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).
Group items matching
in title, tags, annotations or urlYou saw it here first: Real-time closed ... - 27 views
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Music That Represents Culture: Selecting Music with Integrity: EBSCOhost - 4 views
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In other words, authenticity lies within the perceptions of the individual.
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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.
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Ethnomusicologist Bruno Nettl explains that "societies differ, however, in their attitude toward musical stability; to some it is important that a song remain stable and unchanged, while in others individual singers are encouraged to have their personal versions."
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but he believes educators must determine at what point that musical experience is no longer acceptable as representative of that culture.
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Having clear visions of educational goals and the broad curriculum is vital to making these determinations.
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Bennett Reimer states, "Those inner workings are themselves the project of cultural systems, so they must be revealed in their contexts, historical, cultural, and political, in order to be grasped appropriately; that is, 'knowing about' becomes an essential ingredient of artistry and of listening."[ 15] For example, children might not fully understand the meaning of "Take Me Out to the Ball Game" unless they understand what baseball is or realize that the song is traditionally sung at baseball games.
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text in an unfamiliar language should include a translation so students understand the meaning of the words.
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However, a culturally valid work is not necessarily bias free; and conversely, bias-free music is not necessarily culturally valid.
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Selecting the best music to represent a culture in an unbiased manner is a process of discovery. You will first need to educate yourself before you can educate others.
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shared by Frederick Eberhardt on 03 Oct 09
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Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods |... - 85 views
www.edutopia.org/uiry-project-learning-research
Collaborative Learning Powerful Student as Researcher
shared by Frederick Eberhardt on 03 Oct 09
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Dennis OConnor liked it
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In essence, students must learn how to learn, while responding to endlessly changing technologies and social, economic, and global conditions.
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students learn more deeply if they have engaged in activities that require applying classroom-gathered knowledge to real-world problems.
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developing inquiring minds
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Studies of problem-based learning suggest that it is comparable, though not always superior, to more traditional instruction in teaching facts and information. However, this approach has been found to be better in supporting flexible problem solving, reasoning skills, and generating accurate hypotheses and coherent explanations.
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design challenges need to be carefully planned, and they emphasized the importance of dynamic feedback.
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When students have no prior experience with inquiry learning, they can have difficulty generating meaningful driving questions and logical arguments and may lack background knowledge to make sense of the inquiry.
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Absolutely true. I discovered this when I used inquiry-based methods with my students in Qatar who were used to rote learning. They truly did not know where to start. They first needed to learn *how* to be inquisitive.
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Requiring students to track and defend their thinking focused them on learning and connecting concepts in their design work
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All the research arrives at the same conclusion: There are significant benefits for students who work together on learning activities.
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groups outperform individuals on learning tasks and that individuals who work in groups do better on later individual assessments.
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In successful group learning, teachers pay careful attention to the work process and interaction among students.
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"It is not enough to simply tell students to work together. They must have a reason to take one another's achievement seriously.
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She and her colleagues developed Complex Instruction, one of the best-known approaches, which uses carefully designed activities requiring diverse talents and interdependence among group members.
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They require changes in curriculum, instruction, and assessment practices -- changes that are often new for teachers and students.
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A scholarly article with tremendous real-world practical implications and suggestions. Love this.
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A scholarly article with tremendous real-world practical implications and suggestions. Love this.
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Vocational Education meets Research in the dynamic classroom of Linda Darling-Hammond, 2008. The students are doing the research, teaching and learning. They control their own destiny and they are taking the world by storm! They are not waiting to be taught, they are teaching each other and themselves as teams of researchers. Darling-Hammond, L. (2008). Powerful learning: what we know about teaching for understanding. San Francisco, CA: Jossey-Bass.
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Bertrand Russell's Inductivist Turkey - 3 views
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The turkey found that, on his first morning at the turkey farm, he was fed at 9 a.m. Being a good inductivist turkey he did not jump to conclusions. He waited until he collected a large number of observations that he was fed at 9 a.m. and made these observations under a wide range of circumstances, on Wednesdays, on Thursdays, on cold days, on warm days. Each day he added another observation statement to his list. Finally he was satisfied that he had collected a number of observation statements to inductively infer that “I am always fed at 9 a.m.”. However on the morning of Christmas eve he was not fed but instead had his throat cut. It doesn’t matter how many cases we list during our inductivist reasoning, nothing guarantees that the next case will lay in this inference we deducted from our observations, as the possible experiments and observations are infinite by number and type. The only valid scientific method is to test the theory using the assertions which can be deduced.
