iTunes "Music and the Brain" (PLN)

This just popped up on my Facebook feed - it looks pretty cool!

"The Library's [Library of Congress] Music and the Brain events offer lectures, conversations, and symposia about the explosion of new research at the intersection of cognitive neuroscience and music. Project chair Kay Redfield Jamison convenes scientists and scholars, composers, performers, theorists, physicians, psychologists, and other experts at the Library for a compelling 2-year series, with generous support from the Dana Foundation."

Here's a link to this particular lecture series which you can download for free as mp3 files.

This is part of the iTunes U section of the iTunes story (which can be accessed through iTunes).

"iTunes U is a part of the iTunes Store featuring free lectures, language lessons, audiobooks, and more, that you can enjoy on your iPod, iPhone, Mac or PC. Explore over 200,000 educational audio and video files from top universities, museums and public media organizations from around the world. With iTunes U, there's no end to what or where you can learn." Learn more about iTunes U

Response to MIDI articles

I've only had a general idea of what MIDI was for some time now... I have a MIDI keyboard which connects to my computer through a MIDI cable (which I have not yet used), I've encountered MIDI files, etc. This article was helpful in deciphering what MIDI actually is, especially the comparison to a piano roll.

"MIDI (Musical Instrument Digital Interface) is a digital, non-proprietary hardware and software protocol for data communications among electronic musical instruments and computers."

"A common analogy is the player piano. The piano roll contains a description of the musical performance which is transmitted to the player piano through a mechanical process. The actual sound is created by the piano not the piano roll. Similarly, MIDI data produces no sound by itself. Instead MIDI data, like the piano roll, contains a description of the musical performance which, when received by a synthesizer, can be rendered as sound."

Dr. Estrella also includes a glossary, which I am certain I will refer to in the future (especially the near future of Music Technology class). Also helpful is the key may of general MIDI drums - something which any MIDI keyboard owner will probably find useful.

(quotations taken from the article, "Dr. Estrella's Incredibly Abridged Guide to MIDI")

In "The MIDI-Digital Audio Shuffle," article's authors debate the pros and cons of MIDI versus digital audio. They explain the difference between the two (MIDI is not actually a form of audio, but rather a set of instructions that allows hardware and software to communicate).

Both these articles would be helpful to music educators further exploring sequencing and recording technology. As a student only beginning to explore both facets, it's very helpful to have an explanation of what MIDI is, how it functions, and how it compares to digital audio, as well as a useful, brief reference guide. I feel like the more I work with MIDI, the better I will be able to utilize it in the classroom, as right now my understanding of the system is still much more theoretical than practical. It seems like there's so much you can do with it.

"This is a pen" PLN #4

I was checking out the cool PBS website - Music Instinct, and I found this activity, which I've done before as a game for theater arts or music camps (as a counselor and a participant). I taught a "rhythm week" of music classes at a theater camp where I worked this summer and I used this activity. The kids love it because it's challenging, sounds cool, and is just competitive enough to keep them interested, but not so hard that each person can succeed individually. Check it out!

http://www.pbs.org/wnet/musicinstinct/education/lesson-plan-2-weve-got-rhythm/introductory-activity/110/

Response to "Creative Thinking and Music Technology"

This article was informative and upbeat; author Peter Webster offers a multitude of useful ways to use technology creatively in the classroom.

Some of the ideas he presented I thought would be particularly useful, such as using ear training software during class or rehearsal. Ear training is extremely important and something I wish I (and my classmates) would have had more training in during high school. Pulling individual students out to work with these programs takes minutes each day, but I would imagine the rewards for additional ear training are enormous.

Another technology Webster mentions which I have personally found to be helpful is accompaniment software online - used for posting MIDI files on a website. I have used this with Case Concert Choir and it has been very helpful for songs or passages needing additional work outside of class. For a high school or middle school level ensemble, this could be an invaluable resource for students and a huge time-saving tool for teachers.

The second half of the article discusses technological outlets for creative thinking for students, such as etude/scale construction, writing a rap, scoring a film, creating musical toys, multimedia presentations, and writing listening blogs. I especially like the rap-writing and film-scoring ideas, because I think it would attract a different genre of typically under-served student musicians (especially those also less interested in performing).

I really appreciated the stress Webster places on the importance of using technology creatively. I know I've said this before and it's been echoed by my classmates, but the use of technology does not always make a lesson better. Very often, it can make it worse. It is so important for those using technology in education that we understand thoroughly how to use it, can troubleshoot basic problems, and use it only when it can enhance or facilitate the learning process. A poorly planned/executed lesson that utilizes technology is still a poorly planned/executed lesson.

This article was a refreshing, optimistic look at many of the positive effects the use of technology in music education can have.

Mozart Effect (PLN)

Here's another interesting article from Music Matters: A blog on music cognition.

New evidence for the Mozart effect?

This post is about a study published online which provides evidence "that music exposure facilitates neuroplasticity in rats." Basically, that "enriched sound environment" (i.e. music) helps aid recovery from brain damage. Unfortunately, there's no way to test this without first damaging the brains of the rats, which I'm still not sure how I feel about...

Everything I learn about music and the brain fascinates me. I wish I had time to learn more about it (maybe a topic for research in later study?) because I think it's extremely important. Music is so much more than entertainment, something all musicians already know, but studies like this one help give empirical evidence which proves this fact.

