This document discusses embedding digital technologies into the music classroom to support the new music national curriculum. It argues that digital technologies should encourage active, student-centered learning rather than just information delivery. The document then outlines what a "musical curriculum" could entail, focusing on building from student experiences and providing new, integrated, collaborative activities. Finally, it provides examples of how digital technologies can help teach key concepts from the national curriculum like practice, cultural understanding, creativity and communication.
This document lists different types of classrooms including BYOD, MOOC, flipped classroom, mobile classroom, global classroom, online classroom, un-flipped classroom, workshop classroom, hackers classroom, builders classroom, flipped role classroom, fortune cookie classroom, big brand classroom, and open classroom.
This document discusses emerging technologies including 3d printing, wearable technology, gestural computing, augmented reality, games-based learning, learner analytics, and the smart extended web. These technologies have the potential to transform education by making learning more engaging, personalized, and accessible through new interactive experiences and data insights. They also allow physical objects and digital content to be combined in new ways to enhance teaching and learning.
This document summarizes considerations and options for using tablet PCs in teaching. It discusses decisions around hardware features like convertible vs slate models and note-taking apps. It provides tips for using tablet PCs like inking lectures and annotating files. Online tutorials and resources are listed for learning more. Research findings show tablet PCs can benefit student learning by providing lecture notes and supporting group work, and increase participation and success in STEM fields.
The document contains a collection of motivational quotes about success, achievement, and self-confidence. Some of the key messages are that decisions are more impactful than wishes, life is too short to be insignificant, and believing in yourself is important for winning. Other quotes discuss taking action by starting small and not giving up, as well as choosing your destiny through hard work rather than waiting for it.
Dokumen ini berisi tentang perasaan cinta seseorang kepada orang lain. Hanya sedikit informasi yang diberikan namun intinya menyatakan perasaan sayang kepada seseorang.
Brief summary of Mitch Goodwin's teaching experience between 2004 and 2013. Brief description of his PhD project Dark Euphoria : The Neo Gothic Narrative of MillennialTechnoculture". Practice led reserach outcomes from his recent period of Special Studies Leave.
DESIGNING AN MUSICAL EDUCATIONAL SOFTWARE COMBINING TRADITIONAL MUSIC-PEDAGOG...IJITE
This paper presents the development of Synth4kids, a music educational software for music teachinglearning processes designed to be used for kids aged five to eight years. Synth4kids integrates elements
from the traditional music-pedagogical methods –Dalcroze Eurhythmics, Orff Schulwerk, Kodály Method–
along with features aligned with incorporating merging technologies in music education –augmented
reality, use of tangible interfaces / sensors, eye-tracking processes, QR-codes implementation, and
collaborative online music practices– providing new and extended ways of music-making, expression, and
learning to the young ages. As a pedagogical tool, it was designed with the ultimate goal to be
incorporated into musical-educational activities following a STEAM perspective, based on project-based,
inquiry and cooperative learning, transdisciplinarity, as well as game-based, and authentic problemsolving experiences.
This document lists different types of classrooms including BYOD, MOOC, flipped classroom, mobile classroom, global classroom, online classroom, un-flipped classroom, workshop classroom, hackers classroom, builders classroom, flipped role classroom, fortune cookie classroom, big brand classroom, and open classroom.
This document discusses emerging technologies including 3d printing, wearable technology, gestural computing, augmented reality, games-based learning, learner analytics, and the smart extended web. These technologies have the potential to transform education by making learning more engaging, personalized, and accessible through new interactive experiences and data insights. They also allow physical objects and digital content to be combined in new ways to enhance teaching and learning.
This document summarizes considerations and options for using tablet PCs in teaching. It discusses decisions around hardware features like convertible vs slate models and note-taking apps. It provides tips for using tablet PCs like inking lectures and annotating files. Online tutorials and resources are listed for learning more. Research findings show tablet PCs can benefit student learning by providing lecture notes and supporting group work, and increase participation and success in STEM fields.
The document contains a collection of motivational quotes about success, achievement, and self-confidence. Some of the key messages are that decisions are more impactful than wishes, life is too short to be insignificant, and believing in yourself is important for winning. Other quotes discuss taking action by starting small and not giving up, as well as choosing your destiny through hard work rather than waiting for it.
Dokumen ini berisi tentang perasaan cinta seseorang kepada orang lain. Hanya sedikit informasi yang diberikan namun intinya menyatakan perasaan sayang kepada seseorang.
Brief summary of Mitch Goodwin's teaching experience between 2004 and 2013. Brief description of his PhD project Dark Euphoria : The Neo Gothic Narrative of MillennialTechnoculture". Practice led reserach outcomes from his recent period of Special Studies Leave.
DESIGNING AN MUSICAL EDUCATIONAL SOFTWARE COMBINING TRADITIONAL MUSIC-PEDAGOG...IJITE
This paper presents the development of Synth4kids, a music educational software for music teachinglearning processes designed to be used for kids aged five to eight years. Synth4kids integrates elements
from the traditional music-pedagogical methods –Dalcroze Eurhythmics, Orff Schulwerk, Kodály Method–
along with features aligned with incorporating merging technologies in music education –augmented
reality, use of tangible interfaces / sensors, eye-tracking processes, QR-codes implementation, and
collaborative online music practices– providing new and extended ways of music-making, expression, and
learning to the young ages. As a pedagogical tool, it was designed with the ultimate goal to be
incorporated into musical-educational activities following a STEAM perspective, based on project-based,
inquiry and cooperative learning, transdisciplinarity, as well as game-based, and authentic problemsolving experiences.
This document discusses strategies for integrating technology into music and art curricula. For music, it identifies problems like outdated definitions of music literacy and standards, and proposes solutions such as using sequencing software for composition and notation software for performance. For art, it notes challenges like limited funding and accessing appropriate images, and recommends strategies like virtual field trips to museums and using tools like PowerPoint and websites to teach art history. Overall it emphasizes finding ways to incorporate popular music, technology, and digital tools into music and art education.
1. Educational technology has its origins in early human cultures that systematized knowledge and invented writing to record and transmit information.
2. Major developments include the printing press, photography, radio, television, computers, and the internet. These innovations have transformed education delivery.
3. There are different views of educational technology, including associations focused on audiovisual instruction, instructional design, technology/engineering education, and the role of computers in schools. Overall, educational technology combines processes and tools to address learning needs through standardized, reproducible systems.