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gathering information only increases your chances of being right but there are never any guarantees.
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The STEAM-Powered Elementary School: Montour Opens World's First Lego-Themed Brick Make... - 7 views
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Resisting Elephants Lurking in the Music Education Classroom - Thomas A. Regelski, 2014 - 2 views
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An elephant in the room” refers to an obvious problem that remains unmentioned and is suffered silently. Music education has many such ‘elephants’ in its classrooms, and music teacher educators often seem resigned to working around them or worry about confronting them. Others are in collusion with these ‘elephants.’
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This problem stems from the elephantine belief that a music educator must first and foremost be a good musician and that such training is sufficient to being a good teacher.
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Mental skills for musicians: Managing music performance anxiety and enhancing performance. - 1 views
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In asurvey of 2,212 classical musicians, 40% re-ported that anxiety interfered with their perfor-mances (Kirchner, Bloom, & Skutnick–Henley,
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, see Kenny (2005) andMcGinnis and Milling (2005
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Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
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did notreturn any recent studies investigating the effec-tiveness of a purely cognitive intervention in thetreatment of MPA; consequently, research inthis particular area is needed
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Past re-search has focused on combined interventions;however, often these programs run for over 6weeks and it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
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State–Trait Anxiety Inventory (STAI).The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale(Kenny, 2006).
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The PAI (Nagel, Himle, & Papsdorf, 1981) isbased on the STAI and is a music inventoryassessing the three-systems model of anxiety
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heart rate at 10 min, 5
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Signs of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating.
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Nagel et al.reported that the average preintervention scorewas 55 and the average postintervention scorewas 38, with a score of 39 or less indicating a
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person has few problems with performance anx-iety
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Researchers have found that MPA af-fects instrumentalists and vocalists of all agesand abilities, including students, professionals,amateurs, and children (Brotons, 1994; Kenny,2006; Liston, Frost, & Mohr, 2003)
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Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
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Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987
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The cognitive intervention had no significanteffect on anxiety levels. Sweeney and Horan’s(1982) study indicated that a cognitive restruc-turing program may be helpful in the treatmentof MPA; their program, featuring cognitive re-structuring, significantly reduced anxiety.
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d it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
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The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale
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Performance Anxiety Inventory (PAI)
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cognitive, behavioral, and physiological fac
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and has beenwidely used in treatment outcome research
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Behavioral Anxiety Index (BAI)
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igns of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating
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Participants were then taught howthoughts, behaviors, and feelings interact andinfluence performance
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practical exercise, how people waste their en-ergy trying to control uncontrollable factors,thereby impairing performance
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This exercise wasdesigned to demonstrate how thoughts cansometimes be irrational and can be changed inlight of new evidence
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how to use self-talk effectively and how touse cues
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Participants practiced how to identify negativethoughts, stop the thoughts, and use cues to helpthem overcome the negative thoughts.
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Imagery is a mentalexercise that can help athletes maintain concen-tration, decrease anxiety, and improve confi-dence; thus, it may also be helpful for somemusicians (Gregg & Clark, 2007).
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Participants in the wait-list controlgroup waited 3 weeks until their second perfor-mance, which was on the same night as theirfirst worksho
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MPA is a pervasive problem affecting musi-cians of all ages and abilities. As compared withthe research on mental skills training in athletes,relatively little is known about the assessment,treatment, and theoretical underpinnings ofMPA
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Kenny (2006) suggested that improving perfor-mance quality will have a positive, self-reinforcing effect on the musician and enhanceconfidence in future performances.
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We predicted that anxiety levels would de-crease in the treatment group from pre- to post-test. This hypothesis was partially supported.Specifically, there was a significant reductionon the PAI in the treatment group. Although theparticipants improved after the intervention,they were still not within the optimal rangeaccording to Nagel et al. (1981
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Although the decrease in anxiety was notas large in our study, our participants droppedfrom the high performance anxiety category tothe moderate performance anxiety category
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First News Education: Connecting News and Learning - 5 views
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"Make the news an essential foundation for learning Created every week by our experienced education team, our award-winning tools for KS2 and KS3 enable you to develop pupils' essential reading skills through growing their understanding of the world outside the classroom."
