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We Don’t Need We Don’t Need No No
EducationEducation
Using music-driven instructional activities Using music-driven instructional activities for online coursesfor online courses
Patrick Lowenthal | patrick.lowenthal@ucdenver.eduPatrick Lowenthal | patrick.lowenthal@ucdenver.eduJoni Dunlap | joni.dunlap@ucdenver.edu Joni Dunlap | joni.dunlap@ucdenver.edu
Hot for T
eacher
Hot for T
eacher
AgendaAgenda
• The Power of Music
• Instructional Potential of Music
• Music-Driven Instructional Activities
3
The Power of MusicThe Power of Music
Another Example What’s the name of this band? (don’t say it out loud)
?
Another Example
A Different Direction
Kevin took a test that had 150 questions and he got 92 percent of them correct. How many questions did he answer correctly?
Instructional Potential Instructional Potential of Musicof Music
“Music offers great opportunities for communication and expression, for creativity and … it’s good for the brain and can enhance learning and intellectual development" (Weinberger, 1998, p. 39).
It has been linked to memory, speech and language acquisition, intelligence, emotion, and identity.
In one study, college In one study, college students demonstrated students demonstrated improved studying improved studying ability after listening to ability after listening to Mozart Mozart (Rauscher, Shaw, & Ky, 1993)
Music’s potential to enhance students' learning students' learning and experience has been documented in a variety of P-12 settings, including foreign language, humanities and social sciences, English as a second language (ESL), and history.
Music’s potential to enhance students' learning students' learning and experience has been documented in a variety of P-12 settings, including foreign language, humanities and social sciences, English as a second language (ESL), and history.
Potential of Music in Potential of Music in Online CoursesOnline Courses
Music and Social PresenceMusic and Social Presence• Social presence is the sense of being “there” and being “real”
•Music can inform people about the presence and mood of others, provide a sense of presence in educational virtual environments, and increase people's perceptions about the social richness of a medium.
•Music can help promote social interactions, specifically the types of social interactions that are needed to connect with others and be perceived as real in eLearning courses.
Music and Social PresenceMusic and Social Presence• Social presence is the sense of being “there” and being “real”
•Music can inform people about the presence and mood of others, provide a sense of presence in educational virtual environments, and increase people's perceptions about the social richness of a medium.
•Music can help promote social interactions, specifically the types of social interactions that are needed to connect with others and be perceived as real in eLearning courses.
Music and Social PresenceMusic and Social Presence• Social presence is the sense of being “there” and being “real”
•Music can inform people about the presence and mood of others, provide a sense of presence in educational virtual environments, and increase people's perceptions about the social richness of a medium.
•Music can help promote social interactions, specifically the types of social interactions that are needed to connect with others and be perceived as real in eLearning courses.
Music and InterestMusic and Interest
•Students rarely relate fun and interest with formal educational experiences.
•Music is important to adolescents and gets their attention and interest; but music helps people of all ages express their individual identities.
•Use music and allow students a chance to begin their new learning with something they are already interested in.
•Intrinsically motivated students will expend more effort on tasks and activities they find inherently enjoyable and interesting
Music and InterestMusic and Interest
•Students rarely relate fun and interest with formal educational experiences.
•Music is important to adolescents and gets their attention and interest; but music helps people of all ages express their individual identities.
•Use music and allow students a chance to begin their new learning with something they are already interested in.
•Intrinsically motivated students will expend more effort on tasks and activities they find inherently enjoyable and interesting
Music and InterestMusic and Interest
•Students rarely relate fun and interest with formal educational experiences.
•Music is important to adolescents and gets their attention and interest; but music helps people of all ages express their individual identities.
•Use music and allow students a chance to begin their new learning with something they are already interested in.
•Intrinsically motivated students will expend more effort on tasks and activities they find inherently enjoyable and interesting
Music and InterestMusic and Interest
•Students rarely relate fun and interest with formal educational experiences.
•Music is important to adolescents and gets their attention and interest; but music helps people of all ages express their individual identities.
•Use music and allow students a chance to begin their new learning with something they are already interested in.
•Intrinsically motivated students will expend more effort on tasks and activities they find inherently enjoyable and interesting
Music and Content InteractionMusic and Content Interaction
•Interaction is the standard for student engagement and a critical component of learning experiences
•Music involves students in student-to-content interaction through generative learning activitiesWhich require students to be responsible for creating, elaborating, and representing domain knowledge in an organized manner.
•Through music-driven generative learning activities, students take an active role in forming new understandings through the application of learned content to the creation of musical products.
Music and Content InteractionMusic and Content Interaction
•Interaction is the standard for student engagement and a critical component of learning experiences
•Music involves students in student-to-content interaction through generative learning activitiesWhich require students to be responsible for creating, elaborating, and representing domain knowledge in an organized manner.
•Through music-driven generative learning activities, students take an active role in forming new understandings through the application of learned content to the creation of musical products.
Music and Content InteractionMusic and Content Interaction
•Interaction is the standard for student engagement and a critical component of learning experiences
•Music involves students in student-to-content interaction through generative learning activitiesWhich require students to be responsible for creating, elaborating, and representing domain knowledge in an organized manner.
•Through music-driven generative learning activities, students take an active role in forming new understandings through the application of learned content to the creation of musical products.
Music-Driven Music-Driven Instructional ActivitiesInstructional Activities
Internet JukeboxesInternet Jukeboxes
• Soundtrack of your lifeSoundtrack of your life
• What makes you rock?What makes you rock?
• Setting the stage for learningSetting the stage for learning
• Concept-specific soundtrackConcept-specific soundtrack
• Knowledge-comprehension recitalKnowledge-comprehension recital
• Music videoMusic video
• Soundtrack of your life
• What makes you rock?What makes you rock?
• Setting the stage for learningSetting the stage for learning
• Concept-specific soundtrackConcept-specific soundtrack
• Knowledge-comprehension recitalKnowledge-comprehension recital
• Music videoMusic video
• Soundtrack of your life
• What makes you rock?
• Setting the stage for learningSetting the stage for learning
• Concept-specific soundtrack
• Knowledge-comprehension recital
• Music video
• Soundtrack of your life
• What makes you rock?
• Setting the stage for learningSetting the stage for learning
• Concept-specific soundtrackConcept-specific soundtrack
• Knowledge-comprehension recital
• Music video
• Soundtrack of your life
• What makes you rock?
• Setting the stage for learning
• Concept-specific soundtrack
• Knowledge-comprehension recitalKnowledge-comprehension recital
• Music video
• Soundtrack of your life
• What makes you rock?
• Setting the stage for learning
• Concept-specific soundtrack
• Knowledge-comprehension recital
• Music videoMusic video
Questions ?Questions ?
38
ResourcesResourcesDraft of the Paper: http://tinyurl.com/ozouvu
Patrick R. Lowenthal |patrick.lowenthal@ucdenver.edu Joni Dunlap | joni.dunlap@ucdenver.edu
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