This document provides a history of educational technology from the introduction of computers in schools in the 1960s to modern uses of technology in classrooms today. It describes how early computers were not well suited for education but that views changed over time. By the 1980s, computers like the Apple II were widely adopted in schools. Today, technologies like interactive whiteboards, mobile devices, and online media are commonly used as tools to enhance learning and engage students. However, critics note that technology integration faces challenges like lack of teacher training and limited access to resources. The conclusion discusses how educational technology aims to facilitate learning through appropriate uses of software, hardware, and internet applications as tools in teaching.
This document provides a history of educational technology from the introduction of computers in schools in the 1960s to modern uses of technology in the classroom. It describes how early computers were not well suited for education but that views changed over time. By the 1980s, computers like the Apple II were widely used and the internet became a valuable educational resource in the late 1990s. The document also discusses theories around how technology enhances learning, including constructivism, and notes technology should be used as a tool to promote higher-level thinking and collaboration, not simply for behaviorism.
This article summarizes a project using multimedia software in a secondary school art class. The teacher introduced Year 10 students to Mediator software to create pieces on the theme of "Movement". Students learned technical skills and engaged with examples from contemporary art and popular media. Most students produced sequenced images with sampled soundtracks, influenced more by popular works. While enjoying the project, students struggled to classify the digital work as "art". The project suggested multimedia can broaden students' understanding of art and help them engage with popular culture.
This document provides an overview of the history and definition of education technology. It discusses how education technology began with the use of films, radio, and television for instructional purposes. The development of microcomputers in the 1980s allowed digitized communication and networking to start in education. Today, common technologies used in classrooms include things like CD-ROMs, word processors, graphing calculators, and communication tools to enhance learning. Distance education has also benefited from technology allowing students to participate in classes anywhere.
This document provides information about a digital pedagogy workshop being held on August 12th from 11am to 12pm in the library conference room. The workshop will involve a conversation around bringing digital projects and tools into the community college classroom, including new methods and projects for integrating digital media. All departments are encouraged to attend for cross-disciplinary conversations on teaching with new media. The document also provides examples of possible digital tools, curriculums integrating digital pedagogy, and resources for further exploration.
LaGuardia New Media Technology Periodic Program ReviewJames Richardson
Every five to seven years academic degree programs in the CUNY system have to undergo a process called a Periodic Program Review (PPR). The PPR is an in depth look at the academic major under review from a programmatic, institutional, and industry wide perspective. The ultimate goal of the PPR is to begin an honest review of the program effectiveness which will then be used to help to guide the evolution of the major for the next five to seven years. As the sole full time New Media faculty member, the research and drafting of the report for the LaGuardia New Media Technology program became my responsibility.
This document contains summaries of three articles about using technology in music classrooms. The first article discusses how technology can encourage collaboration, augment interdisciplinary learning, and attract non-traditional students. It also provides low-cost examples using Skype, YouTube and graphic research. The second article examines how technology may transform music composition and could enhance but not replace traditional instruments. The third discusses benefits of technology for performing, composing, research and administration, but notes gaps in teacher training and resources for integrating technology effectively.
PPT Presentation by Proscovia 4th International Music Education Conference 21...RonaldNiwamanya
This document outlines a presentation on using information and communication technology (ICT) to support music education in Ugandan secondary schools. It discusses the challenges of limited ICT adoption in school music curriculums and identifies objectives like examining the benefits of ICT for music education. The presentation covers results like the roles of music teachers and how ICT can help motivate students and address cross-cutting issues. It concludes that ICT can promote creativity, confidence, and support interdisciplinary learning if teachers receive ICT training and schools improve infrastructure and resource management. Recommendations include establishing ICT units, collaborating on training, and strengthening partnerships to infuse ICT into traditional music lessons.
Making up Art, Videos and Fame: The Creation of Social Order in the Informal ...juliano spyer
Dissertation submitted in partial fulfilment of the requirements for the degree of MSc in Digital Anthropology (UCL) of the University of London in 2011. This research focused in an informal group called “YouTube beauty gurus”. They invest time and resources attracting attention to (and thus gaining publicity from) videos they produce mainly about how to perform makeup routines. I used the ethnographic material the research generated to analyse the production of social order in a virtual space where everyone has the same infrastructure to act. I drew from Munn’s (1986) theory of value to analyse a digital artefact called “Tag” used for bridging smaller networks of users through the spatiotemporal expansion of those who trade it. Gell’s (1998) theory of art provided the larger framing to examine video makeup tutorials, a sophisticated construct that entraps its audience by creating the impression of affinity of the guru with her viewers. The final chapter applied Munn’s phenomenological approach to map debates around performance, professionalization, friendship and beauty, which are central to this group’s. In all cases, the research confirmed that conceptualizing action as the origin of value creation represented a rich alternative to examine how this group engineers its social organization. Also, this work discusses methodological possibilities to conduct ethnographic research on YouTube.
This document discusses using digital storytelling as a project for English language students. It begins by providing background on digital storytelling and how the teacher created her own digital story to better understand the process. It then describes how the teacher implemented a digital storytelling project in her classroom over 12 weeks. Students wrote narratives, selected images, recorded voiceovers, and created final stories. The project aimed to improve language skills and build technology literacy and confidence. Students presented their digital stories at the end and provided feedback. The project was successful overall in motivating students and improving their skills and collaboration.
1. Educational technology can be classified as either material or non-material. Material technology includes traditional/low-tech materials like real objects, pictures, and models, as well as high-tech materials that use media equipment like educational television.
2. Non-material technology refers to theories, principles, methods, and strategies of teaching derived from educational research to facilitate learning.
3. Proper application of educational technology, whether material or non-material, can improve sensation and perception and lead to better learning outcomes according to research.
This document discusses modern instructional materials and their importance in teaching and learning. It defines modern instructional materials as any device with instructional content that is used for teaching, including audiovisual materials, scripts, computer programs, and more. The document outlines several types of modern materials, including radio, tape recorders, computers/internet, projectors, and their advantages and disadvantages. Some problems with modern materials are that they require teacher retraining, intellectual property is difficult to protect, and they are not always available or in good condition in schools due to issues like lack of funds, proper storage, and time constraints.
