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Camilo Leal

Action, Criticism & Theory for Music Education - 0 views

act.maydaygroup.org

music education criticism action social justice

shared by Camilo Leal on 26 Sep 15 - Cached
  • Camilo Leal on 26 Sep 15
     
    ACTME is the journal of the MayDay group. The May Day group gathers music educators and researchers that have interest in critical ideas and strive for changes in paradigms in music education.
Paul Rosen

Alex Ross: The Rest Is Noise - 0 views

www.therestisnoise.com

ufmue classical culture criticism music journalism review

shared by Paul Rosen on 04 Apr 14 - Cached
  • Paul Rosen on 04 Apr 14
     
    Alex Ross, the music critic for The New Yorker, maintains a blog featuring information about performance, books, videos and other music related topics.
Kyle Naugle

Classical Music Podcasts : San Francisco Classical Voice - 0 views

www.sfcv.org/podcasts

ufmue nsX classical san francisco podcasts music education

shared by Kyle Naugle on 06 Apr 14 - No Cached
  • Kyle Naugle on 06 Apr 14
     
    This SFCV site is for the arts community to read articles, listen to podcast from other orchestras, and allow users to purchase tickets to concerts. Another purpose is to allow youth to explore new music that they might not know or understand yet. This website includes upcoming events in the San Francisco area, Critic Reviews, the ability to listen to music online, and other music resources such as biographies on composers and musicians of today, and from the past.
bnlynn

Thinking in Music | Thoughts about music theory, performance, creativity, pedogogy, and... - 0 views

thornepalmer.wordpress.com

ufmue music education music notation

shared by bnlynn on 27 Sep 15 - No Cached
  • Camilo Leal on 27 Sep 15
     
    In this blog, Thorne Palmer shares his reflections on current research, theory, philosophy, pedagogy, performance, creativity, critical thinking, and more, including links to external resources.
  • bnlynn on 28 Sep 15
     
    This blog offers insight to some of the non-traditional music education aspects .
lemason

Use PBL to Innovate the Music Classroom | Edutopia - 0 views

www.edutopia.org/...d-learning-music-andrew-miller

music education PBL ufmue

shared by lemason on 30 Sep 15 - No Cached
  • PBL can further champion music education and continue to legitimize it as critical content, even as it is under attack by naysayers and budget cuts
  • music educators deal with the same concerns as core teachers, including student engagement, assessment and standards. Utilize PBL to address these concerns and embrace new possibilities for the music classroom.
  • PBL projects create the need to know critical content through an authentic purpose.
  • ...3 more annotations...
  • Performance is the essence of the music classroom
  • Music educators, please continue to do what you do, but consider taking it up a notch from time to time with a PBL project
  • PBL can help focus your instruction, build authenticity and create purpose and relevance for reluctant students in your classroom
  • lemason on 30 Sep 15
     
    This article discusses possible uses for PBL in the music classroom.
bnlynn

Critical Pedagogy for Music Education - LiveBinder - 0 views

www.livebinders.com/...play

music education online music technology ufmue

shared by bnlynn on 27 Sep 15 - No Cached
  • Camilo Leal on 27 Sep 15
     
    This is a LiveBinder site created by Thorne Palmer with relevant content and reflections on Paulo Freire's critical pedagogy and its application to Music Education. For every tag, there are links to articles and posts on the specific topic indicated in the tag's name.
  • bnlynn on 28 Sep 15
     
    This livebinder overs various pedagogical resources to use within all types of music classrooms.
  • bnlynn on 28 Sep 15
     
    This livebinder overs various pedagogical resources to use within all types of music classrooms.
William Bauer

Google 101 - 1 views

sites.google.com/...home

google apps sites chrome drive calendar mlt2

shared by William Bauer on 02 Nov 14 - No Cached
  • William Bauer on 02 Nov 14
     
    Teachers will be introduced to Google Apps for Education as a resource to enhance collaboration, communication, critical thinking, and creativity with students, colleagues and their school community. Emphasis will be placed on introducing resources that provide best practices when using Google Apps for Education. The course is online and divided into 10 self paced modules. Each module can be completed individually. Staff will demonstrate completion of each module through a Google Form. 
patiencetez

Soundation for Education - Make music online - 1 views

soundation.com

UFMUE Making music with technology

shared by patiencetez on 22 Sep 15 - No Cached
  • urbwes on 22 Sep 15
     
    Similar to Soundtrap.com; this online DAW is a great resource for student to create music with loops. I've used this in a technology class and students enjoy the variety of loops.
  • wlanxner on 09 Feb 19
     
    Soundation is a fully functioning cloud-based DAW, similar to Soundtrap. The look is darker and more professional, and the effects processing is more sophisticated. This could be a good option for college-level recording and collaboration, whereas Soundtrap's colorful look and simplicity would be more appropriate for middle- and high-school use.
  • patiencetez on 10 Feb 19
     