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shared by Martin Burrett on 28 Sep 18
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UKEd Magazine - Issue 51 - 7 views
ukedchat.com/...uked-magazine-issue-51
WW1 First World War 1st World War World War One World War 1 War Trenches soldiers
shared by Martin Burrett on 28 Sep 18
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Diigo in College/University - 253 views
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COPPA and Schools: The (Other) Federal Student Privacy Law, Explained - Education Week - 4 views
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In a nutshell, COPPA requires operators of commercial websites, online services, and mobile apps to notify parents and obtain their consent before collecting any personal information on children under the age of 13. The aim is to give parents more control over what information is collected from their children online.
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This law directly regulates companies, not schools. But as the digital revolution has moved into the classroom, schools have increasingly been put in the middle of the relationship between vendors and parents.
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In some cases, companies may try to shift some of the burden of COPPA compliance away from themselves and onto schools
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“That is not without risk, and COPPA has a whole lot of gray area that gives school attorneys pause.”
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Less clear, though, is whether COPPA covers information such as IP (internet protocol) address, device identification number, the type of browser being used, or other so-called metadata that can often be used to identify users.
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some school lawyers have taken the FTC’s previous guidance to mean that their districts must get consent from every single parent, for every single product that collects information online from young children.
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First, according to the FTC, schools can grant consent on behalf of parents only when the operator of the website, online service, or app in question is providing a service that is “solely for the benefit of students and the school system” and is specific to “the educational context.”
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How are schools supposed to determine if a website or app is strictly educational?
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will any information collected from children under 13 be used or shared for commercial purposes unrelated to education? Are schools allowed to review the information collected on students? Can schools request that student info be deleted? If the answers to that second group of questions are, respectively, yes, no, or no, schools are not allowed to grant consent on behalf of parents, according to the FTC.
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Many vendors also allow third-party trackers (usually related to analytics or advertising) to be embedded into their sites and services.
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How do schools notify parents and get their consent under COPPA?
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Often through an Acceptable Use Policy or similar document that is sent home to parents at the beginning of the school year, said Fitzgerald of Common Sense Media.
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Even better, Fitzgerald said, is when schools provide a detailed list of exactly what websites/online services/apps students will be using, and what the information practices of each are.
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some privacy experts say that a one-time, blanket sign-off at the beginning of the school year may not be considered valid notification and consent under COPPA, especially if it doesn’t list the specific online services that children will be using.
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responsibility for deciding “whether a particular site’s or service’s information practices are appropriate” not be delegated to teachers.
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Many districts do in fact have that kind of review-and-approval process.
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One is “click-wrap agreements.” Often, these are the kinds of agreements that almost all of us are guilty of just clicking through without actually reading
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Herold, Benjamin. (2017, July 28). The Children’s Online Privacy Protection Act. Education Week. Retrieved Month Day, Year from http://www.edweek.org/ew/issues/childrens-online-privacy-protection-act-coppa/
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Education Week Teacher: How to Make the Most of Your Professional Learning Community - 33 views
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During our first meeting of the school year, we jotted down on sticky notes what each of us wanted to accomplish in our weekly meetings. Three main ideas rose to the top and have driven our work together ever since: support for each other, help with pacing an overwhelming curriculum, and detailed plans to implement with our students. Everything we do as a group addresses one or more of these three objectives.
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Talking about the issues and pressures of teaching—always in a solutions-focused way, of course—is cathartic itself.
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PLCs must find ways to share the workload, not increase it.
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Effective PLCs must focus on student learning. It's no use becoming bogged down in issues or procedures that are out of our control as classroom teachers.
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To keep ourselves on track, we examine our students' strengths and weaknesses, creating plans that maximize student success.
