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Deborah Baillesderr

CommonLit | Free Fiction & Nonfiction Literacy Resources, Curriculum, & Assessment Materials for Middle & High School English Language Arts - 53 views

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    Great resource for CCSS-ELA. This site is geared for grades 5-12. The library is full of informational and literature text that can be found by lexile range, grade level, theme, genres, device or standards. You have the ability to get paired text, related media (videos), a teacher guide, and a parent guide. Assessment and discussion questions are included that asked students to prove their answers using passages from the text. Truly worth checking out.
Michael Sheehan

Must See History Themed Music Videos - 110 views

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    The best history themed music videos I have ever seen!
meghankelly492

Project MUSE - Learning from Masters of Music Creativity: Shaping Compositional Experiences in Music Education - 7 views

  • n contrast to others who are not as prone to divulge their feelings about their creative process
  • "Variation in style may have historical explanation but [End Page 94] no philosophical justification, for philosophy cannot discriminate between style and style."3
  • The testimonies of the composers concerned bear on questions about (a) the role of the conscious and the unconscious in music creativity, (b) how the compositional process gets started, and (c) how the compositional process moves forward
  • ...39 more annotations...
  • It is hoped that the themes that emerge by setting twentieth and twenty-first century professional composers' accounts of certain compositional experiences or phases of their creative processes against one another will provide a philosophical framework for teaching composition.
  • Furthermore, the knowledge of how professional composers compose offers the potential of finding the missing link in music education; that is, the writing of music by students within the school curriculum
  • Such involvement may deepen their understanding of musical relationships and how one articulates feelings through sounds beyond rudimentary improvisational and creative activities currently available
  • raw philosophical implications for music composition in schools from recognized composers' voices about their individual composing realities
  • It is hoped that the direct access to these composers' thoughts about the subjective experience of composing Western art music in the second half of the twentieth and the beginning of the twenty-first century may also promote the image of a fragmented culture whose ghettoization in music education is a serious impediment to the development of a comprehensive aesthetic education.
  • n other words, there is a striking unanimity among composers that the role of the unconscious is vital in order to start and/or to complete a work to their own satisfaction.
  • I need . . . to become involved, to come into a state where I do something without knowing why I do i
  • This is a complex problem and difficult to explain: all that one can say is that the unconscious plays an incalculable rol
  • Nonetheless, these self-observations about the complementary roles of the unconscious and conscious aspects of musical creativity do not cover the wide range of claims in psychological research on creativity
  • I strongly believe that, if we cannot explain this process, then we must acknowledge it as a mystery.25 Mysteries are not solved by encouraging us not to declare them to be mysteries
  • When Ligeti was commissioned to write a companion piece for Brahms' Horn Trio, he declared, "When the sound of an instrument or a group of instruments or the human voice finds an echo in me, in the musical idea within me, then I can sit down and compose. [O]therwise I canno
  • Extra-musical images may also provide the composer with ideas and material and contribute to musical creativity.
  • ome composers need to have something for it to react against.38 Xenakis, however, asserted that "all truly creative people escape this foolish side of work, the exaltation of sentiments. They are to be discarded like the fat surrounding meat before it is cooked."
  • as, as these examples show, dreams can also solve certain problems of the creative process.
  • In other words, to compose does not mean to merely carry out an initial idea. The composer reserves the right to change his or her mind after the conception of an idea.
  • n sum, self-imposed restrictions or "boundary conditions"55 seem to provide composers with a kind of pretext to choose from an otherwise chaotic multitude of compositional possibilities that, however, gradually disappears and gets absorbed into the process of composition which is characterized by the composers' aesthetic perceptions and choices.
  • Therefore, it is not surprising that influences from the musical world in which the composer lives play an important role in the creative process
  • Thereby the past is seen as being comprised by a static system of rules and techniques that needs to be innovated and emancipated during the composers' search for their own musical identity.
  • I strongly suggest that we play down basics like who influenced whom, and instead study the way the influence is transformed; in other words: how the artist made it his own.
  • Nothing I found was based on the "masterpiece," on the closed cycle, on passive contemplation or narrowly aesthetic pleasure.61
  • Furthermore, for some composers the musical influence can emerge from the development of computer technology.
  • In sum, the compositional process proceeds in a kind of personal and social tension. In many cases, composers are faced with the tensive conflict between staying with tradition and breaking new ground at each step in the process. Thus, one might conclude that the creative process springs from a systematic viewpoint determined by a number of choices in which certain beliefs, ideas, and influences—by no means isolated from the rest of the composer's life—play a dominant role in the search for new possibilities of expression.
  • If a general educational approach is to emerge from the alloy of composers' experiences of their music creativity, it rests on the realization that the creative process involves a diversity of idiosyncratic conscious and unconscious traits.
  • After all, the creative process is an elusive cultural activity with no recipes for making it happen.
  • n this light, the common thread of composers' idiosyncratic concerns and practices that captures the overall aura of their music creativity pertains to (a) the intangibility of the unconscious throughout the compositional process,68 (b) the development of musical individuality,69 and (c) the desire to transgress existing rules and codes, due to their personal and social conflict between tradition and innovation.70
  • In turn, by making student composers in different classroom settings grasp the essence of influential professional composers' creative concerns, even if they do not intend to become professional composers, we can help them immerse in learning experiences that respect the mysteries of their intuitions, liberate their own practices of critical thinking in music, and dare to create innovative music that expresses against-the-prevailing-grain musical beliefs and ideas.
  • Therefore, it is critical that the music teacher be seen as the facilitator of students' compositional processes helping students explore and continuously discover their own creative personalities and, thus, empowering their personal involvement with music. Any creative work needs individual attention and encouragement for each vision and personal experience are different.
  • After all, the quality of mystery is a common theme in nearly every composer's accoun
  • Failing this, musical creativity remains a predictable academic exercise
  • Music teachers need to possess the generosity to refuse to deny student composers the freedom to reflect their own insights back to them and, in turn, influence the teachers' musical reality
  • Indeed, it is important that music teachers try to establish students gradually as original, independent personalities who try to internalize sounds and, thus, unite themselves with their environment in a continuous creative process.
  • Music teachers, therefore, wishing student composers to express and exercise all their ideas, should grant them ample time to work on their compositions,
  • n sum, music knowledge or techniques and the activation of the student composers' desire for discovery and innovation should evolve together through balanced stimulation.
  • While music creativity has been a component of music education research for decades, some of the themes arising from professional composers' experiences of their creativity, such as the significance of the unconscious, the apprehension towards discovering ones' own musical language, or the personal and social tension between tradition and innovation, among others, have not been adequately recognized in the literature of music education
  • By doing this, I strongly believe that musical creativity in general and composing in particular run the risk of becoming a predictable academic exercise
  • which merely demands problem-solving skills on the part of the student composers (or alleged "critical thinkers").
  • . On the other hand, only few music educators appear to draw their composer students' attention to the importance of the personal and social conflict between staying within a tradition or code, even if it is the Western popular music tradition, and breaking new ground at each step in the creative process and, possibly, shaping new traditions or codes.
  • Culture is a precious human undertaking, and the host of musics, arts, languages, religions, myths, and rituals that comprise it need to be carefully transmitted to the young and transformed in the process."85
  • Nevertheless, further research is needed in which women's voices can be heard that may offer an emancipatory perspective for the instruction of composition in education which will "challenge the political domination of men."
Roland Gesthuizen