Personal Mobile Learning, Distance Learning Device Using DVB TechnologyKumara Sadana Putra
1. The document describes a proposed distance learning device called "Personal Mobile Learning" that uses DVB (Digital Video Broadcast) technology. It would allow students to receive instruction even when not in the same place and time as the teacher.
2. The design of the device is intended to be compact and portable so it does not hinder mobility. It would integrate with a laptop and allow users to both receive and transmit video, audio and images for distance learning purposes.
3. The proposed design went through several iterations including sketches, renderings, models and prototypes. The goal was to create a simple and futuristic looking device that combines the functions of television and personal computer to facilitate new forms of distance learning.
The document summarizes an instructional technology program that took place from December 2-4. It discusses the evolution of instructional technology from audio-visual tools in the 1920s-1930s to computers in the 1980s. It defines instructional technology as the application of learning theory and emerging technologies to solve instructional problems. The importance of instructional technology is explained through Dale's Cone of Learning, which instructors should consider when selecting technologies. Adding value to learning through pedagogically rich approaches is also discussed.
The following resources come from the 2009/10 B.Sc in Media Technology and Digital Broadcast (course number 2ELE0073) from the University of Hertfordshire. All the mini projects are designed as level two modules of the undergraduate programmes.
The objectives of this module are to demonstrate within a digital broadcast environment:
• an understanding of audio requirements for digital editing.
• an awareness of technical constraints for content management and creation.
• the creation of multitrack sound sequences.
Students will be provided with a library of audio samples captured from a range of sources from which they must select and edit into several short duration, professional quality, multitrack sound sequences. The project provides students with an awareness of current audio standards and also the need to appraise the technical content of source material. The project also introduces the use of contemporary digital authoring tools and processes.
IRJET- Music Genre Recognition using Convolution Neural NetworkIRJET Journal
1. The document describes a study that uses a Convolutional Neural Network (CNN) model to classify music genres based on labeled Mel spectrograms of audio clips.
2. A CNN model is trained on a dataset of 1000 audio clips across 10 genres. The trained model is then used to classify new, unlabeled audio clips by genre based on their Mel spectrogram representation.
3. CNNs are well-suited for this task as their convolutional layers can extract hierarchical features from the Mel spectrogram images that are indicative of different genres. The study aims to develop an automated music genre classification system using deep learning techniques.
Instructional technology and multimedia for learning in the 21st centuryNurkhamimi Zainuddin
This document discusses the evolution of instructional technology and its integration into teaching and learning. It covers how instructional technology has developed from educational computing in the 1960s to today's use of social media, blended learning, and multimedia applications. The document also outlines several instructional design models teachers can use to effectively integrate technology into their lessons, including the ADDIE model of analysis, design, development, implementation, and evaluation.
This document outlines the introduction chapter of a study on the effectiveness of using multimedia in teaching visual art education to secondary school students. It discusses the problem that visual art education is seen as less important than other subjects and students lack interest in it. The objectives are to determine multimedia's effectiveness, identify suitable teaching methods, and problems in teaching visual art. Research questions focus on these areas. Key terms like visual art education and multimedia are operationally defined. The study is limited to Form 4 students and compares traditional and multimedia teaching methods. The significance is that findings can improve the visual art curriculum's benefits.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This document discusses strategies for integrating technology into music and art curricula. For music, it identifies problems like outdated definitions of music literacy and standards, and proposes solutions such as using sequencing software for composition and notation software for performance. For art, it notes challenges like limited funding and accessing appropriate images, and recommends strategies like virtual field trips to museums and using tools like PowerPoint and websites to teach art history. Overall it emphasizes finding ways to incorporate popular music, technology, and digital tools into music and art education.
1. Educational technology has its origins in early human cultures that systematized knowledge and invented writing to record and transmit information.
2. Major developments include the printing press, photography, radio, television, computers, and the internet. These innovations have transformed education delivery.
3. There are different views of educational technology, including associations focused on audiovisual instruction, instructional design, technology/engineering education, and the role of computers in schools. Overall, educational technology combines processes and tools to address learning needs through standardized, reproducible systems.
This document provides a history of educational technology from the introduction of computers in schools in the 1960s to modern uses of technology in classrooms today. It describes how early computers were not well suited for education but that views changed over time. By the 1980s, computers like the Apple II were widely adopted in schools. Today, technologies like interactive whiteboards, mobile devices, and online media are commonly used as tools to enhance learning and engage students. However, critics note that technology integration faces challenges like lack of teacher training and limited access to resources. The conclusion discusses how educational technology aims to facilitate learning through appropriate uses of software, hardware, and internet applications as tools in teaching.
This document provides a history of educational technology from the introduction of computers in schools in the 1960s to modern uses of technology in the classroom. It describes how early computers were not well suited for education but that views changed over time. By the 1980s, computers like the Apple II were widely used and the internet became a valuable educational resource in the late 1990s. The document also discusses theories around how technology enhances learning, including constructivism, and notes technology should be used as a tool to promote higher-level thinking and collaboration, not simply for behaviorism.
This article summarizes a project using multimedia software in a secondary school art class. The teacher introduced Year 10 students to Mediator software to create pieces on the theme of "Movement". Students learned technical skills and engaged with examples from contemporary art and popular media. Most students produced sequenced images with sampled soundtracks, influenced more by popular works. While enjoying the project, students struggled to classify the digital work as "art". The project suggested multimedia can broaden students' understanding of art and help them engage with popular culture.
This document provides an overview of the history and definition of education technology. It discusses how education technology began with the use of films, radio, and television for instructional purposes. The development of microcomputers in the 1980s allowed digitized communication and networking to start in education. Today, common technologies used in classrooms include things like CD-ROMs, word processors, graphing calculators, and communication tools to enhance learning. Distance education has also benefited from technology allowing students to participate in classes anywhere.
This document provides information about a digital pedagogy workshop being held on August 12th from 11am to 12pm in the library conference room. The workshop will involve a conversation around bringing digital projects and tools into the community college classroom, including new methods and projects for integrating digital media. All departments are encouraged to attend for cross-disciplinary conversations on teaching with new media. The document also provides examples of possible digital tools, curriculums integrating digital pedagogy, and resources for further exploration.
