NoteFlight

         Overall I found Noteflight to be a bit tedious as compared to other music notation software. It is unfortunate that the extended version has to be purchased to use the midi keyboard for entering notes, whereas with Muse Score, the midi keyboard can be used with the free downloadable version. Using the mouse or numbers on the computer keyboard can take a lot longer than using a midi keyboard. However, with that being said, I could definitely see the benefits for a program like this in an middle or high school general music or music technology classroom. Unlike Muse score, Finale, or Sibelius, this program could be viewed live as it was happening. As a teacher, it could be useful in actively helping students with composition projects while they are away from school. They could submit assignments through this website, rather than emailing them or only being able to submit them during class time. I personally don't necessarily see the benefit of this website for my own classes in an elementary instrumental band program where the students are beginners learning to play instruments for the first time. This type of technology may be above the academic level of most of my students. However, I do occasionally write short parts or transpose parts for my students using Muse Score.  If I am trying to work on composing something for my students to perform, this may be useful for me to work on from anywhere. I would not have to worry about brining my computer with me, but rather I could work on projects from any device with access to the Internet. Overall it is an interesting concept that I could easily see potential for. I would love to see if anyone is able to successfully integrate this into their music programs.

Anyone Can be Creative!

This week is all about creativity and improvisation. When people think of music, many times they immediately think of creativity. Even the specialist team at my school is nicknamed the "creative arts team". We are brought up as a society to believe that people are either born with the creative "gene" or they aren't. Further more it is the common belief that those who do not possess this "gene" cannot possibly have a talent for the arts. So many times in my classroom I have heard children say that they aren't creative, or they can't play something because they aren't "good" enough or don't have natural talent. Hearing things like this makes me very upset, so I have set personal goals to ensure that I support the students even when they feel that they can’t accomplish something. If they say “I can’t” I say only because you say you can’t, if you say you can then there is no limit to what you can do! I am fully aware that not every child will continue with music into college, or even into high school, but the important lesson to learn in any of the creative arts is to be confident in what you do and you will be successful!

What I liked most about the reading in Music Learning Today is how Bauer places an emphasis on everyone having the ability to be creative through music, even if it might not be musical performance. As Bauer (2014) states, us music teachers grew up as part of the 20% of students who were consistently involved in concert band, jazz band, wind ensemble, marching band, and other performing groups. Even today, I am still entwined specifically in performance groups since I teach instrumental music. I often (foolishly) forget that just because a student is not in band, orchestra, or chorus, that they could have a vast interest in music. Music technology courses can offer a perfect solution for these students. The problem I encounter with this solution is that I lack the skills or the resources to offer music technology as an option for non-performance music education. However, realistically, these classes would most likely not be offered until middle or high school when students can select electives that interest them.

I was so excited when I found out that this week we would be focusing on a program that I already use frequently! Finale or Sibelius are great software programs that I learned to use in undergrad, but they come with a hefty price tag. While I was teaching in Philadelphia, one of our professional developments was about using MuseScore. I have been using it ever since to write simple compositions or to transpose parts for my students. Thankfully, it is a fairly easy program that is very similar to Finale, which is my preferred music notation software. The story about the sophomore using music tech software in the beginning of chapter 3 in Music Learning Today caused me to start thinking that MuseScore would be perfect for students in my school district. Most students in my district have access to computers and the Internet, but unfortunately have a difficult time affording many extra expenses. Since this program is free, I feel like it would be something I could show to students to increase their creative abilities in improvisation and composition.

Improvisation is an important way to spark creativity with the students I teach. As stated in Music Learning Today, in order for a student’s creativity to be tapped, it is important that they learn to improvise and compose music of their own so they can see their full potential. The problem most students encounter is their own nerves when asked to “compose” music on the spot in front of an audience. If a student has never done this before, it can be an incredibly daunting task. The best way to introduce a child to improvisation and help them feel comfortable is to begin when they are very young. The longer a student is exposed to the improvisation process, the more comfortable they will feel as they grow older. Looking back on my personal musical journey, I regret not having more opportunities to improvise and wish I had began learning improvisation at a much younger age. 

