http://www.noteflight.com/scores/view/302518b5ee5dd829b36891b0eb6685a8f09fa22c
For 8/30/2009
Pasted above is the URL to my first Noteflight composition (A Bycicle Built for Two). Noteflight seemed extremely easy to use and the videos provided were very helpful. I have not used composition software in quite some time. At Allegheny College, we were taught how to use Sibelius 3 and when I first came to Case I was given a brief introduction on how to use Finale. However, it has been much time since I have used either program so I was slightly intimidated when first logging on to Noteflight. I encountered few difficulties, however. It took me a little while to figure out how to enter text, particularly the “Moderate Waltz Tempo” explanation at the top of the piece. How to add text was not discussed in the videos or the printed tutorial. However, I was able to navigate the program quickly. At one point I had to move all notes in the piano treble cleft back one measure due to my own mistake. It took me a minute but I solved this problem as well. The option of adding a vocal part did not seem to be available at first. I used a staff for “flute” and then relabeled it. A voice feature might be helpful especially if the computer could assume that a vocal part will eventually require text with it.
I think that this program will be a great asset to music teachers. Many schools may not be able to afford Finale or Sibelius for their music staff. A music teacher needs no additional hardware and no CDs sent in the mail to use this program. One simply needs a computer and internet access to start creating music on Noteflight. Ensemble directors often need to excerpt different selections or transpose them for various sections. For example, a director could want the tuba section to be exposed to the melody of a suite that the band is playing so that they have a clear understanding of the phrasing being used. He/she could write out the melody for the tubas and any other section in the same situation and print it from Noteflight. Directors could also create their own warm-ups through this program. It is fairly easy to place all instrument parts on one large score so that each musician can see what all other sections are playing throughout the exercises. It’s good to know that this program is available and I hope to practice and become a little faster at entering the notes.
Saturday, August 29, 2009
Blog #2: PLN: Setting-up My Google Reader
For 8/30/2009
I had a blast creating a Google Reader account. I was not aware that I could have so much fun using a computer! Everything worked fine and the computer has yet to explode on me. Many educators have shared their resources across the net and I hope to take advantage of these. Thus far, I have subscribed to the following: The International Society for Technology in Education, Classics for Kids, Jazz Profiles, So You Want to Teach?, The National Association for Music Education , Learning.now, the education sections of the New York Times, USA Today, and EducationNews.com, and the music education section of a job postings site. Several of these web links have already sent me postings. It seems fairly easy to use although I’m not sure how I’ll read through all of this information every day. As our article mentioned, it seems like a teacher could have so much information sent to him/her, that lesson plans would practically create themselves. I’m still slightly confused about what Folksonomies are but I’m sure I’ll be learning soon. I think I not only struggle with technology but I also have trouble with networking and keeping in touch with other professionals in my field. I think the Google Reader could help with both problems. I am also always behind in the news so I really hope to sign into the account on a regular basis and begin to catch-up on some of the issues. I’m looking forward to class and hearing what other students have chosen to subscribe to!
I had a blast creating a Google Reader account. I was not aware that I could have so much fun using a computer! Everything worked fine and the computer has yet to explode on me. Many educators have shared their resources across the net and I hope to take advantage of these. Thus far, I have subscribed to the following: The International Society for Technology in Education, Classics for Kids, Jazz Profiles, So You Want to Teach?, The National Association for Music Education , Learning.now, the education sections of the New York Times, USA Today, and EducationNews.com, and the music education section of a job postings site. Several of these web links have already sent me postings. It seems fairly easy to use although I’m not sure how I’ll read through all of this information every day. As our article mentioned, it seems like a teacher could have so much information sent to him/her, that lesson plans would practically create themselves. I’m still slightly confused about what Folksonomies are but I’m sure I’ll be learning soon. I think I not only struggle with technology but I also have trouble with networking and keeping in touch with other professionals in my field. I think the Google Reader could help with both problems. I am also always behind in the news so I really hope to sign into the account on a regular basis and begin to catch-up on some of the issues. I’m looking forward to class and hearing what other students have chosen to subscribe to!
Wednesday, August 26, 2009
Blog #1: Course Readings for 8/31/2009
Reflecting on the article "A Conceptual Framework for Technology-Assisted Music Learning" by Dr. William I. Bauer.
