Storify

Assignment: Using Storify, students will use various social and multimedia components to create a digital story about a recent concert from one of the Michigan State University College of Music ensembles.

Uses in the classroom: Students will assemble various media posts available online to create a digital synopsis of the performance containing video, pictures, social media posts, and possible sound recordings.

The story should contain social media posts relevant to the performance, biographical information on at least one of the composers, video of the performance (if publicly available), video or audio samples of some of the other works performed. A brief evaluation of the performance should be included (if attended). If not attended, program notes on one of the pieces should be included that describe the music in detail.

Finished stories can be shared with the rest of class for learning purposes.

Issues to consider: Performances may or may not be recorded professionally and, if so, will need to be acquired legally. Copyright will need to be explained to all students to avoid illegal distribution (if the concert was recorded--it is also possible that music being performed may be old enough to be in the public domain). However, as the purpose of the recording is for educational and critique purposes, fair-use may be in play.

It may be worthwhile to organize a class trip to a large performance for interested students to make it easier for students to attend a performance.

A sample of a Storify presentation is available below or here.

Copyright:

Digital story created using Storify

Kindergarters learn digital art by Kevin Jarrett, hosted by Flickr and shared via Creative Commons.

12 Principles of Multimedia Learning. (n.d.). Retrieved December 7, 2014, from http://hartford.edu/academics/faculty/fcld/data/documentation/technology/presentation/powerpoint/12_principles_multimedia.pdf

Can Technology Change Education? Yes!: Raj Dhingra at TEDxBend. (n.d.). Retrieved December 7, 2014, from https://www.youtube.com/watch?v=l0s_M6xKxNc

K.K. Music Identity Project. (2014, March 13). Retrieved December 7, 2014, from https://soundcloud.com/kakoza17/k-k-music-identity-project-1

Larson, L., Miller, T., & Ribble, M. (2009). 5 Considerations for Digital Age Leaders. Retrieved December 7, 2014, from http://www.digitalcitizenship.net/uploads/LLDecArticle.pdf

RSA Animate - Changing Education Paradigms. (n.d.). Retrieved December 7, 2014, from https://www.youtube.com/watch?v=zDZFcDGpL4U

Technology in the Classroom: Digital Media. (n.d.). Retrieved December 7, 2014, from https://www.youtube.com/watch?v=HbVKPhVCRFI

Using Digital Media to Extend the Classroom Beyond School. (n.d.). Retrieved December 7, 2014, from https://www.youtube.com/watch?v=xeNoj7hbjAk

Diversity Mind Map

Assignment: Students will use online resource Gliffy (or other appropriate program) to create a mind map showing the diverse backgrounds of the students in their own ensemble. Using this mind map, students will then need to develop teaching/leadership strategies that may used to help embrace all of those backgrounds while preparing chamber music performances.

Uses in the classroom: Though students will need to create their mind map using information gained from their peers via discussion, recognize relationships between backgrounds, and construct meaningful plans based on that research, the real benefit in the assignment is increasing students awareness of those around them and their ability to not only embrace that diversity but to find a way to thrive in it.

This assignment is also mean to foster leadership and independent learning skills as students rehearse their music with minimal teacher guidance.

Issues to consider: Students will need access to the internet to at least create mind maps and possibly to help understand student backgrounds they have not previously encountered. Students will also require adequate time to meet with their peers to adequately interview them and learn about their similarities/differences (it may be necessary to provide students with guidance in what types of questions to ask).

It is assumed that all students already have appropriate small ensemble music and at least one veteran member with adequate experience to help guide others through learning.

An example of a mind map related to diversity can be seen below. A larger, easier to read version is also available here.

Copyright:

Mind map created using Gliffy

Assistive Technology for Kids with Learning Disabilities: An Overview. (n.d.). Retrieved December 6, 2014, from http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview

Diversity. (n.d.). Retrieved December 6, 2014, from https://www.nde-ed.org/TeachingResources/ClassroomTips/Diversity.htm

Hudson, D. (n.d.). Diverse Hands Painting. Retrieved December 5, 2014, from http://www.publicdomainpictures.net/view-image.php?image=85761&picture=diverse-hands-painting

Strategies for Working with Diverse Students: A Research Review. (n.d.). Retrieved December 4, 2014, from http://www.montgomeryschoolsmd.org/uploadedFiles/departments/clusteradmin/equity/Strategies%20for%20Working%20with%20Diverse%20Learners.pdf

Create/Edit Image

Assignment:  Students will use image editing software to create visually appealing images (using copyright friendly images) meant for use in recruitment posters. Posters will also need to contain very brief and concise information about the instrument meant to make viewers interested in playing or at least learning more about the instrument.

