Technology in the Music Classroom
MUPP 595-101 (2 Credit)
Shenandoah Conservatory Summer
Graduate Studies
July 9th – July 20th
2007
1:15-3:45pm M-F
Room RH111
Instructors:
Dr. Lee Whitmore (leew@soundtree.com)
Dr. James Frankel (jtfrankel@hotmail.com)
Mr. Bradley Smith (brad@musictechsmith.com)
Course Description
Students in this course will come away with a
functional knowledge of how technology can be effectively integrated into a
music curriculum. By utilizing
many of the most current software titles and a state-of-the-art music
technology lab, this hands-on course will introduce students to various
strategies for enhancing musical learning and instruction.
Course Prerequisite(s)
While certainly beneficial, no prior knowledge
of, experience with, or coursework in music technology is necessary.
Course Objectives
- Students
will gain an understanding of the effective integration of technology in
the music classroom
- Students
will utilize various Computer-Aided Instruction software titles, discuss
possible pedagogical uses, and create a technology-based lesson plan
- Students
will learn how to use the notation software program Sibelius, and will demonstrate their
learning by creating a composition, transcription, or arrangement for use
within an educational setting
- Students
will learn how to use the loop-based sequencing program GarageBand, and will demonstrate their
learning by composing an original piece and then burning the finished work
to a CD-R
- Students
will create an educational podcast using GarageBand 3.0 and post it to their own
podcasting website
Instructional Materials
Required Textbooks
Rudolph, T.E. (2004). Teaching Music With Technology, 2nd
Ed. Chicago: GIA Publications
Watson, Scott (Ed.). (2005). Technology
Guide for Music Educators
Suggested
Readings
Teaching Classroom Music in the Keyboard
Lab
by James Frankel, 2004 – SoundTree Publications.
Technology Strategies for Music Education 2nd
Edition
by Rudolph, Mash & Williams, 2005.
TI:ME Publications.
Experiencing Music Technology: Software,
Data, and Hardware,
3rd Edition, 2004 - by David Williams &
Peter Webster - Wadsworth Publishing - comes with CD ROM.
Strategies for Teaching: Technology -compiled and edited
by Sam Reese, Kimberly McCord, and Kimberly Walls, 2001 – MENC
Publications.
Spotlight on Technology in the Music
Classroom – edited by Elizabeth Pontiff, 2003 - MENC Publications.
Applications of Research in Music
Technology- edited by William Berz & Judith Bowman, 1994 - MENC
Publications.
The Digital Classroom – edited by
David T. Gordon, 2000 – Harvard Education Letter.
Oversold and Underused: Computers in the
Classroom by Larry Cuban, 2001 – Harvard University Press.
The Flickering Mind: The False Promise of
Technology in the Classroom and How Learning Can Be Saved by Todd Oppenheimer,
2003 – Random House.
Free Culture: How Big Media Technology and
the Law To Lock Down Culture and Control Creativity by Lawrence Lessig,
2004 – The Penguin Press.
The Future Of Music: Manifesto for the
Digital Music Revolution by David Kusek and Gerd Leonhard, 2005 – Berklee
Press.
Computers and the Music Educator by David Mash, 1996 -
SoundTree Publications.
Finding Funds for Music Technology by Thomas Rudolph,
2000 - SoundTree Publications.
Failure to Connect by Jane M. Healy,
1999 - Touchstone Books.
Growing Up Digital by Don Tapscott, 1998
– McGraw Hill Publishing.
Digital Divide by David Bolt &
Ray Crawford, 2000 – TV Books.
Attendance Policy
Consistent class attendance is indicative of
professional interest and is expected of all students. Tardiness noted. Students who do not attend 25% of the
scheduled sessions will not fulfill the participation requirement and will
receive the grade of F. University excused absences are only excused with the
submission of official documentation.
Make Up Policy
Assignments missed due to absence may be made up
with the professorŐs consent, but on the studentŐs initiative. All assignments submitted late will
receive partial credit.
Assignments more than one week late will not be accepted.
Course Syllabus
Session One (July 9th):
General
Introduction/Expectations/Overview of Course
What is Music Technology? - A brief history.