LaGuardia New Media Technology Periodic Program ReviewJames Richardson
Every five to seven years academic degree programs in the CUNY system have to undergo a process called a Periodic Program Review (PPR). The PPR is an in depth look at the academic major under review from a programmatic, institutional, and industry wide perspective. The ultimate goal of the PPR is to begin an honest review of the program effectiveness which will then be used to help to guide the evolution of the major for the next five to seven years. As the sole full time New Media faculty member, the research and drafting of the report for the LaGuardia New Media Technology program became my responsibility.
This document contains summaries of three articles about using technology in music classrooms. The first article discusses how technology can encourage collaboration, augment interdisciplinary learning, and attract non-traditional students. It also provides low-cost examples using Skype, YouTube and graphic research. The second article examines how technology may transform music composition and could enhance but not replace traditional instruments. The third discusses benefits of technology for performing, composing, research and administration, but notes gaps in teacher training and resources for integrating technology effectively.
PPT Presentation by Proscovia 4th International Music Education Conference 21...RonaldNiwamanya
This document outlines a presentation on using information and communication technology (ICT) to support music education in Ugandan secondary schools. It discusses the challenges of limited ICT adoption in school music curriculums and identifies objectives like examining the benefits of ICT for music education. The presentation covers results like the roles of music teachers and how ICT can help motivate students and address cross-cutting issues. It concludes that ICT can promote creativity, confidence, and support interdisciplinary learning if teachers receive ICT training and schools improve infrastructure and resource management. Recommendations include establishing ICT units, collaborating on training, and strengthening partnerships to infuse ICT into traditional music lessons.
Making up Art, Videos and Fame: The Creation of Social Order in the Informal ...juliano spyer
Dissertation submitted in partial fulfilment of the requirements for the degree of MSc in Digital Anthropology (UCL) of the University of London in 2011. This research focused in an informal group called “YouTube beauty gurus”. They invest time and resources attracting attention to (and thus gaining publicity from) videos they produce mainly about how to perform makeup routines. I used the ethnographic material the research generated to analyse the production of social order in a virtual space where everyone has the same infrastructure to act. I drew from Munn’s (1986) theory of value to analyse a digital artefact called “Tag” used for bridging smaller networks of users through the spatiotemporal expansion of those who trade it. Gell’s (1998) theory of art provided the larger framing to examine video makeup tutorials, a sophisticated construct that entraps its audience by creating the impression of affinity of the guru with her viewers. The final chapter applied Munn’s phenomenological approach to map debates around performance, professionalization, friendship and beauty, which are central to this group’s. In all cases, the research confirmed that conceptualizing action as the origin of value creation represented a rich alternative to examine how this group engineers its social organization. Also, this work discusses methodological possibilities to conduct ethnographic research on YouTube.
This document discusses using digital storytelling as a project for English language students. It begins by providing background on digital storytelling and how the teacher created her own digital story to better understand the process. It then describes how the teacher implemented a digital storytelling project in her classroom over 12 weeks. Students wrote narratives, selected images, recorded voiceovers, and created final stories. The project aimed to improve language skills and build technology literacy and confidence. Students presented their digital stories at the end and provided feedback. The project was successful overall in motivating students and improving their skills and collaboration.
1. Educational technology can be classified as either material or non-material. Material technology includes traditional/low-tech materials like real objects, pictures, and models, as well as high-tech materials that use media equipment like educational television.
2. Non-material technology refers to theories, principles, methods, and strategies of teaching derived from educational research to facilitate learning.
3. Proper application of educational technology, whether material or non-material, can improve sensation and perception and lead to better learning outcomes according to research.
This document discusses modern instructional materials and their importance in teaching and learning. It defines modern instructional materials as any device with instructional content that is used for teaching, including audiovisual materials, scripts, computer programs, and more. The document outlines several types of modern materials, including radio, tape recorders, computers/internet, projectors, and their advantages and disadvantages. Some problems with modern materials are that they require teacher retraining, intellectual property is difficult to protect, and they are not always available or in good condition in schools due to issues like lack of funds, proper storage, and time constraints.
Personal Mobile Learning, Distance Learning Device Using DVB TechnologyKumara Sadana Putra
1. The document describes a proposed distance learning device called "Personal Mobile Learning" that uses DVB (Digital Video Broadcast) technology. It would allow students to receive instruction even when not in the same place and time as the teacher.
2. The design of the device is intended to be compact and portable so it does not hinder mobility. It would integrate with a laptop and allow users to both receive and transmit video, audio and images for distance learning purposes.
3. The proposed design went through several iterations including sketches, renderings, models and prototypes. The goal was to create a simple and futuristic looking device that combines the functions of television and personal computer to facilitate new forms of distance learning.
The document summarizes an instructional technology program that took place from December 2-4. It discusses the evolution of instructional technology from audio-visual tools in the 1920s-1930s to computers in the 1980s. It defines instructional technology as the application of learning theory and emerging technologies to solve instructional problems. The importance of instructional technology is explained through Dale's Cone of Learning, which instructors should consider when selecting technologies. Adding value to learning through pedagogically rich approaches is also discussed.
The following resources come from the 2009/10 B.Sc in Media Technology and Digital Broadcast (course number 2ELE0073) from the University of Hertfordshire. All the mini projects are designed as level two modules of the undergraduate programmes.
The objectives of this module are to demonstrate within a digital broadcast environment:
• an understanding of audio requirements for digital editing.
• an awareness of technical constraints for content management and creation.
• the creation of multitrack sound sequences.
Students will be provided with a library of audio samples captured from a range of sources from which they must select and edit into several short duration, professional quality, multitrack sound sequences. The project provides students with an awareness of current audio standards and also the need to appraise the technical content of source material. The project also introduces the use of contemporary digital authoring tools and processes.
IRJET- Music Genre Recognition using Convolution Neural NetworkIRJET Journal
1. The document describes a study that uses a Convolutional Neural Network (CNN) model to classify music genres based on labeled Mel spectrograms of audio clips.
2. A CNN model is trained on a dataset of 1000 audio clips across 10 genres. The trained model is then used to classify new, unlabeled audio clips by genre based on their Mel spectrogram representation.
3. CNNs are well-suited for this task as their convolutional layers can extract hierarchical features from the Mel spectrogram images that are indicative of different genres. The study aims to develop an automated music genre classification system using deep learning techniques.
Instructional technology and multimedia for learning in the 21st centuryNurkhamimi Zainuddin
This document discusses the evolution of instructional technology and its integration into teaching and learning. It covers how instructional technology has developed from educational computing in the 1960s to today's use of social media, blended learning, and multimedia applications. The document also outlines several instructional design models teachers can use to effectively integrate technology into their lessons, including the ADDIE model of analysis, design, development, implementation, and evaluation.