Uses in the classroom: Though a part of the music curriculum, this project may be done in conjunction with either building art or technology teachers and may fulfill benchmarks in multiple discipline areas.

Students will need to select the most engaging information about their instrument and, using their copyright friendly image, design a poster that catches the viewers eye but also quickly communicates a message and invites further learning. Pictures used in the recruitment poster should somehow be edited to demonstrate understanding of image altering techniques. Examples of some techniques (B&W, adding text, replace colors, image cropping, and adjust brightness/contrast) can be found below.

By incorporating cross-curricular activities, students can experience the relationships between disciplines in ways they may not typically encounter.

Posters can be displayed in elementary buildings where younger students can see them to help inspire curiosity about the band program.

Issues to consider: Students will need access to image editing software (e.g. Photoshop) and, possibly, a digital camera. This assignment, if done with a high school performance ensemble, will also need to be done at a time of year when rehearsal time can be spared without worry of impacting an upcoming performance (after a year-end spring concert or after a holiday concert may be adequate).

All images will need to be copyright friendly. It is encouraged that students simply create their own images.

A constant supporter of music education, Hobbit the Wonder-Corgi jumps for joy whenever students can incorporate the arts into their lives!

Copyright:

Above french horn image has been altered from the original using Adobe Photoshop and Pixlr Express. Original French horn image "Paris" created by Axel Buhrmann and shared under Creative Common Attribution License 2.0.

Above corgi created by loving corgi parents in the fall of 2007. Images, however, created by her doting owner.

Infographics/How to Practice

Assignment: Beginning band members should use the included infographic while practicing at home to make sure you are practicing thoroughly. Parents can also use this guide when helping their child at home.

Uses in the classroom: Beginning band students not only need to be taught how to play their instrument, but also how to practice it at home. The included infographic is meant to be a help guide to young students as they begin practicing at home. Students should first identify what their area of focus will be then follow the steps in that category. As they are playing, students must evaluate their performance and review any needed areas.

As an in-class exercise, students can also partner up with someone else where one will role-play as the teacher giving a lesson and the other as the student. The "teacher" will be required to demonstrate proper playing and use the infographic to help solve problems.

Issues to consider: Students will need access to their instrument and music in addition to a quiet place to have focused practice. While parents are often able to help with math or reading at home, many are unsure how to help with music. The included infographic is meant to not only help students but also provide a road map to new music parents so they know what their child should be doing.

It is also critical to remember that not all students will achieve at the same rate. Failure to perform up to a certain level does not necessarily mean improvement has not been made. The teacher should focus on consistent improvement rather than simple performance quality.
 
easel.ly

Copyright: 

The above infographic made my the author using Easelly.

Instructional Video on Mouthpiece Buzzing

Assignment: Review the basics of buzzing the mouthpiece as part of a regular warm-up routine.

Uses in the classroom: Mouthpiece buzzing should be a regular part of every brass players daily routine and should be done in some capacity every day in the classroom. However, younger students may need guidance in exactly how to properly buzz and older students may need a refresher as they can easily neglect this skill as it seems so basic.

After watching the video in class, students should be able to identify key points and paraphrase instructions. With practice (and possible regular review of the included video at home), students should also be able to distinguish both good and bad buzz sounds.

The true value in this instructional video is in students being able to review at home while practicing proper buzzing technique.

Issues to consider: Students will need reliable access to the internet at home in order to review the material. It is also recommended that, if possible, students record their own practice sessions and listen to them as listening to recorded practice sessions offer the ability to listen critically multiple times and construct adequate practice strategies.

 

Copyright:

Canzon Septimi Toni No. 1 by Gabrieli, performed by Tower Brass of Chicago shared under Creative Commons license and accessed from:

https://archive.org/details/TowerBrassofChicago

Trumpet image taken by John Kovacich shared via public domain and accessed from:

http://www.publicdomainpictures.net/view-image.php?image=68900&picture=trumpet

All other images/sounds created by the author.

Digital Storytelling/Good Practice Habits

Assignment: Good practice habits/scales learned with assistance from digital story.

