Integrating Technology into the Elementary Music Classroom: A Course For Elementary Teachers Taught By An Elementary Teacher / Course Dates: / Monday through Friday, July :15- 5:45 pm / Thursday, July 9 7:00-9:30 pm / Course Dates: / Monday through Friday, July :15- 5:45 pm / Thursday, July 9 7:00-9:30 pm

Contacts: / Amy M. Burns, Adjunct Faculty / / Website: / Blog: / Cell Phone (973)  Course website:  Course Blog: / Amy M. Burns, Adjunct Faculty / / Website: / Blog: / Cell Phone (973)  Course website:  Course Blog:

Evaluation & Assessment Criteria / -Attendance at all class sessions is expected. Any absences need to be approved by the Dean of the Music School. / -Responses to the four discussion questions: 5 points each = 20 points / -Assignments #1, 2, 3, 4 – 15 points each = 60 points / -Assignment #5 – 20 points / Total: 100 points / -Attendance at all class sessions is expected. Any absences need to be approved by the Dean of the Music School. / -Responses to the four discussion questions: 5 points each = 20 points / -Assignments #1, 2, 3, 4 – 15 points each = 60 points / -Assignment #5 – 20 points / Total: 100 points

TI:ME / /

Day 1: Technology in the Music Classroom

Popular reasons for not using technology in the elementary grades: / I do not have enough time to learn all of the software out there / It will replace a part of my music curriculum / My students are too young to use technology / I only have one computer…How could I possibly incorporate music technology into my elementary music classroom? / I do not have enough time to learn all of the software out there / It will replace a part of my music curriculum / My students are too young to use technology / I only have one computer…How could I possibly incorporate music technology into my elementary music classroom?

Technology should enhance your music curriculum! “New technologies hold the key to improved music learning. If a teacher places the tools of technology into the students’ hands, it will guide them to active music making” (Rudolph, Richmond, Mash, & Williams, 1997, p. 1) / Pick your favorite unit and add a technological component / Do not build a unit around music technology / Instead… / Find one way to incorporate music technology into your favorite musical unit / Pick your favorite unit and add a technological component / Do not build a unit around music technology / Instead… / Find one way to incorporate music technology into your favorite musical unit

Benefits for adding technology to your K-8 Music Classroom: / Enhance your musical units Reinforce musical skills that are being taught in the lesson Excellent assessment tool

Accomplish The National Association for Music Education’s National Standards for Music Education (MENC): (retrieved on August 1, 2008, from ) Accomplish The National Association for Music Education’s National Standards for Music Education (MENC): (retrieved on August 1, 2008, from ) 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments. 4. Composing and arranging music within specified guidelines. 5. Reading and notating music. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture.

Most Importantly… Your students will enjoy the technology activities that you incorporate into your music lessons!

Music Technology in the Classroom / CDs, CD players, DVDs, / Computers / Electronic keyboards / Websites / Software / Internet / Podcasts / Wikispaces / Blogs / Guitar Hero or Wii Music / CDs, CD players, DVDs, / Computers / Electronic keyboards / Websites / Software / Internet / Podcasts / Wikispaces / Blogs / Guitar Hero or Wii Music

Music Technology in the Classroom / Crayons of Music Education / Yamaha Research: / Long and short term music achievement, as evidenced in standardized tests, is significantly increased when compared to existing approaches of classroom music. / Students who received hands-on instruction had greater comprehension of musical concepts compared with students taught with traditional approaches and methods. / Music instructions provided through a technology assisted program contributes to a sense of professional development and personal growth on the part of the music educators. / Additional outcomes of the study showed that technology improved student concentration, maximized time on-task, developed and enhanced cooperative learning, and fostered higher level thinking skills. / Crayons of Music Education / Yamaha Research: / Long and short term music achievement, as evidenced in standardized tests, is significantly increased when compared to existing approaches of classroom music. / Students who received hands-on instruction had greater comprehension of musical concepts compared with students taught with traditional approaches and methods. / Music instructions provided through a technology assisted program contributes to a sense of professional development and personal growth on the part of the music educators. / Additional outcomes of the study showed that technology improved student concentration, maximized time on-task, developed and enhanced cooperative learning, and fostered higher level thinking skills.