Personal Learning Network - Music Matters

While perusing Google Reader again this evening, I took a look at a blog, "Music Matters - A blog on music cognition." I found this entry containing a video of Oliver Sacks (neurologist, anthropologist and author of "Musicophilia: Tales of Music and the Brain") on the Daily Show with Jon Stewart talking about why musical training should be part of early education.

Check out the blog entry which includes the video here.

I think it's awesome that this topic is being discussed (even in a lighthearted manner) on a popular television show. I haven't read "Musicophilia" yet, but I bet it would be a great resource as well, maybe even for the support of music programs in school.

Response to Notation Software Article

Having just read "Notation Software: A Versatile Tool for Music Educators" by C. Floyd Richmond, I now have a greater understanding of how notation software can be used in the classroom. Richmond describes 6 ways that notation software can be directly applied to educational settings: arranging projects, composition projects, analysis of existing pieces, listening activities, testing, and performance practice. I personally have used notation software for arranging, composition, and performance practice. With regard to performance practice, I have used SmartMusic, which is a great tool for performers to use for practice when an accompanist is not available.

I think that this article presents very clearly and coprehensively a multitude of uses for notation software, many of which I hadn't ever heard about or thought of. Using notation software for testing seems especially innovative. Anything that gets students more actively involved with the subject matter, even in testing their knowledge, I think is a good thing. Something else that occurred to me while reading the testing section - music notation software and other technologies open up a world of possibilities for students with physical disabilities.

I definitely plan on investigating the Classical Archives website Richmond mentions several times throughout the article. I haven't had much time to explore it yet, but just perusing it briefly, it looks pretty cool.

By outlining a multitude of specific uses for music notation software, this article is a great starting point for educators looking to begin using notation software themselves and in their classrooms. I want to try to fully utilize all technology available to me when I begin teaching and this article is full of great ideas for just that.

Noteflight - Bicycle Built for Two

Here's my most recent assignment - entering "Bicycle Built for Two" into Noteflight, a free music notation program at www.noteflight.com.

Bicycle Built for Two

Harry Dacre

Sorry I can't seem to make it any faster... it feel slow at this tempo.

BUT...

Noteflight is absolutely fantastic! It's an amazing tool for anybody - music educators, performers, composers, etc. It's so easy to enter music, edit it, listen to it, reorganize, add lyrics or additional notation. Students could use Noteflight to compose or arrange music (among other things). It is also a very useful tool for a Music Theory class. I know I'll personally be using it in my theory classes in the future.

Exploring my Personal Learning Network!

I was perusing my Google Reader page when I came across this post from the blog "So You Want To Teach?"

But Wait, That Wasn't In My Job Description

http://www.soyouwanttoteach.com/but-wait-that-wasnt-in-my-job-description/

Take a moment to read it. It's definitely worth it.

We are often told that, as beginning teachers, we have to take what we can get, as far as positions are concerned. The more well-prepared you are, the better, sure, but even the most talented, well-educated, inspired teacher can get stuck in a less than ideal situation.

This article responds to an email from a "First year who was hired as a part-time choral director" who "really didn't want to start out in inner-city education, but it was all that was available." Again, less than ideal. The author of the blog, Joel (a band teacher) offers insightful and useful advice. He doesn't say that working in that situation will be easy, because it's not. But he does offer constructive ways to move the students and the program forward. The most important theme seems to be remembering to take baby steps, and to respect your students' abilities as well as your own.

This is a resource I would use as a first year teacher. I'm interested in reading more of this blog.

Reaction to A Conceptual Framework for Technology - Assisted Music Learning

My reaction to "A Conceptual Framework for Technology - Assisted Music Learning" by Dr. William I. Bauer.

Technology (especially the Internet and, of course, computers) is obviously an extremely important part of our everyday lives... as is evidenced by the fact that I am writing this blog, and you are reading it.

Something that frustrates me in the integration of "technology" into the classroom is that so often if feels forced. I strongly agree with Dr. Bauer in that "technological approaches... should only be incorporated when there is clear benefit to learning" (10). How many mindlessly dull Powerpoint presentations have we all sat through under the guise of "learning through technology?"

In order to utilize technology effectively in the classroom, the instructor must have a expert understanding of his or her subject (pedagogical content knowledge) as well as a functional knowledge of the technology, and, finally, an ability to create an educational relationship between pedagogical content knowledge and the technological approaches.

I appreciated how this article was able to help me understand why it's so important not only for me as a student to learn about technology in music, but as an educator to learn how to effectively use that technology for the betterment of my students AND how to instruct the students themselves in the use of that technology (notation software, music production, etc.).

I learned a new acronym today too! TPACK - Technological Pedagogical and Content Knowledge. TPACK is a sophisticated representation of all the possible combinations of the 3 different "types" of knowledge: technological, pedagogical, and content. By understanding how each "type" of knowledge interacts with the others, educators can more effectively select technology, pedagogical technique, and content for themselves and their students.

It seems a little confusing right now, but I understand the gist of it, and I am rapidly beginning to appreciate the skill and planning it takes to incorporate all three aspects into a lesson. I think part of my confusion stems from an initial inability to really comprehend how this will affect me as an educator, but part of the goal of this class (Technology-Assisted Music Teaching and Learning) is to give me a better understanding of just that. I know this information will help me enormously, I just don't have a concrete idea of how yet...