Chapter 13
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  • 1. CHAPTER 13
    TECHNOLOGY IN MUSIC AND ART INSTRUCTION
  • 2. The arts in the information age
    Technology has always played a part in the arts. Over centuries, technology has provided tools, materials, and processes that have aided artists’ creative expression.
    2
  • 3. Why link school art programs with technology
    Four reasons for linking the goals of a school arts program with rapidly developing instructional technologies:
    • Expanded modes of expression
    • 4. Literacy for the information age
    • 5. Creative approaches to modern problems
    • 6. Arts as aesthetic balance
    Danielle Williams
    3
  • 7. WHAT IS TPACK
    TPACK - TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
    Questions surrounding (TPACK) for teachers often include “How does it relate to me?” and “What are the implications of knowing about TPACK in my content area?”
    (TPACK) in any discipline is the perfect union of three knowledge domains(content, pedagogy, and technology)to develop a knowledge base from which a teacher can view a lesson and see how technology can enhance learning opportunities and experiences for students.
    Danielle Williams
    4
  • 8. WHAT DOES TPACK LOOK LIKE IN ART ?
    In art education a teacher is incorporating the TPACK principles when he or she, fluent within a content area, readily introduces students to image editing tools such as Photoshop, thereby allowing them to develop their own pieces of art.
    This teacher knows the correct pedagogy for introducing the content and technology to the students.
    Danielle Williams
    5
  • 9. Issues and problems in art instruction
    As a result of lean economic times and an increase emphasis on reading and math, funding for arts education is at a all-time low.
    Teachers and school administrators have to stretch funds available for arts education.
    Funding for technology in art is especially difficult.
    Danielle Williams
    6
  • 10. Technology integration strategies for art
    THERE ARE NINE INTEGRATION STRATEGIES FOR ART:
    • Accessing art examples for classroom use
    • 11. Using teaching examples and materials
    • 12. Producing and manipulating digitized images
    • 13. Supporting graphic design and 3-D modeling
    • 14. Supporting desktop publishing with graphics
    • 15. Virtual field trips to art museums
    • 16. Creating movies as an art form
    • 17. Using computerized kilns
    • 18. Sharing students’ creative and research works
    Danielle Williams
    7
  • 19. What does tpack look like in music ?
    In music education, a teacher fluent in content knowledge and using the TPACK perspective might readily introduce Garage Band to allow students to develop their own compositions.
    Again this teacher knows the correct pedagogy for employing this technology.
    Danielle Williams
    8
  • 20. Issues and problems in music instruction
    In music education , the term music literacy usually means an ability to read standard music notation which in the past has discouraged kids because it is a difficult task.
    Today, the desktop music production software industry (e.g., Apple, Emagic, Cakewalk, Propellerheads, ) is helping accelerate a trend away from reliance on printed sheets and toward a sound artifact.
    This means that many of the discouraged students will now be able to participate in the schools music program as both composers and performers with little, if any, ability to read music.
    Danielle Williams
    9
  • 21. TECHNOLOGY Integration STRATEGIES FOR MUSIC
    THERE ARE FIVE INTERGRATING STRATEGIES FOR MUSIC:
    • Support for music composition and production
    • 22. Support for music performance
    • 23. Support for self-paced learning and practice
    • 24. Support for teaching music history
    • 25. Support for interdisciplinary strategies
    Danielle Williams
    10
  • 26. Areas of competency in music technology
    Electronic musical instruments (keyboards, controllers, synthesizers, samplers, sound reinforcement equipment)
    Music production: data types (MIDI, digital audio); processes (sequencing, looping, signal processing, sound design)
    Music notation software
    Technology assisted learning (instructional software, accompaniment/practice tools, internet-based learning)
    Multimedia: authoring (web pages, presentations, digital video); digital image capturing (scanning, still/video camera); Internet; electronic portfolios
    Productivity tools, classroom and lab management: productivity tools (word processing, spread sheets, database); computer systems (CPU, I/O devises, storage devices/ media); lab management systems; networks
    Danielle Williams
    11
  • 27. Menc standards
    Singing, alone and with others, a varied repertoire of music.
    Performing on instruments, alone and with others, a varied repertoire of music.
    Improving melodies, variations, and accompaniments.
    Composing and arranging music within specified guidelines.
    Reading and notating Music.
    Listening to, analyzing, and describing music.
    Evaluating music and music performances.
    Understanding relationships among music, and other arts, and disciplines outside the arts.
    Understanding music in relation to history and culture.
    Danielle Williams
    12
  • 28. Adapting for special needs
    For students with physical disabilities, determining physical motions and manipulations that are feasible and the types of interface controls (switches, sliders, potentiometers, and so on) that can be used is the first step in making art and music activities accessible.
    Danielle Williams
    13
  • 29. Virtual field trips to art museums
    Many museums around the world have sites where you can go on a virtual tour through the museum.
    It may not be the same as being there in person but for schools with limited funds it is the next best thing.
    Some sites let the students be the artist and students are able to post their own creations.
    Virtual field trips are a great way for students to gather examples of art and music from around the world.
    Danielle Williams
    14