Discuss applications of music technology in
the music classroom.
Assignment: Read
Chapter 1 & Chapter 14.
Post response to Question #1 on the Class Blog
located at:
http://shenandoah.musiced.net/
Session Two (July 10th):
Software for the Elementary School Music Classroom
A review of readily available general music
software titles specifically geared for younger children, including: Making
Music, Making More Music, Music Ace Maestro, Sibelius StarClass, Sibelius
Instruments and many more.
Assignment: Read
Chapter 15.
Post response to Question #2 on the Class Blog
located at:
http://shenandoah.musiced.net/
Session Three (July 11th):
Software for the Middle/High School Music
Classroom
A review of some more advanced general music
software titles, specifically geared for older students, including: Essentials
of Music Theory, Practica Musica, Sibelius Compass, ClearVue Music Series,
AlfredŐs Interactive Musician, Band-in-a-Box and Rock, Rap and Roll.
Assignment: PROJECT
#1: Technology-Based Lesson Plan.
Session Four (July 12th):
Introduction to Notation Software
Discussion on the advantages/disadvantages of
notation software in regard to the composition process.
Tutorial on how to use Sibelius.
Assignment: Read
Chapter 7
Post response to Question #3 on the Class Blog
located at:
http://shenandoah.musiced.net/
Session Five: (July 13th):
Teaching with Notation Software
A review of some of the many teaching
applications that notation software affords, including worksheets,
composition exercises, and other project ideas. Discuss expectations for PROJECT
#2: COMPOSITION WITH NOTATION SOFTWARE.
Assignment: Read
Chapter 8 & Chapter 12.
Post response to Question #4 on the Class Blog
located at:
http://shenandoah.musiced.net/
Begin work on PROJECT #2: COMPOSITION WITH
NOTATION SOFTWARE.
Session Six (July 16th):
Notation Software – Advanced Features
Demonstration of some of the more advanced
features of Sibelius including composing full scores, extracting parts, web
publishing, adding lyrics, and recording.
Assignment: Finish
on PROJECT #2.
Post response to Question #5 on the Class Blog
located at:
http://shenandoah.musiced.net/
Session Seven (July 17th):
Utilizing GarageBand in the Music Classroom
An in-depth look at GarageBand and all of itŐs basic
functions.
Assignment: Read
Chapter 2
Post response to Question #6 on the Class Blog
located at:
http://shenandoah.musiced.net/
Podcasting in the Music Classroom
An overview of how to create podcasts, publish podcasts on
iTunes or a website, and some educational applications of podcasting.
Assignment: Complete PROJECT #3:
GarageBand COMPOSITION. See
Project #3 Guidelines.
Post response to Question #7 on the Class Blog
located at:
http://shenandoah.musiced.net/
Session Nine (July 19th):
Advanced Features of GarageBand
A closer look at GarageBand with an in-depth look at some
of the more advanced features of the program.
Assignment: Work
on PROJECT
#3: GarageBand COMPOSITION. See
Project #3 Guidelines.
Post response to Question #8 on the Class Blog
located at:
http://shenandoah.musiced.net/
Session Ten: (July 20th):
Presentation of Projects
Students will share one of their
three projects with the class and give a detailed description
of how it could be implemented
into a music curriculum.
Brainstorming and discussion to
follow each presentation.
Assignment: Post
your reactions to the course on the Class Blog.
Basis for Evaluation
EVALUATION
& ASSESSMENT CRITERIA
The following is a breakdown of the criteria
that will be used to assess your work for this course. If you have any
questions or concerns about the criteria, please make an appointment to speak
with me, or email me. Project descriptions for each project are listed below.
-Attendance
at all class sessions is expected.
If you are absent for a class session, you will be required to complete
an additional project.
-Responses
to the eight discussion questions: 1.25 points each – 10 points
-Project
#1 & Project #3 – 25 points each
-Project #2 – 40 points
Total: 100 points
Project Guidelines
Guidelines for Project
#1
For this project, you are required to create a
lesson plan that fully integrates technology into the teaching of a given
musical concept. This lesson plan
can be for any grade level, K-20.