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Spelling & Vocabulary Website: SpellingCity - 68 views
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Over 42,000 spelling words with customizable sentences and definitions A REAL person who says each word and sentence Free home pages for teachers and parents to save lists Teacher training videos Free printable handwriting worksheets Free teaching resources with lists and lesson plans Twenty-five games to play online or to print such as
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Over
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Over 42,000 spelling words with customizable sentences and definitions A REAL person who says each word and sentence Free home pages for teachers and parents to save lists Teacher training videos Free printable handwriting worksheets Free teaching resources with lists and lesson plans Twenty-five games to play online or to print such as :Alphabetical Order, Unscramble, Parts of Speech, HangMouse, Crossword Puzzle, WordSearch, and Vocabulary Test. A free forum and newsletters
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Over 42,000 spelling words with customizable sentences and definitions A REAL person who says each word and sentence Free home pages for teachers and parents to save lists Teacher training videos Free printable handwriting worksheets Free teaching resources with lists and lesson plans Twenty-five games to play online or to print such as : Alphabetical Order , Unscramble , Parts of Speech , HangMouse , Crossword Puzzle , WordSearch , and Vocabulary Test . A free forum and newsletters
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SpellingCity.com has: - Over 42,000 spelling words and ten learning games! - A REAL person who says each word and sentence. - Free home pages for teachers and parents to save lists. - How To Videos to explain to teachers and parents how to use SpellingCity.com. - A free forum and newsletter with more vocabulary and spelling resources! - Ten spelling and vocabulary games to play online or to print. - Free printables for handwriting practice with your saved lists. - A Resources Section which highlights features and existing lists for Dolch words, compound words, sound-alikes (their, there, they're), contractions, possessives, and more. After taking the online spelling test, students can print out a report, retake the entire test, or get tested only on spelling words that they got wrong the first time. TeachMe spells and displays the word in ways that stimulate memory for visual and verbal learners. Printable Games include WordSearch, UnScramble, WhichWord?, Sentence UnScramble and MissingLetter. Printable Handwriting Worksheets for combined spelling and handwriting practice can be created from any saved list (this feature only works if the list is saved). Choices includes three sizes of lines, capitals or small letters, script or cursive, and with directional arrows on or off. How cool is that? -
All you have to do is type in the list of words and bam! at least 10 games are generated for the students! It also teaches and tests the students on the words. You can save the lists as a teacher and have students search for your lists or you can have students input their own lists without saving them. -
A superb resource where teachers can sign in and input spelling lists for pupils to learn by playing games. Give pupils the link and they don't need to sign in to use it. Site only recognises US spelling when generating example sentences, but you can input your own easily. Free option should be enough for most users, but 'paid for' option is available. http://ictmagic.wikispaces.com/English
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No Grading, More Learning - 29 views
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Each week, two students led a discussion in class on the week's readings and ideas -- and those students determined whether or not their fellow students had met the standards.
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she believes students did more work under this system
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writing (she read every word, even while not assigning grades) was better than the norm.
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less jargon
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thesaurus-itis
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While the students are ending up with As, many of them are doing so only because they redid assignments that were judged not sufficient to the task on the first try
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didn't complain,
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They reworked their essays,
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"peer pressure
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changed the dynamic from "a single teaching-student interaction to multiple teacher-student/student-student interactions
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equal plane."
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I wanted to give the feedback." But reducing the feedback to a letter grade? "It's intellectually stultifying.
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Distracted Minds: 3 Ways to Get Their Attention in Class - 11 views
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Attention is reciprocal.
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The more distracted I am in my interactions with you, the less likely you are to give me your full attention.
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importance of having students share their strengths and values with you at the beginning of a semester
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NOTE - Everyone is their own individual and bring a lot to your class. The more you know about them, the better chance you can find out how to motivate them.
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Recognize their individuality
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The researchers also asked students whether it mattered to them that the instructors knew their names, and more than 85 percent of them said it did
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because making good use of the full physical space of a classroom is one of the most straightforward ways to keep both professor and students attentive.
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NOTE - I taught from the back. We showed a lot of videos and did demonstrations. So, it was easy to "teach" from the back. ON ZOOM - how do you teach from the back of the class?
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One advantage of the Zoom classes that many of us are teaching right now is that the names are all right there on the screen
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Speak to all corners of the room
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They bring their unique life stories and experiences, which can help provide new perspectives on familiar questions and challenges.
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Tell you about an important value
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NOTE - Maybe it doesn't need to be all writing? Maybe it can be images and audio or video recordings to accompany them.
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Tell you about a unique perspective or life experience
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Describe their greatest academic strength
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The obvious solution here is to break that barrier
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Use their names regularly.
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NOTE - Notoriety means power or maybe at least the power to capture their attention.
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She encourages children first to recognize and write their own names and then to compare the letters and syllables in their own names with those of the other names on the grid
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NOTE - Author's previous post about CLOSE READING. Really spend some time on the name.
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What is most deserving of our attention in the classroom, of course, are the other human beings in our presence
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Newsroom | Alliance for Childhood - 1 views
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In many kindergarten classrooms there is no playtime at all. Teachers say the curriculum does not incorporate play, there isn’t time for it, and many school administrators do not value it.
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Then you can't really blame teachers here. Policy/curriculum has to change.
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“We have had a politically and commercially driven effort to make kindergarten a one-size-smaller first grade. Why in the world are we trying to teach the elementary curriculum at the early childhood level?”