This document outlines the introduction chapter of a study on the effectiveness of using multimedia in teaching visual art education to secondary school students. It discusses the problem that visual art education is seen as less important than other subjects and students lack interest in it. The objectives are to determine multimedia's effectiveness, identify suitable teaching methods, and problems in teaching visual art. Research questions focus on these areas. Key terms like visual art education and multimedia are operationally defined. The study is limited to Form 4 students and compares traditional and multimedia teaching methods. The significance is that findings can improve the visual art curriculum's benefits.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
3.
Contents:
1. INTRODUCTION................................................................................................4
1.1. DIGITAL TECHNOLOGIES IN MUSIC EDUCATION............................................................. 4
1.2. A MUSICAL CURRICULUM......................................................................................................... 5
1.3. DIGITAL TECHNOLOGIES IN SUPPORT OF THE NATIONAL CURRICULUM.............. 7
2. PLANNING A UNIT OF WORK.....................................................................12
2.1. UNIT CHECKLIST........................................................................................................................ 13
2.2. A FLEXIBLE CURRICULUM FRAMEWORK:........................................................................ 14
2.3. EMBEDDING TECHNOLOGIES IN THE CURRICULUM .................................................... 19
2.3.1. Unit of work: A worked example.............................................................................................. 20
2.4. TEMPLATES:................................................................................................................................. 25
2.4.1. Curriculum map......................................................................................................................... 25
2.4.2. Sequence of learning .................................................................................................................. 26
2.4.3. Lesson plan ................................................................................................................................. 27
3. EXAMPLE RESOURCES:...............................................................................28
3.1. MOBILE APPLICATIONS ........................................................................................................... 28
3.2. NETWORKED LIVE PERFORMANCE..................................................................................... 28
3.3. COLLABORATION ONLINE ...................................................................................................... 28
3.4. SAMPLES/TEMPLATES .............................................................................................................. 28
3.5. PODCASTING RESOURCES: ..................................................................................................... 28
3.6. ORGANISATIONS......................................................................................................................... 29
3.7. BLOGS AND COMMUNITIES: ................................................................................................... 29
3.8. MAGAZINES:................................................................................................................................. 29
4. REFERENCES...................................................................................................30
3
5. “encourage active learning, knowledge construction, inquiry, and exploration on the part of
the student, as opposed to being exposed to information delivery systems” (Greaesser,
Chipman et al. 2008: 211).
Before turning to how digital technologies can be used to help provide students with
a meaningful musical education we will review what this idea of a ‘musical’
curriculum might be within the context of the new music national curriculum.
1.2. A MUSICAL CURRICULUM
Many writers have discussed the idea of a musical curriculum (see Mills, 2005;
Swanwick 1999). However, the key aspects I wish to pick up on are those that clearly
emanate from the new National Curriculum. Within this context, a musical
curriculum can be thought of as one that:
a) builds upon students’ previous experiences and
b) provides new practical, integrated and collaborative activities.
This perspective seeks to emphasise the idea that musical experience is something
that all people have. A ‘musical’ curriculum engages all students in “doing music:
making it, creating it, responding to it” (Mills 2005 p2).
At the same time, it is clear that music in school should flow from the key concepts
outlined in the statutory content of the curriculum documentation. Pupils
knowledge, skills and understanding in and of music depends upon these ‘concepts’
or aspects of music: Integration of practice, Cultural understanding, Critical
understanding, Creativity and Communication.
One useful way of thinking about these concepts is to draw on Christopher Small’s
proposal that music should be viewed as an ‘act’ and not a ‘thing’. The act of
musicking (Small 1998) focuses on performing, not the performance, composing and
not the composition and listening, not ‘the sound’. He suggests that the term
musicking could be used to describe every meaningful act related to music. In a
western classical context this could include performers, concert organisers, the
audience and even program sellers. This is helpful because we can begin to see the
relationships between the many different aspects (key concepts).
When children compose meaningful music, they are involved in a dialogue between
the individual as composer and listener, the emerging work, the culture that has
produced the composer and the setting in which the transaction takes place (Barrett
2003). Figure 1.0 brings together these relationships; between the individual as
musician and composer, the work, the culture and the setting. Interactions occur
5
6. both clockwise, anti‐clockwise, and along the radii as illustrated by the gradually
blending colour palette.
Individual
Creativity Personal engagement
A hearing of ‘a performance’
Stimulus
Creating
Making
Freedoms and constraints
Responding
Culture Meaningful ‘A Work’
Musical tastes, music The ‘composition’
traditions
and tools
Structured
problem Realised art
The ‘performance’
Communication Setting
A classroom/
the place
of Musicking
Figure 1.0: Meaningful musical activity in the secondary classroom
The key ‘activities’ of a musical curriculum are performing, composing, listening
and collaborating. Another way of thinking about them is creating, making and
responding individually and as a group (central section). To make a piece of music in
a way that integrates composing and performing you first have to create it! Also,
when this music is created and made both in a group or as an individual there will
undoubtedly be a response to it!
When making music it is common practice for teachers to provide instruction that
can help to guide to students. Too many options can hinder the creative process.
Structured problems, such as a predefined brief or carefully selected instruments, can
help individuals to start from their experience and introduce constraints that can
guide the process of decision‐making (Johnson‐Laird 1988). At the same time new
experiences, sounds, instruments, people or other artworks can provide stimuli that
keep things fresh and exciting. Different local, national and international musical
tastes, traditions and tools provide an unlimited supply of such stimuli.
Understanding about other musical settings and cultures only becomes meaningful
6
8.
Table 1.0: Types of digital technologies and their definitions
Technology type Definition
Mobile systems Allow access to digital data and communications
platforms from small devices that can be easily
transported between different locations.
Web based services Have broad applications, which draw on the
internet’s storage, communication/presentation,
transmission and search capabilities.
Computer‐based Provide specific functions within software
tools environments directed at the completion of tasks
more effectively or more efficiently.
Hardware or user Provide for individuals or groups means of
interfaces interaction with the digital technologies. It should be
noted that some hardware interfaces are still
analogue, and thus fit outside our notion of
computer‐based technologies. However, these
interfaces are increasingly based around digital
microprocessors.