For example, if you were to teach a unit on Native American music, you
should look for elements of that subject matter that can be enhanced through
the use of technology. This might
include websites, CD-ROM titles, and some of the software that we have
previewed in class. Although we
have not looked at notational software at this point, you might have the
students compose their own piece of music based on the characteristics of a
certain Native American tribe.
It
is the intention of this project to give you a Ňreal-lifeÓ application of
technology in the music classroom. This project is worth 25 points.
Technology-Based
Lesson Plan
Your lesson plan should include the following:
- OBJECTIVE-What are the exact skills or knowledge that
the students will take away from this lesson.
- PURPOSE-How does this lesson fit
into the unit? into the curriculum?
- MATERIALS NEEDED-What will you need in
order to effectively teach this lesson (include what technology, websites,
software you will use)
- ANTICIPATORY SET-What opening activity will
you use to get the students focused?
- PROCEDURE-Describe the sequence in
which the learning & instruction will take place.
- CHECK FOR STUDENT
UNDERSTANDING-How
will you know if the children understand?
- CLOSURE-Students summarize how
they can connect this information to what has been previously learned? to
be learned?
- EXTENSIONS-What further learning
activities will reinforce the knowledge they have gained?
Please
give specific ways that you will use the technology in your lesson plan. This should come in the ANTICIPATORY
SET, the PROCEDURE part, or possibly in the EXTENSIONS part. The point of this lesson unit is to see
how you will creatively utilize technology to teach a given aspect of music,
not to see whether or not you can write a lesson plan.
Project #1 is due on Thursday, July 12th 2007.
Guidelines for
Project #2
The requirements
for that project are as follows:
Compose or arrange a musical work that is realized through computer
software. Submit the piece on
audiotape or CD along with a printout of the score. The score should contain all markings (phrasing, dynamics,
articulations, etc.) that render the piece performable by another
musician. The musical work or
arrangement may be in any style form, as long as standard guidelines for voice
leading are observed; arrangements should demonstrate creative interpretation of
the given material. The piece
should not exceed three minutes in length.
You
should use any notation software that you feel comfortable with, but it should
be able to fulfill all of the above requirements. This project is worth 40 points.
Project
#2 is due on Tuesday, July 17th 2007.
GarageBand
Project
This
project serves as an introduction to GarageBand. Students will create a composition that incorporates the
following:
á
At
least one GarageBand loop.
á
At
least one imported audio file.
á
At
least two minutes in length.
á
At
least one track of MIDI information.
á
All
projects must be imported into iTunes and handed in on CD-R.
This
project is worth 25 points.
Project
#3 is due on Friday, July 20th 2007 submitted on CD-R.
Academic dishonesty in any form, including plagiarism and giving or
receiving unauthorized assistance in academic work, is prohibited.
All students at Shenandoah University are
responsible for upholding the Honor Code.
The Honor Code is a system of conduct that reflects the core principles
and values that the University has established regarding individual
responsibility and matters involving honorable conduct. Violations of the Honor
Code include the following general areas:
cheating, plagiarism, falsification, tampering with records, forgery,
and withholding information. It is
every studentŐs responsibility to report any violations that he or she observes
to the professor or the Honor Court.
Please see the Student Handbook for more specific information.
Disclosure of Disability:
If you need course adaptations or accommodations
because of a disability, if you have emergency medical information to share
with me, or if you need special arrangements in case the building must be
evacuated, please notify me within the first two weeks of the semester by
making an appointment with me as soon as possible. In addition, if you need classroom accommodations, please
contact the Coordinator of 504/ADA Services.
Health Issues
Students are expected to maintain a state of health
that permits them to function in the instruction offered. Proper nutrition and adequate rest form
the basis for this condition.
Privacy:
In compliance with the Family Educational Rights
and Privacy Act of 1974, students must authorize contact between faculty
members and their parents/guardians.
Forms are available in the Conservatory Office and must be signed prior
to any discussions.
I have received, read, and understand the nature
of and requirements for:
Course Number
and Name
Signature Date