Florida Music Education Associations



Active Music Making With Interactive Technology in Elementary General Music EducationTechnology can be an aid to facilitate learning and teaching without compromising active music making that is the core of effective general music education. Elementary music students can create, sing, move, dance, play instruments, notate, listen, create and improvise in their music classes, even as the teacher uses technology-based media to optimize and enrich student learning. Interactive whiteboards and tablets maybe used effectively to foster creativity, encourage collaboration and communication, and develop critical reasoning skills, even as students are actively engaged in making music.Ipads/TabletsIf an ipad/tablet cart is available, it may be expedient to create one account for the class set. It is easier to load apps at one go. If the class set is on one account, an app loaded onto one ipad is instantly downloaded to the rest. A VGA adapter or the Reflector app may be used to project one to four ipads simultaneously on the screen.Two ipad apps discussed here are Educreations (free) and Explain Everything (paid). The former is a simple, basic whiteboard app with colored pen tools, eraser and text tools, access to photo folder and camera, and recording. The finished product is like a screencast that may be stored on the ipad, in Dropbox, Google Drive, student folder, or emailed to the teacher. The app Explain Everything has considerably more tools, and can be visually over stimulating for younger children. It is easier to begin with Educreations especially with younger students, and moving over to Explain Everything when students are comfortable with the basic tools and icons. The other significant difference is that in Educreations one has to record before saving while Explain Everything offers the option of saving with or without recording.Vocal Exploration ExampleUsing Powerpoint, Smart Notebook application for Smartboard, or Activeinspire for Promethean, images and pathways may be created for vocal exploration. Using the animation features in Powerpoint, students may vocally track a witch on a broomstick flying around a bonfire, or a pumpkin patch, or in search of her cauldron of witch’s brew. On the IWB, a contextual background can be created or imported and a series of pathways drawn or created using line and arc tools. In a conscious effort to facilitate tracking and reading most of my vocal or melodic contour explorations begin on the left. Initially I create the pathways, and students may take turns coming to the IWB and dragging the object along the pathway while vocalizing. Later they may create their pathways for themselves or for their peers and work collaboratively. This is a great opportunity for quick formative assessment.These images of objects and pathways may be sent via Dropbox, email, or QR codes to the ipads. Images may be accessed in the photo browser. Students can access Educreations on their ipads. The class model may be demonstrated on the Smartboard. Students can initially be walked through accessing the primary object (bat, owl, or witch), inserting and resizing the image into the app, and placing it on the top, middle or bottom left of the screen. They can do the same for the pre-selected pathway. They can then drag the object along the pathway while vocalizing. They can record their voice and their action on screen, and play it back for themselves or each other. Later they can draw their own pathways across the screen. They can do this activity in pairs or in small groups, with students creating pathways for each other, performing, recording, assessing, and providing constructive feedback. This activity can take from 5 -10 minutes depending on the lesson objective.320040012001500-2286001200150059690048260Figure SEQ Figure \* ARABIC 1: Student creates pathway00Figure SEQ Figure \* ARABIC 1: Student creates pathway-283210048260Figure SEQ Figure \* ARABIC 2: Created Pathway00Figure SEQ Figure \* ARABIC 2: Created PathwayGraphic NotationAfter kindergarten students have experienced internal and external steady beat activities, they may enjoy the following graphic notation activity on the ipad. In Educreations, students may select two colors, one to indicate sounds with a beat and another for sounds that do not. The music selection for this activity may be a pre recorded sample with snippets of classical or pop music with recorded in pauses. However, a hand drum and a wind chime maybe used too. Students tap the steady beat on the ipads in accompaniment to the drumming. On a pause, they choose another color and create a swirl to the wind chimes. If it is an assessment we may press record for the activity. Students may then play back their work, and see if their strokes kept time with the music. The teacher can also review their work at anytime then or later.02404110Figure SEQ Figure \* ARABIC 3: Beat or No Beat Activity00Figure SEQ Figure \* ARABIC 3: Beat or No Beat Activity06096000Tracing. Worksheets, and Digital Flash Cards Using the Shapes tools and the dotted line options one can create note heads, stems, flags and beams. Students may trace these on the IWB or on their ipads to draw notes. One can also create worksheets that may be completed on ipads. These are great activities for subs.02324100Figure SEQ Figure \* ARABIC 4: Tracing Quarter Rests00Figure SEQ Figure \* ARABIC 4: Tracing Quarter Rests03810000Templates are excellent time savers. A few examples for rhythmic and melodic dictation are illustrated below.Using Powerpoint or Notebook applications or Music Education font one can create two, four, and three beat rhythmic (stick and regular notation) and melodic flash cards. Students can access these on their ipads to create rhythmic and melodic compositions that can be extended to movement, Orff instruments, and recorders. Working in small groups they can use these to create, record, and assess their compositions.-2279652693670Figure SEQ Figure \* ARABIC 5: Create a so mi melody00Figure SEQ Figure \* ARABIC 5: Create a so mi melody-22796545783500The teacher can now have digital portfolios for each student that are easily retrievable for review during parent conferences and for grading purposes. 4445002221230Figure SEQ Figure \* ARABIC 6: Box Template00Figure SEQ Figure \* ARABIC 6: Box Template44450010731500-3213735512445008255002984500-2832100221615Figure SEQ Figure \* ARABIC 7: Rhythmic composition using 2 beat flash cards00Figure SEQ Figure \* ARABIC 7: Rhythmic composition using 2 beat flash cards320040046355Figure 8: SEQ Figure_8:_ \* ARABIC 1 Rhythmic dictation example that may be played on instruments and recorded00Figure 8: SEQ Figure_8:_ \* ARABIC 1 Rhythmic dictation example that may be played on instruments and recorded-2279655286375Figure 10: 8 beat rhythmic composition for sticks and drums00Figure 10: 8 beat rhythmic composition for sticks and drums-22796529432250032004002543175Figure 9 SEQ Figure_9 \* ARABIC 1Pease Porridge Hot on mi re do00Figure 9 SEQ Figure_9 \* ARABIC 1Pease Porridge Hot on mi re do-2279652543175Figure SEQ Figure \* ARABIC 8: Composition with solfege flash cards00Figure SEQ Figure \* ARABIC 8: Composition with solfege flash cards-227965200025002914653556000274320066738500-22923566802000InterAct with Music Level 1 and Level 2, and Technology in Today’s Music Classroom.1562103854450002794000385445000 -1778001651000 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download