Group items tagged

This step is to be done independently!

This step is to be done independently!

In your groups, compare which instruments you all chose to explore and learn. 

Three Reasons Students Should Own Your Classroom’s Twitter and Instagram Accounts

We must think more critically about how we communicate via social media.

1. Genuine Digital Citizenship Opportunities

As Mr. Trump surely knows, the new Saudi cover story is contradicted not just by evidence collected by Turkish authorities and by journalists but also by the reporting of the U.S. intelligence community. All point to Mohammed bin Salman as the instigator of a premeditated, cold-blooded and brutal murder, followed by the dismemberment of Mr. Khashoggi’s body. As The Post’s Shane Harris reported, CIA officials have listened to an audio recording in the possession of Turkish officials they say backs up their account that Mr. Khashoggi was murdered minutes after entering the consulate by a team of 15 men. The Post has identified five of those men as probable members of the crown prince’s personal security detail.

Up until the 15th century, the cultures of Eastern Africa lived in relative isolation, building up kingdoms and empires, spreading agriculture and civilization throughout the region.

n the 15th century, the Portuguese began exploring the coast of East Africa, seeking to seize control of the spice trade from the Muslim presence in the Middle East. Islamic resistance to this led to a large-scale Arab colonization of the coast, which lasted until European colonialism began in earnest in the 19th century.

There are hundreds of languages spoken throughout East Africa, ranging from those spoken by only a few thousand to those spoken by millions. The most widely-spoken language, by far, is Swahili, with more than 5 million native speakers, and millions more who speak it as a secondary trade language. The island nations of East Africa, such as Madagascar, do not speak Swahili, instead speaking their own native languages, such as Malagasy.

The term authenticity has been applied to music in various ways. It might be used to describe a piece of music (recorded, notated, performed); the process by which the music is taught and learned ( through recordings, live models, notation); or the manner in which it is performed (venue, dress, behaviors).

In other words, authenticity lies within the perceptions of the individual.

Anthony Palmer, who teaches music education at Boston University, has said that music with "absolute authenticity" is performed (a) by and for members of the culture; (b) in a typical setting, as determined by the members of the culture; (c) with instruments specified by the creator(s) of the music; and (d) in its original language.[ 8] Inarguably, and as Palmer recognizes, attaining this level of authenticity is impossible in a school music program (unless we consider "school music" residing within a unique culture of its own). In school, music is separated from its primary source many times over. Music is passed from its primary source (composer, grandmother) to an intermediary (arranger, performer, notation, recording) and channeled through a publisher or presenter to the teacher and finally to students. To confound matters, there are variants of melodies, lyrics, dances, games, and performance styles.

Yale University has one of the larger collections of art, objects and documents of any organization in the U.S. Now, digital images and audio files of the collection are free to access by anyone in the world online, according to an announcement by the university’s communications office. Yale Digital Commons has debuted with just under 260,000 images. The idea is to encompass the whole of the university’s collections in time.

Cohen, S., & Bodner, E. (2019). The relationship between flow and music performance anxiety amongst professional classical orchestral musicians. Psychology of Music, 47(3), 420–435. https://doi.org/10.1177/0305735618754689

In conclusion, the current study provides evidence that professional classical orchestral musicians experience flow and that there is a significant negative relationship between flow and MPA amongst professional classical orchestral musicians, thereby supporting the suggestion that developing techniques for facilitating flow may provide a useful tool for helping to reduce MPA.

Primary and secondary appraisals formed theoretically consistent and reliable evaluations of threat and challenge. Secondary appraisals were significantly lower for students who viewed the performance as a threat. Students who viewed the performance as a challenge reported significantly less cognitive anxiety and higher self-confidence. Findings indicate that the PAM is a brief and reliable measure of cognitive appraisals that trigger precompetitive emotions of anxiety and confidence which can be used to identify those performers who could benefit from pre-performance intervention strategies to manage performance stress.

Music performance anxiety (MPA) can be controlled when musicians cognitively restructure their own thoughts and feelings about their performance by anticipating symptoms of anxiety and turning them to constructive use

The cognitive interpretation, or appraisal, of an initial emotional response, such as fear, exerts a proximal influence on performance

Google Classroom page

Google Classroom page

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Russell and Austin (2010) have claimed that in music education, a system of benign neglect in assessment practices has been allowed to endure, even though there has (p. 4) been a long-term, consistent call for reform, for more meaningful assessments, and for policymakers to adapt to laws as they are enacted and court rulings as they are handed down.

ead to the growing body of scholarship in educational law, the evolving and more active role courts are taking in impacting educational practices,

chapter is to inform music teachers about contemporary court cases that have resulted in rulings on assessment issues in educational settings, and how these rulings impact assessment in the music classroom.

learning contracts with the student focused on work that takes the students interests in to account may be helpful.

"Up from Underachievement" by Diane Heacox

Gifted learners are rarely "globally gifted

To the psychologists, sociologists, and generational and media experts who study them, their digital gear sets this new group (yet unnamed by any powers that be) apart, even from their tech-savvy Millennial elders. They want to be constantly connected and available in a way even their older siblings don't quite get. These differences may appear slight, but they signal an all-encompassing sensibility that some say marks the dawning of a new generation.

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The difference is that these younger kids "don't remember a time without the constant connectivity to the world that these technologies bring," she says. "They're growing up with expectations of always being present in a social way — always being available to peers wherever you are."

A/B testing is a trap because it insulates us from A/J testing. A/B testing is an asymptotic stroll toward a local maximum.

And busyness is a trap because it allows us to believe that we’ve actually created value.

a shift from its founding philosophy of “organizing the world’s information,” to one that is far more active in deciding how that information should appear.

Google keeps blacklists to remove certain sites or prevent others from surfacing in certain types of results. These moves are separate from those that block sites as required by U.S. or foreign law,

Far from being autonomous computer programs oblivious to outside pressure, Google’s algorithms are subject to regular tinkering from executives and engineers who are trying to deliver relevant search results, while also pleasing a wide variety of powerful interests and driving its parent company’s more than $30 billion in annual profit.