Sean Michael Jackman, DMA

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Three goals for today:

1. Understanding why technology is important in our lives as music educators

2. Ideas and materials for using technology in K-12 music classes

3. A sample lesson around musical creativity that uses technology

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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?

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WHY use technology?WHY use technology?

1. Many of the goals of our music ed. programs can be achieved more effectively with tech. help!

2. Use of technology is expected for all professional staff.

3. Has been shown to bolster student achievement.

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How?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

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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.

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Teaching (continued)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.

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Teaching (continued)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.

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Websites: Examples Websites: Examples (Slide One)(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

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Websites: Examples Websites: Examples (Slide Two)(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.

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Websites: More examples Websites: More examples (Slide Three) (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

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AssessingAssessingTechnology 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!

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ConnectingConnecting 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 - transparencyThe 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

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Teaching with Technology: Teaching with Technology:

Sample Lesson Sample Lesson

Music Ed. Students would have had prior experience teaching use of:

1. Playing handheld instruments 2. Using Orff instruments

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TODAYTODAY

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. Creating Music 2. Guided Listening 3. Connecting Music/Text 4. Reflection

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INTRODUCTION INTRODUCTION 5 5 minutes minutes

Model how to invite students to create their own rhythms using body percussion with a background song

Sarasponda (Spotlight p.210)

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INTRO (Continued)INTRO (Continued)

Listen and get involved by:1.Keeping the beat2.Playing the rhythm of the words3.Performing a simple ostinato.

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INTRO (Continued)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

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Ways to create in music. Let’s start with a guided listening as a

launchpad for creating our own music.

Musical Excerpt: Mai Noziop (Mother Noziop) by Duminsani

Mararie Spotlight, Gr. One, Teacher Edition. Page 201.

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Mai NoziopMai NoziopMusical 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

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About the About the music/composer:music/composer:From the album Piece of Africa by the Kronos Quartet (1992). www.kronosquartet.org

Another performance: Video Clip of Percussion Ensemble

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• 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)

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Lesson: Procedure Lesson: Procedure (Continued)(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.

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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: 2624

Example of Student Group Example of Student Group Composition Composition (sound file)(sound file)

Audio Clip of Student Workcollege class, 4-person group

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Use a poem for inspiration (launch pad)

www.haiku.com

Whitecaps on the bay;  (5 syllables)A broken signboard banging  (7 syllables)In the April wind. (5 syllables) - Richard Wright, African-American novelist

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Use a poem for inspiration.

http://www.haiku.com

Bird chirping tweet tweet (6 syllables)flying diving hunting fast (7

syllables)Merrily up and away (7 syllables)

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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.

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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.

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Group/Individual Group/Individual ReflectionReflectionFollowing group timePossible 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).

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Group/Individual Group/Individual ReflectionReflection(Continued)(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?

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Thank you for your

participation in today’s class.

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Resources/Future StudyResources/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. 

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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

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Teaching Demonstration Teaching Demonstration

Sean Michael Jackman, DMASean Michael Jackman, DMA

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