4. Composing and arranging music within specified guidelines. Research with 2nd grade general music class The EX2 showed the most statistical significant difference with a 48.7% increase in correct answers. EX1=16.7% and CG=46% increase in correct answers. Music Ace and Finale NotePad Research with 2nd grade general music class The EX2 showed the most statistical significant difference with a 48.7% increase in correct answers. EX1=16.7% and CG=46% increase in correct answers. Music Ace and Finale NotePad

Music Technology in the Classroom / Dr. Peter Webster The New Handbook of Research on Music Teaching and Learning (2002): / “So, is music technology effective and is it worth the trouble? On balance and on a very basic level, the answer to this question is yes. Does music technology hold the key for solving all our music teaching problems? Of course not. Are there abuses in its use? Absolutely. Does it always improve learning? No, much depends on the context--especially the teacher and its use instructionally. Is it worth the trouble to keep studying its role in music teaching and learning? Unconditionally, yes.” / Dr. Peter Webster The New Handbook of Research on Music Teaching and Learning (2002): / “So, is music technology effective and is it worth the trouble? On balance and on a very basic level, the answer to this question is yes. Does music technology hold the key for solving all our music teaching problems? Of course not. Are there abuses in its use? Absolutely. Does it always improve learning? No, much depends on the context--especially the teacher and its use instructionally. Is it worth the trouble to keep studying its role in music teaching and learning? Unconditionally, yes.”

During this course, we will: / Explore educational Internet sites / Explore music software / Create a Wikispace / Explore blogs / Learn and create with notation software / Learn and create with GarageBand / Explore podcasts / Learn and explore keyboards and software synthesizers / Create CDs / Edit audio with Audacity / Explore and use the SMART Board / Explore educational Internet sites / Explore music software / Create a Wikispace / Explore blogs / Learn and create with notation software / Learn and create with GarageBand / Explore podcasts / Learn and explore keyboards and software synthesizers / Create CDs / Edit audio with Audacity / Explore and use the SMART Board

The Internet in the Music Classroom / Network / Websites / / Message Boards / Blogs / Wiki / Twitter / Search Engines / Webquests / Network / Websites / / Message Boards / Blogs / Wiki / Twitter / Search Engines / Webquests

The Internet in the Music Classroom / SFSKids SFSKids / DsoKids DsoKids / NY Phil Kidszone NY Phil Kidszone / Virtual Keyboard Virtual Keyboard / Virtual Gamelan Virtual Gamelan / Music Theory Puzzles Music Theory Puzzles / Smithsonian Global Sound Smithsonian Global Sound / Classics for Kids Classics for Kids / Carnegie Hall Listening Adventures Carnegie Hall Listening Adventures / SFSKids SFSKids / DsoKids DsoKids / NY Phil Kidszone NY Phil Kidszone / Virtual Keyboard Virtual Keyboard / Virtual Gamelan Virtual Gamelan / Music Theory Puzzles Music Theory Puzzles / Smithsonian Global Sound Smithsonian Global Sound / Classics for Kids Classics for Kids / Carnegie Hall Listening Adventures Carnegie Hall Listening Adventures

The Internet in the Music Classroom / Make Music Machine Make Music Machine / Creating Music Creating Music / Math and Music Math and Music / Music Theory.net Music Theory.net / Emusictheory Emusictheory / Game Aquarium Game Aquarium / Phil Tulga Phil Tulga / Music Intervals Music Intervals / Make Music Machine Make Music Machine / Creating Music Creating Music / Math and Music Math and Music / Music Theory.net Music Theory.net / Emusictheory Emusictheory / Game Aquarium Game Aquarium / Phil Tulga Phil Tulga / Music Intervals Music Intervals

The Internet in the Music Classroom / Groove Lab Groove Lab / The Music Interactive The Music Interactive / Choral Public Domain Library Choral Public Domain Library / Classical Music Archives Classical Music Archives / Noteflight Noteflight / Groove Lab Groove Lab / The Music Interactive The Music Interactive / Choral Public Domain Library Choral Public Domain Library / Classical Music Archives Classical Music Archives / Noteflight Noteflight