("A Look Back at the Future", 2015)
The ‘Sites’ function in Google has allowed me to set up a number of websites that I have linked to one main site titled ‘Composers Timeline’, https://sites.google.com/view/daveygcomposerstimeline/home . This site I have made accessible from a link in the footer of my Blogger page, https://jazzydave.blogspot.com . I also discovered how to place a link to my band’s website mentioned above and placed it in the sidebar titled ‘About me’ as this website has my biography embedded within.
As I have been and still am a music classroom teacher of up to thirty years’ experience, I already have assignments that I present to my VCE classes; however, none are using technology that would encourage the students to go any further than the augmentation level of the SAMR model. Music performance on the whole occurs live without necessarily the need for online technology, nevertheless so far this unit of work and the work I have so far done with Google Docs has given me some fruitful ideas of how to collaboratively use the technology within my classes to enhance their learning.
(Pitzer, 2015)
Each week for all my classes I conduct a concert class whereby students perform some or all of a piece of their repertoire, the class discusses not only how the performance can be improved but also some contextual information about the repertoire that can guide the performer in what performance techniques might be appropriate. Having a class Blog that can allow students to discuss out of class (24/7) their thoughts and explorations could increase the engagement of discussions surrounding this activity. By linking this Blog to the ‘Composers Timeline’ website I am considering that students could research their repertoire and the contextual information surrounding the composers to enhance their ability to play their works with a far stronger knowledge of the performance techniques and conventions required and maybe retain this knowledge better by the engaging nature of the task.
("Music Concert Cartoons and Comics - funny pictures from CartoonStock", 2020)
("Music Concert Cartoons and Comics - funny pictures from CartoonStock", 2020)
Each period of music has been given an individual website that is accessible via a linked button on the main ‘Composers timeline’ page. These sites are:
Classical site: https://sites.google.com/view/classical-era/home
Renaissance site: https://sites.google.com/view/renaissancemusicera/home
Baroque site: https://sites.google.com/view/baroque-era/home
Romantic site: https://sites.google.com/view/romantic-era/home
Modern Site: https://sites.google.com/view/modernmusicera/home
I have been able to insert some basic background knowledge via PDFs, of each period of music to help students begin their learning. By making the websites editable I intend students to be able to do their research about their repertoire and edit the websites by firstly placing their composer in the correct position in the timeline and hyperlinking this to a website that they create that will be filled with information specific to the repertoire of the composer that they are performing.
At this point my only issue is that I have yet to work out how to construct an editable timeline that can be placed on each of the websites: Renaissance, Baroque, Classical, Romantic, and Modern. Once I discover how to achieve this I can link my example site from the Classical page which gives an exemplar of the Mozart Clarinet Concerto, https://sites.google.com/view/mozarttimeline/home. Within this site I have embedded some youtube clips of two different performers performing the first movement of the concerto and a clip outlining the analysis of the movement. The task for students would be to research their work and create a website similar to what I have done for the clarinet concerto and link it into the music period site appropriate for the work that they are performing.
The way this task now presents itself within the digital format will possibly allow students to collaborate more effectively than when we were only discussing it briefly in each concert class as a student performed the work. This moves the task further up the Blooms Taxonomy pathway as students are applying the facts that they are researching to analyse and evaluate their repertoire so that they can create a far more convincing performance. To be able to achieve these outcomes in a digital environment, such as what I have been exposed to over the past few weeks, appears to me to be far more collaborative than how the task is set now. If students are able to engage in this format, I believe a far deeper knowledge of all genres of music could be achieved throughout the class. To further enhance this task I need to include the jazz and popular music genres of the 20th and 21st centuries to be more inclusive of the all the musicians in my classes.
("9 Unique Ways to use Technology in the Classroom", 2019)
("9 Unique Ways to use Technology in the Classroom", 2019)
In the next week I need to further consider the legal, safe and ethical protocols in what I have created in the websites so that students have clear examples of what is required when using other people’s intellectual property. My youtube clips and any pdfs that I have gathered from the web need to be cited correctly and by doing this in my part of the site will set an example for the students. I have set the sites to be editable, however they cannot be searched on the world wide web, a person has to have the link to get in the site. This adds a layer of safety to students so that they will only be communicating within the class.
("Safety Lesson Cartoons and Comics - funny pictures from CartoonStock", 2020)
References:
A Look Back at the Future. (2015). Retrieved 21 March 2020, from https://blog.capitalogix.com/public/2015/06/a-look-back-at-the-future.html
Music Concert Cartoons and Comics - funny pictures from CartoonStock. (2020). Retrieved 21 March 2020, from https://www.cartoonstock.com/directory/m/music_concert.asp
9 Unique Ways to use Technology in the Classroom. (2019). Retrieved 21 March 2020, from https://www.goguardian.com/blog/technology/9-unique-ways-to-use-technology-in-the-classroom/
Pitzer, M. (2015). Your light bulb moment [Blog]. Retrieved from https://blog.qlik.com/your-light-bulb-moment
Safety Lesson Cartoons and Comics - funny pictures from CartoonStock. (2020). Retrieved 21 March 2020, from https://www.cartoonstock.com/directory/s/safety_lesson.asp
Hi David,
ReplyDeleteI agree with you in the sense that music (specifically performance) is rather secluded from technology, and I too have had trouble finding ways to integrate ICT effectively past the substitution/Augmentation level. In my mind there is still a mental block of it being 'time consuming' and there is only so much time to practice something to start with!
I really liked your timeline idea (fingers crossed you figure it out!), as I often find students know little to nothing about what they are performing, and if they do, it is only ever at the recite and remember level - nothing tremendously earth shattering. It would be interesting to see if the application of their knowledge assists, in the long run, how they are approaching and performing their music.
Excellent experimentation with websites and blogs, with consideration of their application in an IM context. You are clearly moving thinking toward transformational learning and teaching, David, and clearly have been very busy. Check out Sutori and Infogram for engaging timeline options. You are effectively hitting the higher levels of Blooms Taxonomy in the examples of task adaptation that you suggest. To make it clearer how this fits with the SAMR framework, I suggest that you create a table with the four levels: substitution, augmentation, modification and redefinition, applying this to the original task that you suggest. This will more effectively highlight the change for your readers. Good to see some consideration of ethical, safe and legal practice; this is well modelled in your site. Overall, very well done.
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