OVERVIEW: I believe iPad Minis will integrate creativity, performance, and connecting with the musical world for the students in Elementary General Music Methods class. Students will be able to work on creating instructional projects, record themselves teaching lessons to peers and K-5 students, observing lessons by exemplar teachers around the world, and create and refine original works when the inspiration hits.
Using an iPad, I will continue developing lessons on the class blog: https://atumusic4kinds.wordpress.com
I have an iPad Air2 and demonstrate and lead discussions on a few apps by connecting the iPad via a VGA converter to the classroom computer and projector, however, I have limited the scope of apps since the students have not had access to iPads.
The students utilizing iPad Minis will become comfortable with presenting, composing, performing, communicating, demonstrating musical elements, writing lesson plans, and preparing information on historical and current music education theorists. They will also, use apps for teacher productivity. In the 20 semesters I have taught this class there have always been time/days between classes when the students are not engaged in the technology and communication that would continue the creative process or flow. For most of the students the possibility of having a device that facilitates creativity, curiosity, evaluation, and practice will be a life changer.
Please see the comments by former students on the perceived advantages of having 1:1 iPads at the bottom of https://atubarber.wordpress.com/atu-ipad-initiative/
TEACHING PLAN: Students develop an e-portfolio in MUS 3702, an iPad Mini Initiative class in the Spring of 2017. These students continue their e-portfolio in MUS 3853, Elementary General Music Methods. Each week’s assignments are posted on the class blog and work is displayed in a new post by each student.
To see student work go to blogroll at top of: https://atumusic4kids.wordpress.com/
Students follow the blog and receive e-mail when I post a new assignment or announcement. I follow each student’s blog and comment, on occasion.
Week 1 – Class overview, look at projects by previous students, WordPress, intro to children’s songs and leading group singing
Week 2 – *Students lead class in one rote and one song with lyrics on blog. Font size, color choices, and graphics critiqued.
Week 3 – Intro Kodály Approach. *Students create and share post on music of Kodály and unique educational approach.
Week 4 – Research concept of Sound Before Sign. *Students will play pitched and non-pitched percussion instruments in class activities.
Week 5 – Intro Orff Schulwerk. Students will locate lessons by Orff-certified teachers, *share with class, and discuss what is and what isn’t part of the observed lessons.
Week 6 – *Students teach class an original piece in Orff educational approach Notion or GarageBand
Week 7 – Guitar and ukulele, Anytune, RiffStation, UkeBank, Ukeoke apps. Observe in schools.
Week 8 – Dalcroze and movement. Research Dalcroze philosophy and find exemplar lessons.
Week 9 – Music written for moving. *Improvisation of music and dance. Improvise GarageBand, BandBlast, etc. Teach in schools.
Week 10 – World folk music and dance. Research Gordon’s Measure of Music Aptitude
Week 11 – Create a story. Decide on characters, setting. Improv music while creating/telling the story. Draw, color, position characters and setting. Take photos. Put soundtrack in iMovie. Position photos at plot points. *Share.
Week 12 – *Class jam. Connect iPads to speakers, play along, dance along, to music and activities as voted on by class.
* Student shares with class. Underlined means mini iPad used. <>Assessment
Apps: New apps come out every week and I try to keep abreast of the ones with the best potential for young teachers. A few that I demonstrate are: Acapella: Compose and/or record multi-track pieces; Anytune: Change tempo and/or change key of MP3 for practice; GarageBand: Composition, loops for improvising, background for songs; Notion: Create notation, import MIDI; Photos: Using print screen students learn to crop images; RiffStation: From any youtube video the app detects harmonic construction (Chords) and displays them; SmartScore’s NoteReader: Reads/plays music notation from PDF; Ukeoke: ukulele sing and play along; UkeBank: ukulele chords and common chords for each key; SmartSeat: Attendance, seating, photos, notes; SoundCloud: Storage of sound files on line;WordPress: Blog posts for e-portfolio
ASSESSMENT The students complete each assignment and are encouraged to compare the work of classmates to their own by viewing blog posts. Students are motivated by the exposure of their work to the class. Students are encouraged to help each other and check the work of class members to elevate personal goals. Students share with class members methods and challenges at the end of class each day.
I firmly believe that the increased access to technology will enhance not only the student engagement during the course, but also the investment of the students in technology for their careers as music educators. We often teach the way we were taught.
Formative Assessments Learning/Response Logs, Graphic Organizers, Peer/Self Assessments, Practice Presentations, Visual Representations
Summative Assessment Student e-portfolios are evaluated for value as a teaching tool, completeness, accuracy of data, artistic merit.
Examples of student work in MUS3853.
Recent group project: Goats in SPACE
Class meets in WPN 315.
Former students comment on iPad’s potential usefulness in MUS3702, MUS3853, and in present teaching situations.