Transcript File - Sean Michael Jackman

Sean Michael Jackman, DMA
1
Three goals for today:
1.
2.
3.
Understanding why technology is important in our lives as
music educators
Ideas and materials for using technology in K-12 music
classes
A sample lesson around musical creativity that uses
technology
2
Technology has become an important part of the lives of practicing
musicians and music educators – indeed to all of us.
It is important for educators to be embedding technology into classes
at all levels as models for students. Also, students need information
about and strategies for using technology in their future lives. This is
especially important for pre-service music teachers. Why?
3
WHY use technology?
1.
2.
3.
Many of the goals of our music ed.
programs can be achieved more
effectively with tech. help!
Use of technology is expected for all
professional staff.
Has been shown to bolster student
achievement.
4
How?
There are many ways in which technology can be used
in the day-to-day life of a music teacher. They include
but are not limited to:
1. Teaching
2. Assessing
3. Connecting
5
Shortly after NAfME published the
National Standards for Music Education in
1994,
they published the
Opportunity-to-Learn Standards
for Music Instruction. Many of these
standards discuss technology and their
use.
6
Teaching (continued)
Musical accompaniments, vocal models,
and stereo mix’s can be loaded on iPods
which replaces literally 100s of CDs for
classroom singing.
 Many websites demonstrate a myriad of
“how to” lessons for pre-service teachers
on everything from how to play
instruments to music theory concepts.
 Information about musical styles and
composers is easily accessible online.

7
Teaching (continued)

iPads and Smartphone apps can be used
to teach about music, to turn these
handhelds into musical instruments and to
record student music making.
8
Websites: Examples
(Slide One)
1) Noteflight – Music notation for a connected world
www.noteflight.com
2) IPAD apps for Music Making
http://www.ipadmusicapps.ca/category/ipad-virtual-instruments
Example: OscilloScoop for iPad
OscilloScoop
3) International Music Score Library Project (IMSLP)
www.imslp.org
9
Websites: Examples
(Slide Two)
4) Weebly: Create your own website or blog
www. weebly.com
www.seanmjackman.com
5) You Tube
www.youtube.com
Using the search engine, you can find hundreds of useful Video podcasts.
10
Websites: More examples
(Slide Three)
From You Tube

ELEMENTARY SCHOOL:
http://www.youtube.com/watch?v=vCWmQ0En4hY&feature=related

MIDDLE SCHOOL
ORCHESTRAhttp://www.youtube.com/watch?v=zVZtUmTTktc

HIGH SCHOOL CHOIR:
http://www.youtube.com/watch?v=ciIvhB-zTfc
11
Assessing
Technology is very useful in assessing
student learning and storing data required
for authentic assessment.
iPhones and Flip Cameras can be used to
record student compositions and
performances. Playing back to them is
very powerful. They hear what needs to
be fixed and they love it too!
12
Connecting
Daily music teachers use technology to connect.






Connecting with students – emails, websites,
surveys for feedback
Colleagues – Skyping and Facetime to build
Professional Learning Communities
Families – emailing, websites used for keeping lines
of communication open
Administration - transparency
The wider arts community – building bridges,
student fieldtrip to the local Symphony or Theater
State-wide and National Organizations –
conferences and workshop, journals and
magazines, experienced, sources of support
13
Teaching with Technology:
Sample Lesson
Music Ed. Students would have had prior
experience teaching use of:
1. Playing handheld instruments
2. Using Orff instruments
14
TODAY
Today I will model a mini-lesson you can use
in elementary/MS music classrooms which
uses technology as a tool to create music.
FOCUS:
1.
2.
3.
4.
Creating Music
Guided Listening
Connecting Music/Text
Reflection
15
INTRODUCTION 5 minutes
Model how to invite students to create
their own rhythms using body percussion
with a background song
Sarasponda (Spotlight p.210)
16
INTRO (Continued)
Listen and get involved by:
1. Keeping the beat
2. Playing the rhythm of the words
3. Performing a simple ostinato.
17
INTRO (Continued)
Class Discussion:
Which ones are the easiest?
Read rhythm charts for the song.
Ostinato:
Ta ta ta-ah or ti ti ti ti ta-ah
18
Ways to create in music.
Let’s start with a guided listening as a launch
pad for creating our own music.
Musical Excerpt:
Mai Noziop (Mother Noziop) by Duminsani Mararie
Spotlight, Gr. One,Teacher Edition. Page 201.
19
Mai Noziop
Musical Excerpt: Mai Noziop (Mother
Noziop) by Duminsani Maraire
Spotlight, Gr. One, Teacher Edition. Page 201.
Maraire was an ethnomusicologist, performer and
composer from Zimbabwe who also taught at the
University of Washington, Seattle. He wrote this as a
tribute to his Mother following her death.
http://en.wikipedia.org/wiki/Dumisani_Maraire