In her discussion of the opportunities presented by mobile technologies, Baxter
(2007) presents the mobile phone as a platform which enables students to store and
transport their composition products as mp3’s for listening outside the classroom. It
is reported that the use of phones in this way coincided with large numbers of
students working collaboratively in ways such as; listening to and offering critiques
of peers’ developing ideas, making comparisons with professional works,
internalising musical phrases, rehearsing performances and selecting sounds. Baxter
notes that students were able to take pride in the music they had produced (p.59)
and were motivated to create work outside the curriculum timetable. It is fair to
conclude that mobile technologies offer a way to make links between students’
musical experiences inside and out of the classroom. Baxter’s work suggests that
mobile technologies provide opportunities for individual and collaborative work,
permit the integration of practical activities and foster student motivation through
positive interactions with the subject.
Seddon’s (2007) study of the ‘Musit Interactive’ music sequencing package, a tool
based program which has an added feature enabling text communication within the
package, found that participants with no prior experience of music‐sequencing were
able to compose collaboratively via email. They created finished compositions
within six 25 minute sessions. Networked environments such as jam2jam (Dillon and
8
11. Table 1.1: Types of digital technologies that may support musical curricula
Technology Technology Tool example Source
type group
Mobile mp31 players IPOD, Creative Zen, (Roberts 2005; Horn 2006;
Systems Ashworth 2007; Vardy and
Kervin 2007)
Mobile Mobile Iphone, Nokia, Motorolla, (Roberts 2005; Ashworth
Systems phones Samsung 2007; Baxter 2007)
Web Based E‐portfolio’s, NUMU, Teaching music, (Manning 2007; Ruthman
Services Blogs and PBWiki, Wordpress 2007; Waters 2007;
wikis Ashworth 2008; Kirkman
2008; Savage 2008)
Web Based e‐learning Musit Interactive (Lou, Dedic et al. 2003;
Services platforms Brickell and Herrington
2006; Seddon 2007; Rhode
2008)
Web Based Networking Firstclass, Jam2Jam, Impromptu, (Dillon 2003; Cook,
Services platforms ChucK, Audicle Davidson et al. 2005;
Sorensen 2005; Brown and
Dillon 2007; Dillon 2007;
Kirkman 2007)
Computer‐ Multimodal Cubase, Logic, Sibelius, Finale, (Folkestad 1996; Seddon
Based Tools computer Wavelab, Cool Edit Pro and OʹNeill 2003;
workstation Folkestad and Nilson 2005;
software Reynolds 2005; Kirkman
2007; Gall and Breeze 2008)
Computer‐ DJ software E‐Jay, Virtual DJ (Dillon 2004; Gall and
Based Tools Breeze 2008; Green 2008)
Hardware MIDI devices Keyboards (MK149) Controllers (Reese 2001; OʹNeill and
User (Korg nanoPAD), Mixers Seddon 2003; Gall and
Interfaces (BCF2000) Breeze 2007; Kirkman
2007)
Hardware Analogue‐ IO2, FA101, Audigy 2, MQT (Reynolds 2003; Gall and
User Digital audio Breeze 2005; Field 2007;
Interfaces devices Kirkman 2007)
Hardware DJ systems Turntable, Digital mixer (Challis 2007)
User
Interfaces
Hardware Extended use Nintendo DS + Korg DS‐10, Wii (Moore 2008)
User theramin
Interfaces
1
Mp3 – Stands for ‘Media Player 3’ file. This is a standard digital format for storing musical sound
performances.
11
12. 2. PLANNING A UNIT OF WORK
With careful planning it is possible to construct an adaptable framework within
which individual lessons provide students with the freedom they need to be
creative, motivated and musical. Such a framework is structured to address the
needs of the curriculum and flexible enough to meet each student’s needs. The aim
of the unit is to demonstrate a working out of the key concepts into realistic
classroom activities, which promote learning through the integration of digital
technologies. Before turning to this we will look briefly at the process of planning
followed in this case.
Curriculum planning can be thought of using the metaphor of archery from where
we borrow much of the language. Your learner priorities are the main goals that you
will ‘aim’ towards (think of them as an archery target that you line up to hit with
your bow and arrow). Progress towards these priorities is demonstrated by achieved
‘outcomes’ or ‘objectives’ (you fire a shot…maybe you hit the outer circle of the
target). Achievement of your priority is demonstrated by a fully achieved target
(...you get a bullseye!).
Smart goals are specific short‐term goals that clearly identify what will be done or
what will be produced as work proceeds towards achieving your priorities. You
will also ‘aim’ at these smart goals (think of them as small adjustments of your bow
just before firing) and you know when you have done them (you point your arrow
down a bit).
SMART Goals:
S ‐ specific: clearly defined and understandable to all involved in
the action
M ‐ meaningful: They are relevant both to individuals and the
group. They involve specific actions within a clear structure.
A ‐ achievable action: It can be done within the limits of time,
resources, knowledge, skill and understanding of participants
R ‐ rewarding: work towards the goal will be satisfying and once
completed, it will be recognised as an achievement
T ‐ time‐sensitive: enough time is available to achieve them (but
not too much)
For further resources on smart goals see:
http://www.projectsmart.co.uk and http://www.goal-setting-guide.com
12
13. 2.1. UNIT CHECKLIST
Use the following list to translate the unit framework into your setting. Once you
have answered the questions you can use the framework map to highlight the areas
on which your students need to focus during this unit.
Planning checklist
Starting off:
1. What are your learners like now?
2. What are your priorities for this year?
3. What do you want your learners to achieve next?
Surveying the land:
4. What resources do you have available?
5. What is the timescale for this unit?
Setting up:
6. What skills and strategies do your learners need to develop?
7. What do your learners need to know?
8. What do your learners need to understand?
Defining your targets:
9. What will you focus on during this unit?
10. What will your learners be like when you have completed the unit?
Lining up
11. What instruction do you need to provide?
12. What learning activities do they need?
Bringing it together:
13. How will you organise the curriculum to achieve your priorities?
Safety checks:
14. What skills, knowledge or understanding do teachers and support staff need to
deliver the unit?
Take the shot
15. Implement the curriculum using SMART goals
Line up for a second shot
16. Review progress toward your main priorities and make SMART adjustments as
needed
13
14.