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Finnish children similarly have a lengthy and playful childhood, not beginning formal schooling until age 7. Yet Finland consistently gets the highest scores on international exams.
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Crisis in the Kindergarten describes the current state of public kindergartens in the U.S. as “a national disgrace.”
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New studies show play losing out to formal lessons and tests, even though multiple benefits of imaginative play are well documented
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shared by Martin Leicht on 11 Jan 21
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Distracted Minds: Why You Should Teach Like a Poet - 4 views
www.chronicle.com/...y-you-should-teach-like-a-poet
education higher ed students engagement focus build zoom learning
shared by Martin Leicht on 11 Jan 21
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Routine is a great deadener of attention.
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When you follow the same routines at home, folding the laundry or doing the dishes, your mind goes on automatic pilot.
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same generic suite of teaching activities: listen to a lecture, take notes, ask some questions, talk in groups.
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Be astonished.
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Pay attention.
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Through the creative turns of language they use to describe the world and our experiences, the familiar becomes unfamiliar again, and we discover in the everyday world fresh food for insight and reflection.
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We want them to pay attention to course content, to be astonished by what they find there, and to report back to us and the world what they have discovered.
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Find an everyday object that connects to your discipline, or a photograph or image that accompanies an article or book in your field.
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Close — and I mean really close — reading.
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in which practitioners slowly read the sacred scriptures of Judaism aloud to one another, pausing and discussing and questioning at every turn.
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Tell about it.
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asked what they had learned from the experience, and especially what they had noticed about the text that they hadn’t perceived before
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Engagement with objects.
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pointed out anomalies and inconsistencies, and wondered
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What? For the first step, students spend time just observing the object and taking notes.
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So what? Students write down questions based on their observations and share them with one another.
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Now what? The final stage shifts into more whole-class and teacher-centered discussion
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Attention through assessments.
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For 13 consecutive weeks, she asked students to leave the campus and make a visit to the nearby Worcester Art Museum in order to spend time in front of the same work of art.
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As they learned to train their attention on a work of art, their attention brought them insights. They saw more clearly, developed new ideas, and wrote creatively about what they observed.
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Could some or all of this work online to build engagement? 1) close reading 2) engage with objects 3) attention through assessments
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Social Bookmarking and Diigo - Student Learning with Diigo - 146 views
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This explains what Diigo does, what the main functions are for the classroom, and that it can be saved in Delicious. They refer to Delcious as the grandfather of all bookmarking in that it was the first but just bookmarks and collects. This would allow annotation and collaboration.
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These are the main features I would sue in 371 as well as 368, 362, and 391.
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disadvantages
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Social Bookmarking is simply making bookmarks available to a social network. Rather than storing bookmarks on a local computer, the bookmarks are stored to a social bookmarking website. By default, the bookmarks are available for the network to view.
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Great article that explains the advantages of using Diigo with other educators and students. It also has links to lesson plans and how to videos. -
I found many useful links along with this resource. It clearly points out advantages of using Diigo in education. It also shares how to sync to another popular social bookmarking site. I highly recommend checking this article out.
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Using Diigo in the Classroom - Student Learning with Diigo - 66 views
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Save important websites and access them on any computer. Categorize websites by titles, notes, keyword tags, lists and groups. Search through bookmarks to quickly find desired information. Save a screenshot of a website and see how it has changed over time. Annotate websites with highlighting or virtual "sticky notes." View any annotations made by others on any website visited. Share websites with g
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Extended Learning
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Bookmark Lists
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Personal Student Bookmarks
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Diigo can provide a way to enrich or extend learning about a topic.
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Beyond extended student learning, Diigo can be used as a form of professional development.
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Research Teaching students to research is a common standard across all grade levels, elementary, middle school, high school, and beyond. Diigo excels as a research tool: Students can save relevant websites to lists in their Diigo student accounts. Each saved bookmark captures the URL and a screenshot, and can be searched later. Students can highlight important information right on the website, using Diigo. Later, when students return to the website, they find the reason they saved the bookmark in the first place. Students can use virtual sticky notes to summarize the important points of information from the website. This activity will mimic the time-tested procedure of using note cards to summarize and organize research projects. Students working on similar topics can create and join groups in order to collaborate. Later, when students need to document their sources, Diigo can be used to recall website URLs for citing sources.
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How in the WORLD do I do the social part of it?? This seems useful, but I'm still trying to figure out how to let the kids collaborate on Outliners and then share the Outliners with me easily. I bet there's something huge that I'm missing here...
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