the tutorial videos VERY helpful. There are a lot of little shortcuts and things that I would never have known about if I didn't watch the tutorials. I was, however, a little confused. The tutorials eventually led to two different projects (both with the same melody). One involved lyrics and one involved scoring for a jazz combo. At one point I had put the lyrics in with the jazz combo arrangement because I thought we were supposed to only have one submission. Alas, we were to submit two assignments. Something else that bothered me in the tutorial videos was how the instructor would just omit certain information. For example, when we were ending the jazz combo arrangement he never went into detail with the chords/notes that were supposed to be in each part. I watched and re-watched the videos and became so frustrated that I just submitted the piece with an incomplete ending.
I don't know how often I'll actually use MuseScore in the future. I think it's a good program, but for the simple arrangements that I do, Noteflight will probably suit me better.
I started with the Noteflight project first because I was already familiar with the program. I have to say, I love this program. I think it's really user friendly and doesn't require a lot of time to figure out how the program works. I don't have a USB midi keyboard to use for these projects, but I still didn't feel like it was that time consuming (yes, inputting chords was a bit daunting). Some things I learned to do with Noteflight included adding chord symbols and adding dynamics (sounds silly, but I'd never used the expression symbols in the past). One of my favorite things about Noteflight is being able to access it from any computer. There have been times where I've started an arrangement at work, saved it, and finished it on my home computer. This has all been done with the free version. I don't know if I use the program enough to justify paying for an annual subscription, but perhaps I might in the future.
I'll admit to being intimidated by MuseScore because it's a program I've never used. The tutorial videos compare this program to some of the paid notation software like Finale or Sibelius. I have used both Finale and Sibelius in the past (with and without a midi keyboard). Overall, I found the tutorial videos VERY helpful. There are a lot of little shortcuts and things that I would never have known about if I didn't watch the tutorials. I was, however, a little confused. The tutorials eventually led to two different projects (both with the same melody). One involved lyrics and one involved scoring for a jazz combo. At one point I had put the lyrics in with the jazz combo arrangement because I thought we were supposed to only have one submission. Alas, we were to submit two assignments. Something else that bothered me in the tutorial videos was how the instructor would just omit certain information. For example, when we were ending the jazz combo arrangement he never went into detail with the chords/notes that were supposed to be in each part. I watched and re-watched the videos and became so frustrated that I just submitted the piece with an incomplete ending.
I don't know how often I'll actually use MuseScore in the future. I think it's a good program, but for the simple arrangements that I do, Noteflight will probably suit me better.
Friday, September 4, 2015
A Bicycle Built for Two
Noteflight score:
https://www.noteflight.com/scores/view/526b69c5c5cc797dba63679c94ec281f94d35c77
This wasn't my first time using Noteflight. I actually don't know how I found out about the website, but I've been using it for the past few years (usually just for transposing or arranging something). However, last year I had 5th grade students write their own boomwhacker composition and after they had hand-written their composition I went and typed each one up and printed them a copy.
Since this wasn't my first time using the program, I was able to input all of the notes rather quickly (subbing the violin for the voice). I was actually surprised at how fast it went without having a handy usb keyboard. Some things that I discovered with the program from this project was the ability to input chords and also how to add dynamics (I know that sounds silly, but I really hadn't dealt with adding dynamics in any of my other Noteflight experiences). Overall, I really like this program. It is a bummer that you have to upgrade for certain features, but for a web-based notation software I am more than happy.
https://www.noteflight.com/scores/view/526b69c5c5cc797dba63679c94ec281f94d35c77
This wasn't my first time using Noteflight. I actually don't know how I found out about the website, but I've been using it for the past few years (usually just for transposing or arranging something). However, last year I had 5th grade students write their own boomwhacker composition and after they had hand-written their composition I went and typed each one up and printed them a copy.
Since this wasn't my first time using the program, I was able to input all of the notes rather quickly (subbing the violin for the voice). I was actually surprised at how fast it went without having a handy usb keyboard. Some things that I discovered with the program from this project was the ability to input chords and also how to add dynamics (I know that sounds silly, but I really hadn't dealt with adding dynamics in any of my other Noteflight experiences). Overall, I really like this program. It is a bummer that you have to upgrade for certain features, but for a web-based notation software I am more than happy.
Sunday, August 30, 2015
MUE 6696 Module 1 Reflection
This week's activities were plentiful! I'll admit that I was a little overwhelmed at the amount of things to be done. While most of them were "easy," many of them were things that I hadn't done before.
One of the first things that I did was set up the Feedly account. Honestly, it's overwhelming. I feel like this is probably because I don't necessarily follow blogs or music news. If I'm looking for lesson/classroom ideas I generally turn to pinterest. I'm worried that I won't have time to really go through and read all the articles that I have bookmarked on my Feedly account. But I guess if I'm making time for graduate work, I should be making time for my professional work.
Twitter is not something that is new to me. I actually just deactivated a personal twitter account that just seemed to fall by the wayside. When I had my old twitter account it wasn't for professional reasons and I honestly didn't even think that Twitter could be beneficial from a professional standpoint. But I've been looking at districts around me and seeing if/how their music teachers are implementing technology and I noticed that every music teacher (whether elementary or secondary) had a twitter account that they used to connect with students and families. I think this is a brilliant idea! Especially in such a technology driven world where people would rather talk to each other via text/social media then have a phone (or face-to-face) conversation. While exploring Twitter and the #ufmue, I saw that a student actually set up a blogger account to keep parents and students up to date with things that are happening. I've been trying to figure out how to set up a website without having to pay for it (sorry, this is the cheap teacher coming out), but I just haven't been able to find a website that I liked. I'm considering starting another blogger just for my parents and students to follow.
My favorite activity of the week was obviously the Incredibox assignment. It was so user-friendly, but also engaging. I definitely want to bring technology into my classroom, but feel that I don't have the resources of websites/apps that students will not only enjoy, but will learn from. This seems like a really great project to start at the beginning of the year. It will get students engaged and thinking about composition (honestly, it's pretty much impossible to mess up the incredibox loop). My only concern is having access to the computer lab for multiple classes over (at least) two weeks. Ideally, I'd like to have day 1 be mainly a tutorial and allow students to explore. Then use day 2 as assignment day - I'd have all students submit their composition to me and we'd take turns in the next class listening and discussing what we liked/heard in each one. This would also fit with my idea of having 5th grade students keep a listening log/journal/diary, but they would be analyzing/critiquing their peers.
I'm really excited for this class and am happy that it's happening this year! I can't wait to implement some of the technologies that I learn about in here with my students.
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