2.2. A FLEXIBLE CURRICULUM FRAMEWORK:
The idea behind this unit is that the key concepts and not the content are at the
forefront of the design. It should be noted that this is only one way of mapping out
the concepts and skills into a unit map. The focus at each phase in the unit shifts
between concepts, processes and skills. However, it has already been noted that
these are not separate activities but depend upon each other. Thus, the emphasis
may be on creativity while at the same time students are developing their critical
understanding and team work skills as they engage in a performance focussed
activity. The phases are for focus and clarity only. They are not mutually exclusive.
Figure 2.0 shows a unit framework for activities over 10 a week period. Each phase
is a two week block. Each phase has a practice focus and lesson focus points that are
drawn from the key concepts. Below this, figure 3.1 illustrates the way different
technology types can be used to support activities that can focus on each of the
different key concepts. Detail on each aspect of the technology map is provided in
table 2.0. Links to relevant websites are provided in the resources section. You will
notice that the key concepts are mapped through the practical activities of listening,
composing, performing and collaborating. This is to reflect the nature of the musical
curriculum digital technologies can support: key concepts 1.2 – 1.5 are embedded
within practical musical activity.
14
15. Phase: Stimulus Ideas Development PLTS Transition
Practice
Focus: Perform Compose Listen Collaborate Revise & extend
Independent
LESSON FOCUS POINTS
Stimulus for Evaluate: Evaluate:
Groundwork enquiry
for critical creativity cultural critical
understanding understanding
understanding
Structuring for Team work
communication Reflective
Groundwork learners
Self-managers
for cultural
Combine
understanding
with other Effective
art forms participators
Creativity: cross
Creative thinkers
discipline work
Timeline
2 weeks 2 weeks 2 weeks 2 weeks 2 weeks
Key: Key concepts PLTS
Figure 2.0: A curriculum map showing key concepts, practice focus and PLTS
15
16. Key concepts
1.2 Cultural Understanding 1.3 Critical Understanding 1.4 Creativity 1.5 Communication
1.1 Integration of practice
Listening Composing Performing Collaborating
1 2 3 4 5 6 7
8 9 User interfaces 10 Web based services
Mobile systems (MOS) Computer-based
tools (CBT) (HUI) (WBS)
11
12
Figure 2.1: Digital Technologies Digital Technologies
Mapped to Key Concepts
16
17. Table 2.0: Key to Digital Technologies Mapped to Key Concepts
Link Link Opportunity for support Resources/Examples
No.
1 Listening‐ Listening activities can be transferred to Requires computer for
Mobile students’ mobile phones, mp3 players or pen transfer
systems drives for homework
2 Listening‐ Computer based tools allow students to i) See resources section for
Computer‐ listen to their work, ii) can provide templates suggestions
based tools for modeling and iii) can be used to allow
students to control how they listen during
aural activities.
3 Composing‐ Computer‐based tools allow students to see See the resources section for
Computer‐ their unfolding composition in different suggestions
based tools screens, record multiple tracks print or save
their work and work with synchronous
video.
4 Performing‐ Many mobile phones include applications for See the resources section for
Mobile sound synthesis. Some of these hold great suggestions
systems potential as performance devices. See also
applications for the Nintendo DS
5 Performing‐ As well as the most obvious keyboard Korg Nanopad, Korg
Hardware interfaces digital pads, knobs, buttons and NanoKontrol, Various
User sliders offer many ways to interact with keyboard devices, Yamaha
Interfaces music in a hands on way. Many web forums Tenori
offer support. Interactive whiteboards and
computer‐projectors can be used to assist
class and group performances.
6 Collaborating‐ Some platforms allow users to collaborate Examples include Jam2Jam
Hardware live via hardware interfaces. This setting can and TamTam. See also mrmr
User be thought of as a live band or orchestra for iphone.
Interfaces situation.
7 Collaborating‐ Collaboration via email, fileshare or Exampels include Firstclass,
Web Based messaging services provides a non real‐time email, Windows Messenger.
Services and more considered way to collaborate. See also Jamstudio and
Noteflight. Networking
environments such as NUMU,
Facebook, Ning or twitter can
also be helpful. Web pages
and Wikis can also be good
source of information.
8 Mobile Linking mobile systems to computer‐based See built in phone
systems ‐ tools can provide ways of listening to and applications & resources
Computer‐ even adding to your developing work. section
based tools
17
18.
Link Link Opportunity for support Resources/Examples
No.
9 Computer‐ Linking together computer‐based tools and Behringer B series, M‐Audio
based tools ‐ hardware user interfaces allows students to trigger finger, Akai WHI‐USB,
Hardware engage with the music as a more hands on Roland FC‐300, TECH21 Foot
User activity. Different interfaces provide controller, Numark Total
Interfaces different modes of interaction so a variety Control DJ Controller.
of interfaces would be preferable.
10 Hardware Systems such as Jam2Jam and TamTam can See MIDI controllers,
User utilize MIDI controllers to get a more hands collaboration online and and
Interfaces ‐ on feel. Networked live performance
Web Based in the resources section
Services
11 Computer‐ i) Good templates and stimulus material i) See resources section
based tools ‐ can be downloaded from many web ii/iii) Networking sites such as
Web Based forums. ii) Uploading work in progress is a NUMU, Ning and school
Services good way to encourage and generate website
feedback. iii) Publishing finished work on iv) See ‘podcasting resources’
web forums as student e‐portfolios can help in resources section
to motivate provides resources for future
projects and creates resources for other
students. How about a weekly school
podcast!
12 Mobile Linking mobile systems with web based Twitter, Mobile Fotos and
systems ‐ Web services allows access to musical material Facebook mobile are examples
Based for homework or out of music lessons (try of applications that provide
Services playing through a phone your group’s ways of sending information
recorded performance piece over the web to and from phones. Try also
via a podcast to accompany a drama!) Shoutcast and Youtube.