Blog #1: Course Reading for 8/31/2009
“A Conceptual Framework for Technology-Assisted Music Learning” by Dr. William I. Bauer
I enjoyed reading about the TPACK model. I think that technology can enhance classroom activities in great ways. It concerns me that I am a “digital immigrant,” as the article calls it. I’ve always felt like an outsider when it comes to technology and at least five or six steps behind the game. I think change makes me nervous and technology is always changing. I know that the use of digital music players provide an entire library of music for students and has made our art very accessible. Students no longer need to wait to hear a live concert in order to have a quality music experience. Most notably, technology has increased the rate and efficiency at which we can communicate. To ignore new technological innovations would literally leave the practicing educator out of the loop.
I am glad to know that many schools are pushing to educate both students and practitioners about technology. For two summers now I have substitute taught in an elementary school near my home. This elementary school is the poorest in our district; however, even they have made great strides in using technology. Beginning in kindergarten students take two computer classes a week. Kindergarten seems extremely young to be using these machines but the students are taught how to at least turn them on and play simple games on them. Their curriculum progresses from there and I am confident that these young people will have a much better attitude about using computers than I did by the time I finished middle school. Students at this elementary school are encouraged to type their documents as well although it is rarely required. Every teacher and assistant teacher was trained to use Smart Boards and one of these was put into almost every single classroom. The Smart Boards made many lessons come alive for students and motivated them to focus. I think they could be very effective in the music classroom so I hope to someday learn more about them.
The article made it clear that the use of technology in the classroom cannot be random. The teacher needs a clear understanding of what “affordances” each technology possesses. This means that teachers still need to be creative in their lesson planning – the computers will not do the teaching for us. This is reassuring but I know I still tend to avoid technology all together. I’m excited to take this class so that I feel like more of an insider, like one of the “natives.” This will probably motivate me to pursue workshops on new computer programs at professional development conferences. This article explains that the use of technology can engage students in music even if they don’t have formal training and I think this is so important. I think that students of all musical abilities should be able to appreciate a musical experience. I would never want to deprive my students of resources that would allow them to have that. I’m glad that I will be having the opportunity to work out my TPACK this semester!
Blog #1: Course Reading for 8/31/2009
“A Conceptual Framework for Technology-Assisted Music Learning” by Dr. William I. Bauer
I enjoyed reading about the TPACK model. I think that technology can enhance classroom activities in great ways. It concerns me that I am a “digital immigrant,” as the article calls it. I’ve always felt like an outsider when it comes to technology and at least five or six steps behind the game. I think change makes me nervous and technology is always changing. I know that the use of digital music players provide an entire library of music for students and has made our art very accessible. Students no longer need to wait to hear a live concert in order to have a quality music experience. Most notably, technology has increased the rate and efficiency at which we can communicate. To ignore new technological innovations would literally leave the practicing educator out of the loop.
I am glad to know that many schools are pushing to educate both students and practitioners about technology. For two summers now I have substitute taught in an elementary school near my home. This elementary school is the poorest in our district; however, even they have made great strides in using technology. Beginning in kindergarten students take two computer classes a week. Kindergarten seems extremely young to be using these machines but the students are taught how to at least turn them on and play simple games on them. Their curriculum progresses from there and I am confident that these young people will have a much better attitude about using computers than I did by the time I finished middle school. Students at this elementary school are encouraged to type their documents as well although it is rarely required. Every teacher and assistant teacher was trained to use Smart Boards and one of these was put into almost every single classroom. The Smart Boards made many lessons come alive for students and motivated them to focus. I think they could be very effective in the music classroom so I hope to someday learn more about them.
The article made it clear that the use of technology in the classroom cannot be random. The teacher needs a clear understanding of what “affordances” each technology possesses. This means that teachers still need to be creative in their lesson planning – the computers will not do the teaching for us. This is reassuring but I know I still tend to avoid technology all together. I’m excited to take this class so that I feel like more of an insider, like one of the “natives.” This will probably motivate me to pursue workshops on new computer programs at professional development conferences. This article explains that the use of technology can engage students in music even if they don’t have formal training and I think this is so important. I think that students of all musical abilities should be able to appreciate a musical experience. I would never want to deprive my students of resources that would allow them to have that. I’m glad that I will be having the opportunity to work out my TPACK this semester!
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