20
About the music/composer:
From the album Piece of Africa by
the Kronos Quartet (1992).
www.kronosquartet.org
Another performance:
Video Clip of Percussion Ensemble
21
•
1. Think (or write) about any feature of the
music that stands out - instruments, meter, melody.
•
2. Listen for a second time and improvise to
accompany the track. Use body percussion, vocal
sounds or electronic sounds as you feel the beat
and style of the song.
(Encourage discussion in pairs or small groups about the features of the music and
what one hears that is interesting. Possible answers: style melody harmony
OSTINATO)
22
Lesson: Procedure (Continued)
• 3.
Song is replayed as individuals
improvise with the recording.
• 4. The third time, students are invited to
sing a long as well.
• 5. Improvisation continues without
recording- music stands on its own.
• 6. Group work starts (Task on next slide.)
• 7. Group pieces are recorded for future
analysis.
23
Task:
In groups of three or four, work on create
your own piece based on the listening
example.
Materials include:
body percussion, handheld instruments,
electronic instruments, Orff Instruments.
If not using 2nd lesson: Next slide: 26
24
Example of Student Group
Composition (sound file)
Audio Clip of Student Work
college class, 4-person group
25
Use a poem for inspiration (launch pad)
www.haiku.com
Whitecaps on the bay;
A broken signboard banging
In the April wind.
(5 syllables)
(7 syllables)
(5 syllables)
- Richard Wright, African-American novelist
26
Use a poem for inspiration.
http://www.haiku.com
Bird chirping tweet tweet
flying diving hunting fast
Merrily up and away
(6 syllables)
(7 syllables)
(7 syllables)
27
Procedure:
Now using the sounds you created
inspired by the musical excerpt and
thinking of the poem, work on an
accompaniment for the Haiku.
Work in groups of 4 or 5.
28
Hint:
Perhaps the poem could be repeated several
time during your piece or you could use a
portion of the Haiku as a coda,
introduction or interlude. There are many
ways to proceed. The choice is yours.
Hopefully a few groups will have time to
share with the whole class.
29
Group/Individual Reflection
Following group time
Possible questions for reflection:
1. How was the music organized?
• 2. What was successful?
• 3. What would you do differently next time?
• 4. How do you assess student learning in this kind of
activity?
Answers could shape classroom or group discussion, be
required on a class blog or by email to the instructor.
Student input and feedback could be included as a part
of a student portfolio (final assessment).
•
30
Group/Individual Reflection
(Continued)
You will receive a survey (questions below) from
surveymonkey.com. Please complete by our next class.
1. What were the most interesting aspects of today’s lesson?
• 2. Please list three ideas that you imagine you could use in
your own classroom someday?
• 3. What portions of today’s lesson were least interesting or
helpful?
• 4. Any other comments to share?
•
31
Thank you for your
participation in today’s class.
32
Resources/Future Study

Frankel, J. (2010). Music education technology. In H. Abeles and L.
Custodero, (Eds.). Critical Issues in Music Education, (pp. 236-258).
New York: Oxford University Press.

Kerstetter, K.. (2009). Educational Applications of Podcasting in the
Music Classroom. Music Educators Journal, 95(4), 23-26. Retrieved
April 20, 2012, from Research Library. (Document ID: 1740351491).

Macmillan/McGraw-Hill. (2006). Spotlight on Music Series. New York:
Macmillan/McGraw-Hill.

NAfME: The National Association for Music Education. (1999).
Opportunity-to-learn standards for music instruction. Reston,VA:
NAfME: The National Association for Music Education.
33
Teaching with technology is an imperative today.
For composing, technology is particularly useful.
Of course, most of the other musical behaviors
found in music classes (singing, playing, moving,
learning about music) can be augmented by tech
tools, too.
Classrooms which use technology to encourage
this kind of creativity become places for
experimentation and spaces of:
High Risk/Low Threat
34
Teaching Demonstration
Sean Michael Jackman, DMA
Thank You
35