18
20. 2.3.1. Unit of work: a worked example
Unit of work: ‘Freedom’
Aims: To explore notions of music, creativity and freedom in different contexts
Week Practice focus Lesson focus Suggested content Technology Key Process focus Assessment
points opportunities & outcome
1‐2 Perform Groundwork ‐The Spiritual (eg Deep 1, 2, 4 or 5: As a class use 2.1b, 2.2a Formative
for critical river, Swing low) mobile system/s, Knowledge of how assessment of
understanding ‐Bob Marley: Song of hardware user interface/s music is used to performances
freedom album or computer‐based tool/s build community
‐Film music: Amazing as accompaniment to a (eg collective
Grace (Newton’s ‘freedom song’. singing/playing,
Amazing lyrics, events) and
Grace/Tchaikovsky’s express ideas
Groundwork “Morning Prayer) or 6 or 7: use collaboration 2.1c, 3e Experience
for cultural Braveheart opportunities to work and share different
understanding ‐The Music – “Freedom with students in another approaches to
Fighters” cultural context. using music for
‐Soul music: Woman of promoting human
the Ghetto ‐ Marlena rights
Shaw Knowledge of
different
conventions
20
21. Week Practice focus Lesson focus Suggested content Technology Key Process focus Assessment
points opportunities & outcome
3‐4 Compose Stimulus for Begin composing work 7 Use human trafficking 2.1e, 3d Knowledge
creativity related to ‘freedom’. i) stimulus from the web: of relevant stylistic
video/mp3/website/pictu
film score ii) spiritual iii) conventions (eg.
fusion of different re. Reggae rhythms,
cultural styles (use 3, 8, 4, 5‐9 Store work staff notation if
experience from using mobile systems or appropriate, etc.)
collaboration last week) computer‐based tools
Structuring for Continue composing 2 Listen to previous 2.1d develop and
communication work. Focus on how the work extend ideas
music is building 3 record new ideas
community or 5 collaborate on ideas
expressing an idea (week
1)
Combine with Present composition as a 5 perform as dramatic 2.3e, 2.1b perform Summative
other art forms performance event piece live using with control of assessment of
Hardware user interfaces instrument‐specific cultural and
11, 12 upload from techniques and critical
mobile system or musical expression understanding
computer‐based tool to
website and present as
part of a web
presentation/ page
21
22.
Week Practice focus Lesson focus Suggested content Technology Key Process focus Assessment
points opportunities & outcome
5‐6 Listen Evaluate: Use knowledge of 1 Using mobile devices 2.2c communicate
cultural different conventions to to store work, evaluate ideas using
understanding evaluate ‘success’ of individual work for expressive
performance homework language and
musical vocabulary
2.1g identify
expressive use of
elements, devices,
tonalities and
structures
22
23.
Week Practice focus Lesson focus Suggested content Technology Key Process focus Assessment
points opportunities & outcome
7‐8 Collaborate Independent Collaborate by sharing As required: 1‐12 2.2d adapt musical Formative
inquiry individual performances ideas, refine and reviews each
Team work and compositions to Homework collaboration improve their own lesson.
Self managers create group using mobile systems work.
Effective presentations on the and web based services
participators topic of ‘freedom’.
Creativity: cross Collaborate across 5, 6, 7, 11, 12 ‐ use using 2.2d adapt musical
discipline work subjects: mobile systems and web ideas, refine and
Geography – based services to improve their own
Interdependence collaborate across time work.
(political connections and space 3f the use fo music
between places) technologies to
Citizenship – Democracy create, manipulate
& Justice and refine sounds
ICT – communication &
collaboration
Modern foreign
languages – linguistic
competence & creativity
23
24.
Week Practice focus Lesson focus Suggested content Technology Key Process focus Assessment
points opportunities & outcome
9‐10 Revise & Evaluate critical Compare music from 7 Review peers work on Reviews Summative
extend understanding weeks 1 and 2 with the web demonstrating assessment of
completed understanding of reviews
individual/group/cross how music can help
discipline work. Discuss to build community
conventions, language,
elements, devices,
structures , different
contexts and personal
experiences of
collaboration. Successes
and points for
improvement.
Reflective 7 Upload compositions 3g property rights.
learners to the web and create 3e consideration of
copyright free resource context
bank
Creative Construction of personal 1‐12 as appropriate 3a performance Summative
thinkers e‐portfolio from ‘work activity within and assessment of
during freedom’ unit. beyond the personal
classroom portfolio
Personal extension
projects:
Personal web sites
Continued collaboration
with students from week
2
Involvement in charity
work
24
26. 2.4.2. Sequence of learning
Unit of work:
Aims:
Week Practice Lesson focus Content Technology Key Process Assessment
focus points opportunities focus & outcome
26
27. 2.4.3. Lesson plan
Unit of work:
Aims:
Week Practice Lesson focus Content Technology Key Process Assessment
focus points opportunities focus & outcome
Lesson aim:
Resources:
Lesson content:
Understanding All
Some
Most
Knowledge All
Some
Most
Processes/Skills All
Some
Most
Time Activity
Extension work
Homework
27
29. Publishing:
Libcast ‐ http://www.libcast.com/
List of sites ‐ http://www.libsuccess.org/index.php?title=Podcasting
Shoutcast ‐ http://www.shoutcast.com/
Youtube ‐ http://www.youtube.com/
Content management systems:
Wordpress ‐ http://wordpress.com/
Drupal ‐ http://drupal.org/
Jaws ‐ http://www.jaws‐project.com/
Comparison site ‐ http://www.cmsmatrix.org/
3.6. ORGANISATIONS
http://atmionline.org/ ‐ Association for technology in music instruction
http://www.isme.org ‐ The International society for music education
http://www.menc.org/ ‐ The National Association for Music Education (US)
http://www.midi.org/ ‐ The MIDI Manufacturers Association (MMA)
http://musicalcreativity.com ‐ The MENC Creativity Research Interest Group
http://www.name2.org.uk –National Association of Music Educators (UK)
http://www.ti‐me.org/ ‐ Technology Institute for Music Educators (TI:ME)
http://www.futurelab.org.uk – Futurelab
3.7. BLOGS AND COMMUNITIES:
http://www.teachingmusic.org.uk ‐ Collaborative teacher blog
http://www.numu.org.uk/ ‐ Community for young people
http://etobiasblog.musiced.net/
http://jsavage.org.uk/
http://weblog.siba.fi/msalavuo/
http://www.alexruthmann.com/blog/
http://www.kirki.co.uk
3.8. MAGAZINES:
http://metmagazine.com/ ‐ Music education technology Magazine
http://www.futuremusic.co.uk/ ‐ Futuremusic
http://www.soundonsound.com/ ‐ Sound on Sound
http://mixonline.com/ ‐ Mix Magazine
http://www.musictechmag.co.uk/ ‐ Music Tech Magazine
http://www.wired.com/ ‐ Wired
29