Recent Changes

Thursday, August 5

  1. page Maps & Resources edited ... 1 THE HOOK ? Big Question ? Question: "How do People Learn to Make Music?" VHI…
    ...
    1
    THE HOOK
    ? Big Question ?Question: "How do People Learn to Make Music?"
    VHI Behind the Scenes/Musician Interviews
    2
    ...
    Display Blogs, discuss process
    More class periods needed for production/publication or other types of exhibitions?
    Application Process of Project Based Learning with Teachers’ and Students’ Roles
    (from Implementation of Multiple Intelligences Supported Project-Based Learning in EFL/ESL Classrooms by Gokhan Bas)
    Application Process
    Things that will be done
    Teachers’ role
    Students’ role
    1. Stating the subject and sub-subjects, organising the groups
    Students explore the resources and in order to create a frame for the project they state questions
    He/she presents the general subject of the research and they guidance the explorations of the subjects and sub-subjects in groups.
    They create interesting questions and categorise the problems. Also, they help creating project groups.
    2. Groups create projects
    Group members make a project plan. They ask questions as “Where are we going?”, “What will we learn?”, vs. They choose their roles in the project.
    He/she helps to formulate the students’ projects and makes meetings with group members. They also help pupils to find the necessary materials and equipment.
    They plan what they work on, select the roles and define the contents of these roles.
    3. Application of the project
    Group members are organised and analyse the data and information.
    He/she helps the students develop necessary working qualifications and also control controls the groups.
    They explore questions for answers. Also, they organise the information and synthesise the findings and summarise them.
    4. Planning of the presentation
    The members define the essential points in their presentation and then decide on how to present the project.
    He/she makes the students debate on the lesson plans and also they make them organise the presentations.
    They make decisions on the key points and concepts of the project and make a project preparation plan. Also, they develop materials for the project.
    5. Making the presentation
    Presentations can be made in any (in different schools, classes, vs.) places.
    He/she coordinates the students’ presentations.
    Students present their project and give feedback to their classmates.
    6. Evaluation
    Students share the feedback of everyone on their project. Both the students and the teacher share the project(s) with everyone.
    He/she evaluate the project summaries and the students.
    With the group members the students reflect what they learnt in the project process. They also join in the evaluation process of their own project.

    {Project Assets.mmap}
    An example of a video tutorial from Guitar Master Class.net: Erik Mongrain Style by Ramiro Delforte (Contributors to this site include LESSON PLANS and guitar charts along with backing tracks to practice along with a variety of guitar styles and techniques... very exciting stuff!)
    (view changes)
    1:10 pm
  2. page Framework edited Framework: ... LEARN TO PLAY MAKE MUSIC? How can we use the ways popular musicians learn t…

    Framework:
    ...
    LEARN TO PLAYMAKE MUSIC?
    How can we use the ways popular musicians learn to make ourselves better musicians?
    How could the processes that popular musicians use help us?
    What do I need to know to become a better musician?
    What important and enduring concepts are fundamental to music (in guitar class)?
    Striving for Accuracy and Precision.... they want to get good at playing their instruments
    ...
    How will you "hook" them in the beginning? (create an entree...)
    Using the Pandora website, students will create stations based on their favorite bands as an individual homework (or in-class) project. They will use listening logs to make a record of how much time was spent listening, which songs and bands were suggested, which ones the liked, skipped, or didn't like, etc. Their goal is to find a song or band that was previously unknown to them that they would like to learn how to play. ...
    Is this a separate project??!
    Refine and Revise: Check with Chard!
    The Project Approach: Flexible Framework

    (view changes)
    1:09 pm

Sunday, July 11

  1. page Writings on Becoming a Resource edited ... Insights on Project Learning & Contemporary Learners I wonder if contemporary learners’ …
    ...
    Insights on Project Learning & Contemporary Learners
    I wonder if contemporary learners’ musical interests and their social-musical involvements are terribly different things to begin with. Or at least, they are integrally related to one another. The fact that today’s students regularly find, make, listen to, share, and create music completely independent of formal instruction is ignored at our own peril, as music educators. Finding ways to use project learning in combination with what are clearly motivating and interesting ways of learning on their own and inviting them into the school atmosphere will allow us to both recreate our roles as music educators by joining our students on an exciting journey into the future while valuing the knowledge and skills they already bring to school and building on them.
    ...
    content that hashave no relevance
    ...
    life, or isthat are presented in
    ...
    students ourselves.
    (view changes)
    6:14 am
  2. page Maps & Resources edited ... VHI Behind the Music NUMU - student collaborative site/ can start their own online record and…
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    VHI Behind the Music
    NUMU - student collaborative site/ can start their own online record and publishing label/ upload and promote original music/ assess student progress
    Web 2.0 Resources
    Some student recordings posted on the NUMU site:
    Link to Introductory Video of all the benefits of using NUMU: The Future of Music
    (view changes)
    5:39 am