This year I started introducing the idea of improvisation to my middle school orchestra. Orchestras tend to get left out when learning improvisation, but it is definitely an important skill for any musician regardless of their instrument. We played a piece called Pepperoni Pizza Rock, which includes a four measure solo section. This piece was great for aiding in improvisation because the key was easy, the chord changes were very simple, and the composer included a chart that indicated which notes the instruments could use. The four students who volunteered to perform solos did a great job and everyone got a chance to learn about improvisation in a fun and non-threatening way.             

Technology in the Classroom: Painful or Pertinent?

Integrating more technology into my lessons is, if I’m being honest with myself, something that truly causes me to panic. Although I am only 26 years old and the use of advanced technology is considered “normal” for people my age, the though of utilizing it in my classroom is something I have never considered.  I am very aware that there are fabulous resources available that could benefit my students, but because of the way I was taught how to play an instrument, and because of my “old fashioned” personality, I tend to stray away from implementing new ideas when teaching. The bottom line is, I just don’t feel like I have enough time to use technology, nor do I feel like I have enough training on new technologies that have become available since I was in school.

Being an elementary school instrumental music teacher in my school district means traveling. If you’re lucky, or have been in the district for many years, you will only have 1-2 schools that you visit during the week. However, as I’ve only been teaching in this district for three years, I have the privilege of teaching at four different schools; three elementary schools and one middle school. I love the diversity of the cultures, students, and staff that I work with, however when I have deadlines to meet and concerts to prepare for, but I’m only seeing the students for 45 minutes to an hour a week, I don’t feel as if it is worth it to use smart boards, software programs, or special music apps during class time. The other major concern I have is that I teach in primarily low economic areas in all title I schools. The schools do have technology budgeted for the building, however, with the lack of monetary resources, the budgets tend to go to the math, science, or reading departments, rather than the “special” departments. When there is money budgeted for instrumental music, I feel as if I should be spending it on new music, instrument repairs, and supplies rather than new technologies that I don’t see as necessary.

Bauer (2014), discusses everyone’s level of technology use as being digital natives, digital immigrants, or digital novices. Although I rarely use any technology in my classroom, aside from my laptop where I regularly use Microsoft Office programs, I still believe I am at digital immigrant. When I was growing up, the Internet did not exist, or if it did, it was not commonly used. I never had high-speed cable internet until I was in high school and certainly did not have a cell phone until I was 17 years old when I started driving (for safety purposes only). Now, I do have an iphone, an ipad, a MacBook Pro, and can effectively navigate the Internet with ease. I believe I would be able to “speak” technology with an “accent”, as Bauer states, meaning I could hold a conversation about certain technologies, but not be able to really use them to the best of my abilities while at school.

The types of technologies that interest me most are any apps that could assist in teaching instrumental music. Also getting to know more about smart boards and how I can integrate them into my lessons. The article, Learning Your Personal Network, highlighted podcasts and wikis as great sources for new ideas. Listening to or watching other teachers is probably my most effective way of learning new techniques. I did some of my best teaching after observing other teachers in action, so these tools may be very valuable to improving my lessons.

            Aside from all my worries, after reading the second chapter in Music Learning Today, I felt a bit better about my “tech struggle”. The beginning of this chapter outlined the basics of computers, and I was pleasantly surprised that I already knew about most of the components within a computer. Further more, the chapter also discussed peripheral devices such as monitors, scanners, printers, speakers, and headphones. I am well aware that these are just the basics and the material will get more complicated as the text progresses, however, having an understanding of the basics makes it easier to expand on the topic. Any small victory, in my opinion, can be seen as a positive, especially when I am so nervous at the overall topic of this course.

            It is my hope that this course can act as the professional development that is lacking at my schools. The professional development we receive now is mainly about testing, and usually pertains to subjects other than the creative and performing arts. In fact, during most professional developments I am asked to simply “join another content area” to assist them in their professional learning. As I stated earlier, I am anxious about integrating technology into my classroom, however I am very interested to learn about all the new tools available to enrich the students’ learning.

My First Blog Post

Here is my first blog post! This is more of a test than anything else... Welcome to Amanda's Auditorium!