Interactivity #4

I chose the “Compose a Phrase” lesson plan because it has clear curriculum goals. There were three main goals: 1) teaching students how to play G and C scales on the keyboard, 2) helping each student to play from the piano book pp.23-51 and 3) challenging students to compose a short notation project using Sibelius software. Also this lesson plan has a lot of use in digital technology such as computers, Sibelius software, digital camera and projector which can grab students’ attention easily. This lesson definitely supports many of NJ Core Curriculum Content Standards.

In my opinion, there was no gap between the curriculum goals, teaching strategies, and technologies used. Because the writer of this lesson plan used each technology on the appropriate teaching strategies, the achievement of the curriculum goals was the natural outcome. For example, she used Sibelius software after teaching students notes in G and C scales. By the time, students were very confident with using these scales and working with Sibelius could motivate students to apply what they learned to the real composition. The usage of electronic keyboards was a great idea, too. It really helps students to play the instrument to remember notes in scales rather than just reading and listening.         

The technologies that were used in this lesson plan were essential to achieve the curriculum goals in authenticity. Without electronic keyboards or Sibelius software on the computers, students would not be able to actively participate in music making. The whole curriculum goals were written based on the use of these technologies. Without these technologies, the curriculum goals would be possible to achieve in 40 minutes as it was planned. Perhaps it is possible, but it would take much longer to achieve it.   

URL of my spread sheet 

https://docs.google.com/spreadsheet/ccc?key=0AizMSVGMihqtdFgzYkEwVXVfb1BwOUgzdF9EOXl2MEE

Interactivity #3

The group process required by this interactivity was authentic collaborative and all of us worked together to fill the spreadsheet with our personal knowledge on music technology. We came up with ideas and reasonably listed names of technology and websites. I was not familiar with some of technologies and I learned many new sources through this project. The final inventory of our spreadsheet is Karaoke software website by Allison. Through this program, you can sing, record, watch and listen to yourself singing. 

Reading through the list, I was amazed at how many technological supports I can get for music teaching. Some of them inspire me to use them for actual music teaching. For example, Virtual Keyboard website, introduced by Ryan Freid was a great tool for kids to learn the keyboard. On this "virtual" keyboard, there are different sound options like flute, guitar and strings. Children will love spending time on music learning with this program. Since letter names are written on the keyboard nicely, students can learn letter names on the keyboard without a teacher. 

This complete technology inventory can serve my purposes in READ 411 (Language and Literacy). Music has its own literate world with musical vocabularies. Music teachers must test students' basic musical terms and in order to do that, I need a good website to support their study. Virginia Tech Multimedia Music Dictionary was introduced by Patricia Bruno and this website will guide students to find the answer whenever they do not know what a certain musical word means. 

This collaboration was good for all of us, because we could share our information on music technology and we learned a lot from each other.  

Interactivity #2



In 1900's, the invention of TV probably made the classroom more fun and diverse, however it is sad to see that this many students had to sit in front of a tiny little Television to figure out what they were talking about. 



Image source: (Pop Rocks/https://e-folio.web.virginia.edu/Q-folio/1/EDIS542/2006Fall-1/cs/UserItems/beb5z_1069.html)

Use of technology in music classroom

Using technology in the classroom opens many doors for young music students.
It grabs their attention faster and easier, proving music is not a boring traditional labor, but an enjoyable game in the world of sounds. If educators use this musical techonology in proper ways in teaching, music class would provide much more fun in learning for our students. We cannot buy all the fancy techonology system for our students, but some are affordable. Technological music products must be purchased in extra care because it is almost imposible to update devices often. It can be one of teacher's required abilities to buy proper device that really help students learning in long term. Digital equipment such as Roland RMP 12 can provide percussion sound both inside and outside the classroom without taking too much room. Music creation software helps students composing with different instruments. Finally, I would like to have a good recording system in my music classroom. Use of technology in music classroom is increased and now it is very hard to imagine a good music classroom without a good music technology device. It helps students as well as teachers.

Interactivity #1: Technology as Autobiography

STEP 1

#1: Laptop       #2: Cell phone                         #3: Navigation (GPS)

STEP2

Olivia’s famous technology tools are ipod, cellphone, myspace and online games. She does not own the computer but by using it in school and her friend’s house, she learned how to use it and how to enjoy it. There were only few students in her class who have a computer. Even in New Jersey, poor areas and poor school exist. Students cannot have their own computer and they rely on school to give instruction with technology. Olivia is very interested in learning new things especially using the computer and other technologies to create her own identity. Even though she does not have a computer, she is motivated to learn it and she figured out many things by herself without a teacher. Olivia teaches me that technology attracts young people and if they want, they can learn it fast and be well on it easily. I should use technology more when I teach music to grab their attentions. Also, her “big sister” Dawn, learns from Olivia about the technology, which means, when I teach in my classrooms, my students will know more about technology than I do. They are more interested in using the technology in my opinion and I feel that she spends more time with it even though I do own my computer.

STEP 3

MUSIC PRODUCTION, SOUND PRODUCTION, FILM PRODUCTION, WRITING, READING, PHONE, GAME, MUSIC, TWITTER, TEXTING, PICTURES, ASSIGNMENTS, CREATING IDEANTITY.

STEP 4

The three most influential communications technologies in my life are (1) my laptop, (2) cellphone and (3) the navigation

#1 My Laptop: I use my laptop for 5 hours a day, checking e-mails and doing homeworks. Because I do not watch the TV, I see the latest news and watch videos on my laptop. That is how it shapes my life for better. However, sometimes I waste my time when I spend too much time with it. I use it almost every morning and night. I wish I could spend more time on book readings.

#2 Cell phone: The second most influential communications technology is my cell phone. I try to charge my phone frequently because I have to pick up the phone whenever my boyfriend calls me from Korea. My cell phone is our only communication tool. On the other hand, the cell phone is very annoying when it is ringing while I am in the class and when I am concentrated on something.

#3 Navigation (GPS): I spend many hours in my car going to new places. Whenever I drive, I turn it on and use it to find the direction. The paper map does not work well with me. However, it sometimes guides me to take a local road and eventually it takes longer than I expected.              

Through using the laptop, I learn new information about people I know (facebook), about professors’ opinions on projects (email), and about what is going on in the world by watching news. Using my cell phone, I can talk to my friends. The navigation gives me the information of the direction while I am in the car.

There are similarities and differences between me and young people in the video with the usage of technology. The similarities are that both of us use the technology in order to get some kind of information. We use it for our homework assignments and school projects. Also, it is similar that the technology takes an important part in all our life. Some young people said that “I cannot live without my laptop,” and “my cellphone is like my third hand.” I do not think that we cannot survive without it, but it is obvious that it will be much uncomfortable living without it for all of us. Finally, we all form and shape our identity through the usage of technology. We enjoy using technology and get benefits out of it.   

However, it seems like young people use the technology more for fun than I use my technology for that. I use these communications technology in order to get information and communication for the most of times. I do not play the game or spend too much time with websites like myspace or facebook. In addition, some young people in both videos loved making and listening to music with their ipods and computers, but I do not love listening to music while I am using my laptop, cellphone or the navigation. I rather listen to music in the car while I am driving.