Closing the talent gap | Social Sector Office - 16 views

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    Improving teacher effectiveness to lift student achievement has become a major theme in U.S. education. Most efforts focus on improving the effectiveness of teachers already in the classroom or on retaining the best performers and dismissing the least effective. Attracting more young people with stronger academic backgrounds to teaching has received comparatively little attention.
Mary Beth  Messner

5 Fantastic Ways to Use Wallwisher in the Classroom - SimpleK12 - 138 views

  • 5 fantastic ways to use Wallwisher in the classroom: Writing activities – Wallwisher has a 160 character limit for each comment/post that you leave on the wall. Which is, in a way, a good thing! It allows for short story/collaborative projects, essay plans, note-taking, memos, poems, etc… the writing possibilities are endless! Brainstorming activities – This is a great ice breaker for the beginning of class! And better yet, it’s a great way to post a homework assignment/food for thought for that evening and then discuss it the next day. Vocabulary/Grammar Activities – You could easily use Wallwisher for practicing tenses, definitions, vocabulary matching (you can even use audio or video!), or even find a theme and have the students fill the sticky notes with their ideas for the vocabulary theme! Speaking activities – I was never one to love speaking in front of people so Wallwisher is a great way to create short speaking activities to help students feel more comfortable in front of a group of people. These activities could be to talk about a photo or video for X minutes, create a story based upon X number of photos, or even put debate topics on a sticky note for the student to create. Notifications – That is the original thought, right? You could use Wallwisher for orientation information, classroom rules, student profiles, daily/weekly plan, or even fun messages to other students who might be out sick or on trips with their families.
Linda Lyster