Saturday, July 10

  1. page Maps & Resources edited ... Internet YouTube Tutorials Popular musicians and how they learn (Paul McCartney, Jimi Hendr…
    ...
    Internet
    YouTube Tutorials
    Popular musicians and how they learn (Paul McCartney, Jimi Hendrix)
    VHI Behind the Music
    NUMU - student collaborative site/ can start their own online record and publishing label/ upload and promote original music/ assess student progress
    (view changes)
    7:41 pm

Friday, July 9

  1. page Writings on Becoming a Resource edited ... In the long term, I will be building a class webpage using Edublogs to both manage and publish…
    ...
    In the long term, I will be building a class webpage using Edublogs to both manage and publish my project once I get started with my students in the fall. By then, I will have written something intended for other people (such as parents, administrators, and community members) to read about the kinds of work we’ll be doing in guitar class. From there, I’ll be able to show fellow music educators everything from links to my original plan and wiki page to samples of current work and finished assessments, writing prompts, and publications that I don’t currently have in a finished format. One the most important pieces for others to see (and that I can’t even predict) is what the learning will look like and the kinds of ways students choose to exhibit and publish their own work. More than any planning I do, I believe it is the students that translate the vibrancy, engagement, and creativity when immersed in the work that makes it most exciting for other teachers to “get hooked” on 21st Century educational techniques and co-curricular, project-based learning.
    Insights on Project Learning & Contemporary Learners
    ...
    the school atmosphere,atmosphere will allow
    ...
    music educators by joining our
    ...
    on them.
    Too

    Too
    often, students
    ...
    them smarter. InBy incorporating project
    ...
    in our classrooms, it also reminds teachersclassrooms that they are not done learning.include using students and their prior knowledge as valuable resources, we make learning relevant and worthwhile to them. And when
    ...
    kinds of collaborative environments, you
    ...
    something new.
    I

    I
    would think
    ...
    guiding them intoin the excitementexciting pursuit of pursuing new knowledge.
    ...
    about learning. Or even to be open to being perpetual students ourselves.

    (view changes)
    2:12 pm
  2. page Writings on Becoming a Resource edited ... Becoming a Resource for Other Music Educators I do intend on publishing my project in a way …
    ...
    Becoming a Resource for Other Music Educators
    I do intend on publishing my project in a way that allows other music educators to use and adapt the ideas and resources I’ve put together for use in my classroom. In a small way, I have already started this process by using the internet to document, research, write and reflect, plan, and compile resources for this project. By joining my classmates' wikis and linking to all of their blogs and webpages on my own blog, we have a small network in the making. Most of our projects are in some form on wiki pages that we can all access. Personally, I would like to draw up a more formalized looking “lesson plan” that is more user-friendly for say, a preservice teacher or other music educator outside of this class to be able to more readily navigate and understand at one glance. While I value the use of the wiki in organizing my own thoughts and planning stages for this project, I still need to learn more about how to set it up in a way to be able to do that. In the coming weeks, I plan on researching existing successful wikis (like those used in Flat Classrooms) to see how other educators are doing this.
    ...
    project-based learning.
    Insights on Project Learning & Contemporary Learners
    I wonder if contemporary learners’ musical interests and their social-musical involvements are terribly different things to begin with. Or at least, they are integrally related to one another. The fact that today’s students regularly find, make, listen to, share, and create music completely independent of formal instruction is ignored at our own peril, as music educators. Finding ways to use project learning in combination with what are clearly motivating and interesting ways of learning on their own and inviting them into the school atmosphere, will allow us to both recreate our roles as music educators joining our students on an exciting journey into the future while valuing the knowledge and skills they already bring to school and building on them.
    Too often, students feel like failures in school because they encounter activities and content that has no relevance to their life, or is presented in such a fragmented manner, that they struggle to make any sense of the information or care about it beyond getting a good grade. Giving students the opportunities to be leaders by honoring their natural skills, talents, and inquiries into the world around them using the newest technology not only makes them feel smart, it makes them smarter. In incorporating project learning and 21st Century practices in our classrooms, it also reminds teachers that they are not done learning. And when observing students in action in these kinds of environments, you don’t need research reports to tell you that students are clearly capable of teaching each other, and even the teacher, something new.
    I would think every educator would welcome such an exciting opportunity to share in learning side by side with their students, and guiding them into the excitement of pursuing new knowledge. I mean, we all went into teaching in some part because we love to learn, right? If this is true, then there is no need to fear iphones, facebook, video games, or any other portal to students being excited about learning.

