Final DED 318
Question 1: Discuss the TWO (2) tools that were your personal favorites from the semester and why.
I've had the opportunity to explore a large number of quality applications this summer. Each one expanding my perspective on how technology and iPads can be used in my future classroom. If I were to select favorites, I would have to say GarageBand for iPad (hands down, I reviewed it here along with UNL's TechEdge podcast) and HSTRY (see the review here) have been two of the most useful resources I've utilized.
I've had the opportunity to explore a large number of quality applications this summer. Each one expanding my perspective on how technology and iPads can be used in my future classroom. If I were to select favorites, I would have to say GarageBand for iPad (hands down, I reviewed it here along with UNL's TechEdge podcast) and HSTRY (see the review here) have been two of the most useful resources I've utilized.
I've grown in my understanding of GarageBand through a few projects and I've got to say that the program is wonderfully equipped for music production and recording needs, and it is EASY. Further, the iPad version has been re-imagined in a way that matches the iPad's capabilities and hands-on approach to technology.
As a music educator, I appreciate the app (specifically on the iPad) because it provides a simple way for users to explore music and learn about musical structures. The arpeggiator tool alongside the app's smart instruments gives users the opportunity to quickly create compositions and backing tracks without needing to be proficient in a specific instrument. For an example of the usefulness of these tools, I needed to practice a song for an ensemble just the other day and wanted a backing track, so I looked up the chords to the song and then using the apeggiator tool on the smart piano, I simply played the chords I needed in succession. The program created fills so that I had a full piano part to practice with. Using the drummer feature I added in a drummer to fill in the rest of the piece, and for my purposes, I had a full backing track to practice with. It was simple! With that being said, I'm thinking about how easy it can be for my students to create backing tracks and test out chord progressions in their music.
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As a choir director, an obvious use for this app would be to create practice files for my students. However, to go even further and help to facilitate learning, I could assign a project where students reimagined a piece we are currently studying using the same chords in order, however arranged in whatever rhythm or meter they found interesting. In that way they'd become better acquainted with the chord progressions in the piece as well as explore how the rhythmic placement of the chords creates a specific effect or mood. We could even go a step further and through the project consider why the composer arranged the piece the way they did given the students new found understanding of the music! The possibilities are endless!
HSTRY is a wonderful find because through it, educators are able to set up an entire online lesson or unit plan for students to work their way through. This allows the teacher the opportunity to give the students independence in their exploration of the unit (as well as allows for students to pick up the material regardless of their learning speed – students can take as much time as they need outside of class to engage in the material), while still encouraging the whole classroom experience through discussion topics.
My favorite thing about the tool is that it helps the user to set up a learning plan. While I could definitely use it for a classroom of my students, I could just as easily use it to help guide me through study for any given topic – a musical concept which I'm interested in, or my GRE's. I can use it to establish a plan of action and even create discussion topics to help me learn.
In the choral or general music classroom, I could use HSTRY to guide students through the investigation of a particular musical idea, the history of a piece or genre, development of strong vocal technique, or the nuances of a particular language to be sung. Further, I could even use this as both a learning tool as well as assessment for students by assigning them a project requiring them to enlighten their peers on a musical topic using HSTRY as a medium. This would encourage the students to survey a topic such as sacred music in the Renaissance in order to lead the class in learning something about the topic.
My favorite thing about the tool is that it helps the user to set up a learning plan. While I could definitely use it for a classroom of my students, I could just as easily use it to help guide me through study for any given topic – a musical concept which I'm interested in, or my GRE's. I can use it to establish a plan of action and even create discussion topics to help me learn.
In the choral or general music classroom, I could use HSTRY to guide students through the investigation of a particular musical idea, the history of a piece or genre, development of strong vocal technique, or the nuances of a particular language to be sung. Further, I could even use this as both a learning tool as well as assessment for students by assigning them a project requiring them to enlighten their peers on a musical topic using HSTRY as a medium. This would encourage the students to survey a topic such as sacred music in the Renaissance in order to lead the class in learning something about the topic.
Question 2: Look back through your entire website (yes the whole thing), look at all you have learned. Reflect on what you have learned this semester........
I think the biggest thing I've learned through exploration of tools available on iPad and online, is that I'm not alone. As I prepare to enter the field of education, I am tempted to be unnerved by the sheer weight of the job ahead of me. This job entails creativity, innovation, time-management, poise, and wisdom, and all of these things are required of the teacher in the moment! Talk about pressure! When I think about student relationships, concern for their well being, and my impact on the community I serve in, the pressure builds. Then I think about being a music educator – the unique nature of the job, how it does not include many partners in the subject at the school, and how much preparation it requires, and I am ready to scream.
Throughout this semester however, I've learned that there is a LARGE community of educators looking to grow and looking to share their skills and learnings. I've experienced the reality of this community through conversing with my classmates, exploring twitter and Pinterest, reading iBooks, surveying teacher blogs, writing about them (and finding out that they write back!), and opening my mind to the ideas they present.
Further, with all of the applications I've tested out, I'm excited to continue to consider how they can be used in my classroom.