Game for science - Virtual world devoted to science, technology and free educational games online - 116 views

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    "Explore all kinds of virtual islands depending on your interests: health, aeronautics, genomics, environment, engineering and more. You'll find fun games, interesting facts and fascinating photos and videos - all on a science theme. "
Lee-Anne Patterson

Flash tutorials on Vimeo - 1 views

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    HD Educational videos about Adobe Flash. Tutorial themes could be drawing, animation, gaming, web design, actionscripting or any of the other cool things you can use Flash for.
Cresencia F

Layered Information Systems - KMD2003 - Confluence - 7 views

  • whether disparate layers of information can create a common universal layer
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    This is the Layered Information Systems main theme page in the CTL1926/KMD2003H graduate cours wiki.
Sarah Horrigan

Phil's JISC CETIS blog» Blog Archive » Repositories and the Open Web - 9 views

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    On the 19 April, in London CETIS are holding a meeting in London on Repositories and the Open Web. The theme of the meeting is how repositories and social sharing / web 2.0 web sites compare as hosts for learning materials: how well does each facilitate the tasks of resource discovery and resource management; what approaches to resource description do the different approaches take; and are there any lessons that users of one approach can draw from the other?
Mark Youngman

Carpenters Middle poetry students share at coffeehouse - 10 views

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    Poetry Reading/Coffeehouse
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    Thank you for sharing this article. We held a "coffee house" poetry presentation last year at our middle school and it was wonderful. We plan to do it again and I am always looking for ideas. We held ours during the school day and had tables with table clothes and battery operated candles. We incorporated some beatnik themes - some of us wore berets and we had the students snap instead of clap. It was great fun.
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    Thank you for sharing this article. We held a "coffee house" poetry presentation last year at our middle school and it was wonderful. We plan to do it again and I am always looking for ideas. We held ours during the school day and had tables with table clothes and battery operated candles. We incorporated some beatnik themes - some of us wore berets and we had the students snap instead of clap. It was great fun.
Roland Gesthuizen

ISTE 2011 Conference - Philadelphia - 42 views

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    ISTE is excited to return to the city of inspiration and innovation for our ISTE 2011 conference, dedicated to the theme of "Unlocking Potential." Philadelphia-a city known for historical firsts and the collaboration of great minds-is the perfect backdrop for the active, inquisitive educators who converge at ISTE's annual conference and exposition every year.
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    Great ICT and technology conference that I am attending this year.
Randolph Hollingsworth

Convert Word DOC to HTML - TextFixer - online tools for webmasters and web developers - 52 views

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    Excellent tool for those who get frustrated with the limited opportunities in a blog post constrained by a specific .css-based theme. In the blog, switch to HTML view and place cursor where you want to insert the revised version. Then open a new window for Textfixer. From within MS Word, highlight and paste the text you want to convert, then past it into the Text Fixer box, and click "Convert Word to HTML. Recommended by ProfHackers at CHE
Marisa Kenney

Photo Books, Photo Cards, Scrapbooks, Yearbooks and Calendars | Mixbook - 46 views

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    I just started using this for student projects. They love it. It's intuitive, creative, and user friendly.
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    is a collaborative tool to create customizable photo books, cards and calendars online.You choose your theme and start adding your pictures. You can move and change the pictures move, rotate, crop, zoom into your photos. There are different fonts and styles to add your text to it. You can also choose your templates, backgrounds, stickers and you can add pages to your Mixbook. Children can create a newsletter or a newspaper or they can publish their drawings and create a story using them.
Martin Burrett

Hitting the target - angles - 56 views

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    A great sport themed maths game to help students learn about angles and how to measure them. http://ictmagic.wikispaces.com/maths
Martin Burrett

Smore - Create instant webpages - 77 views

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    Make an instant text and image webpage with Smore. Edit time and time again, choose themes and colours and you can even customise the url. Great for setting homework. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
Martin Burrett

Shark number - Place value - 69 views

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    Are your students fed up with sharks eating their boats? Make sure it doesn't happen again with this shark themed place value maths game. Set the ability level and choose the correct answer from three options. http://ictmagic.wikispaces.com/Maths
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