    (view changes)
    2:08 pm
  3. page Writings on Becoming a Resource edited Sharing My Project With Others: In doing research and reading for the creation of this projec…

    Sharing My Project With Others:
    In doing research and reading for the creation of this project, I challenged myself to really work out of my comfort zone in preparation for asking my students to do the same. This included trying to get to know how to use as many digital tools as I could during the design of my project. I certainly got my feet wet, but I also recognize how much further I still have to go.
    (view changes)
    1:29 pm
  4. page Writings on Becoming a Resource edited ... Informally, however (and still in a paperless format), I plan on “talking up” my new experienc…
    ...
    Informally, however (and still in a paperless format), I plan on “talking up” my new experiences, thoughts, and plans for incorporating and learning about more of this kind of teaching when I meet with fellow music educators and ask questions about the kinds of things they’re doing, or are interested in trying when I find myself at music department meetings, professional development sessions, and music festivals around the state and county. I look forward to the conversations I may have with new colleagues I’ll inevitably meet at this year’s Winter NYSSMA conference, especially after sitting on a panel discussing innovative teaching with great minds and people I respect, and how this fits in with what else music educators are doing to keep our profession relevant and transformative.
    Becoming a Resource for Other Music Educators
    ...
    internet to document, research, write
    ...
    joining my classmatesclassmates' wikis and
    ...
    understand at onceone glance. While
    ...
    doing this.
    In

    In
    the long
    ...
    (such as parentsparents, administrators, and administrators)community members) to read
    ...
    to see (and that I can’t even predict,predict) is what
    ...
    to “get hooked”.hooked” on 21st Century educational techniques and co-curricular, project-based learning.
    (view changes)
    1:29 pm
  5. page Writings on Becoming a Resource edited Sharing My Project With Others: In doing research and reading for the creation of this projec…

    Sharing My Project With Others:
    In doing research and reading for the creation of this project, I challenged myself to really work out of my comfort zone in preparation for asking my students to do the same. This included trying to get to know how to use as many digital tools as I could during the design of my project. I certainly got my feet wet, but I also recognize how much further I still have to go.
    ...
    But the work isn’t done. As a formal part of sharing my project with others, I’m going to stick to the paperless production I’ve managed thus far and see what I can do online. I currently have many pending requests to join collaborative online communities where teachers already share project-based and 21st Century digital learning in K-12 classrooms around the globe. Although only one of these sites is specifically oriented to music educators, I look forward to continuing to participate and read about what other educators are doing in the hopes that collaboration opportunities and new ideas for use in my own classroom will present themselves through the process.
    Informally, however (and still in a paperless format), I plan on “talking up” my new experiences, thoughts, and plans for incorporating and learning about more of this kind of teaching when I meet with fellow music educators and ask questions about the kinds of things they’re doing, or are interested in trying when I find myself at music department meetings, professional development sessions, and music festivals around the state and county. I look forward to the conversations I may have with new colleagues I’ll inevitably meet at this year’s Winter NYSSMA conference, especially after sitting on a panel discussing innovative teaching with great minds and people I respect, and how this fits in with what else music educators are doing to keep our profession relevant and transformative.
    Becoming a Resource for Other Music Educators
    I do intend on publishing my project in a way that allows other music educators to use and adapt the ideas and resources I’ve put together for use in my classroom. In a small way, I have already started this process by using the internet to research, write and reflect, plan, and compile resources for this project. By joining my classmates wikis and linking to all of their blogs and webpages on my own blog, we have a small network in the making. Most of our projects are in some form on wiki pages that we can all access. Personally, I would like to draw up a more formalized looking “lesson plan” that is more user-friendly for say, a preservice teacher or other music educator outside of this class to be able to more readily navigate and understand at once glance. While I value the use of the wiki in organizing my own thoughts and planning stages for this project, I still need to learn more about how to set it up in a way to be able to do that. In the coming weeks, I plan on researching existing successful wikis (like those used in Flat Classrooms) to see how other educators are doing this.
    In the long term, I will be building a class webpage using Edublogs to both manage and publish my project once I get started with my students in the fall. By then, I will have written something intended for other people (such as parents and administrators) to read about the kinds of work we’ll be doing in guitar class. From there, I’ll be able to show fellow music educators everything from links to my original plan and wiki page to samples of current work and finished assessments, writing prompts, and publications that I don’t currently have in a finished format. One the most important pieces for others to see that I can’t even predict, is what the learning will look like and the kinds of ways students choose to exhibit and publish their own work. More than any planning I do, I believe it is the students that translate the vibrancy, engagement, and creativity when immersed in the work that makes it most exciting for other teachers to “get hooked”.

    (view changes)
    1:24 pm

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