Uses in the classroom: Using strategies learned in class, students will demonstrate understanding of how to practice and mastery of appropriate scales by performing for the teacher. All scales should be memorized and performed at an appropriate, consistent tempo. It will be the students responsibility to schedule practice time as appropriate to fit their needs.  The video included below illustrates both how a student should and should not approach their preparation.

The use of digital storytelling is meant to underscore in a fun but observable way the benefits of thought-out practice habits and perils of procrastination.

Issues to consider: Students will need to consider all possible scales when selecting which ones will be most appropriate for them. Students should also be realistic early in the process about things they may need assistance with and request tutoring as needed.

Students will also need to take a realistic look at their personal schedules and make appropriate time to practice. Students who give themselves a longer period of time to absorb, memorize, and master the content will most certainly perform at a higher level than those who put off learning to the last minute (see video for example).


Copyright:

Morning Mood from Peer Gynt by Edvard Grieg - public domain, accessed from:

Grieg: Peer Gynt: Act III Prelude (Morning Mood) (Masur) : DWTKenInNY : Free Download & Streaming : Internet Archive. (n.d.). Retrieved October 30, 2014, from https://archive.org/details/GriegPeerGyntActIiiPreludemorningMoodmasur

Flight of the Bumblebee by P.I. Tchaikovsky - public domain, accessed from:

Flight of the Bumblebee : The US Army Band : Free Download & Streaming : Internet Archive. (n.d.). Retrieved October 30, 2014, from https://archive.org/details/FlightOfTheBumblebee

Piano Sonata No. 2, Op. 35, III. Lento Funeral March by Chopin - public domain, accessed from:

Frederic Chopin - Piano Sonata No. 2, Op. 35, III. Lento Funeral March (From The Fighting Temptations) : Free Download & Streaming : Internet Archive. (n.d.). Retrieved October 30, 2014, from https://archive.org/details/FredericChopinPianoSonataNo.2Op.35III.LentoFuneralMarchFromTheFightingTemptations

Sunset Over Town photograph by Kratochvil - public domain, accessed from: 

Kratochvil, P. (n.d.). Sunset Over Town. Retrieved November 1, 2014, from http://www.publicdomainpictures.net/view-image.php?image=6252&picture=sunset-over-town

All other pictures and sound files created by the author.

Audacity Screencast

Assignment: Music as Identity Audacity tutorial

Uses in the classroom: Using materials handed out in class, students will use Audacity to assemble previously chosen audio clips and recorded narration (previously written) explaining why this music represents them. These sound files will create a short audio example representing the student through music.

Issues to consider: You will need all handouts from class explaining details of the assignment, a computer with Audacity, a microphone, headphones, and copyright-friendly musical examples. Though a great program, Audacity can be complicated if you try to do everything it's capable of doing. Focus only on the requirements of the assignment and don't be afraid to use Audacity's help section if you have any questions.

In addition to the step-by-step guide provided in class, use the tutorial below to see how some of the things you'll be doing in this assignment are done.

Copyright:

Distributed under Creative Commons Attribution:

Audacity: Free Audio Editor and Recorder. (n.d.). Retrieved October 29, 2014, from http://audacity.sourceforge.net/

Audacity: Documentation and Support. (n.d.). Retrieved October 29, 2014, from http://audacity.sourceforge.net/help/

Public domain:

Billie Holiday – “They Can’t Take That Away From Me”. (n.d.). Retrieved October 29, 2014, from http://publicdomain4u.com/billie-holiday-count-basie-they-cant-take-that-away-from-me-jazz-big-band-music-mp3-download

Louis Armstrong & His All-Stars – “Struttin’ With Some Barbecue”. (n.d.). Retrieved October 29, 2014, from http://publicdomain4u.com/louis-armstrong-all-his-stars-struttin-with-some-barbecue/mp3-download

Step-by-step guide and screencast created by the author.

Talking Photograph

Assignment: Talking Photograph

Uses in the classroom: Using a copyright-friendly photograph (which includes one of your own taking) and Fotobabble, students will create a short presentation describing their instrument to a beginning band student or parent. Students will write a script quickly describing the instrument physically, compare and contrast the instrument with others, and explaining what makes the instrument fun to play.

Issues to consider: You will need a computer with a microphone or a smart phone and the Fotobabble app. You will only have 60 seconds of audio so be concise in your script. This is only a BRIEF clip so say your information and move on to the next piece. You cannot edit audio so having your script in front of you is recommended.

Example: The following example about the kazoo is included here for your help.

Copyright: This image created by the author.