    Soundation is a Digital Audio Workstation similar to sound trap though soundation appears more professional, and the effects are more sophisticated. With soundation, students learn to do recording, editing, mixing, instrument patches, and MIDI input. Soundation is good for university level whereas Soundtrap's simplicity is good for middle and high school. Like soundtrap, it has a free one month trial with limited accessibility and to access the full premium, one has to pay. Soundation helps students acquire the 4Cs i.e Collaboration, communication, creativity, and critical thinking. It is a good resource for teaching studio composition and for enhancing the musicianship of non traditional music students.
patiencetez

Soundtrap - Make music online - 0 views

www.soundtrap.com/edu

UFMUE Making music online using technology

shared by patiencetez on 10 Feb 19 - No Cached
  • patiencetez on 10 Feb 19
     
    Sound trap is an online Digital Audio Workstation (DAW) that one can use to create loops and tracks online. One doesn't need to download any software to install sound trap, it is typically online and is a very good resource for teaching creativity, collaboration, communication, and critical thinking (4 Cs). I like sound trap because it enables students and teachers to continue work anywhere any time (in and outside the classroom). Teachers can easily add projects and invite students to work on the project any time anywhere. The fact that one can invite another person to work on the same project and/or even record a track together is mesmerizing. With sound trap, it is easy to record any instrument, download a track, and best of all, you can record using a microphone and/or use the free loops, MIDI, and effects that come with the software. A school has to purchase the software and add students to start using it. However, the software has a one month free trial which teachers can try out with their students before purchasing.
patiencetez

033- Forward With the Arts: The Role of the Arts in Connecting us ALL! | Free Podcasts ... - 0 views

www.podomatic.com/...2017-01-23T19_16_20-08_00

UFMUE Role of the Arts in Connecting People

shared by patiencetez on 10 Feb 19 - No Cached
  • patiencetez on 10 Feb 19
     
    This is a discussion by New York Times columnist, David Brooks, and Kathy Fletcher, and the director of Turnaround Arts Initiative about the important work that Turnaround Arts does through the strategic use of the arts. The discussion talks about how music facilitates brain development, why certain things in music leave people fascinated, and what magic music brings to emotion. The discussion also unfolds how the arts, and music education in particular opens the student's mind to memorisation. David Brooks says "Students understand better when topics are introduced through music". I agree with that because most students become more alert when a topic is introduced through song and it fosters the interest of students. Therefore we need arts to succeed in education. A lot of artists came from struggling backgrounds so when they talk to children that would like to succeed in the music world but are frightened that they'll never make it, they tell them "I know what you are going through but you can make it". This encourages those children to push on and excel in the arts. Kathy Fletcher says music boosts critical thinking and confidence which is ideal for students and they end up excelling in all other fields. The arts connect us all through music in a way that music created is shared all around the world. Partnerships are created to perform music and people come together to listen to music. This makes us one.
patiencetez

Note pair music game for your ears - 0 views

www.flashmusicgames.com/notepair.html

UFMUE Music game for aural training

shared by patiencetez on 08 Feb 19 - Cached
  • Psychologists report that people who learned to play some musical instrument are smarter and have a better memory than people with no music training.
  • yvetteml on 08 Feb 19
     
    This is an ear training game using a "matching card" format. It looks simple and almost boring, however, once a person starts playing the game it becomes very interesting, This is well suited for middle school as it does not appear to "babyish".
  • patiencetez on 10 Feb 19
     
    Note pair is an online music game designed to help children read music notes easily and quickly. This game helps children learn to read music notes step by step, at their own pace. A child listens to a note, and tries to match it to a similar note. This ear training computer game lets you learn music notes and their pitches. Students and pupils who play a musical instrument as a child have a better verbal memory than those with no music training. Aural listening skills enhance brain development and students who listen more to music are calm, critical thinkers, and confident. Introducing such a game as a lesson starter even for classes that are not learning music fosters concentration and interest of the learners. Their brain becomes alert and ready to take in any information.
slofgren57

MakingMusicFun.net | Free Sheet Music and Music Lesson Plans - 1 views

makingmusicfun.net

music education ufmue

shared by slofgren57 on 09 Feb 19 - No Cached
  • megangray on 09 Feb 19
     
    This website has a wide variety of resources such as sheet music, lesson plans, composer biographies written with elementary level vocabulary, music theory worksheets, and much more. This website is geared toward elementary music but could also be useful in some middle school applications.
  • ...3 more comments...
  • dmcconnehey on 10 Feb 19
     
    MakingMusicFun.net provides worksheets, lesson plans, and other resources for elementary music teachers. Premium users have access to more resources.
  • scarlock on 10 Feb 19
     
    Making Music Fun is a great website for resources for music educators. There are tons of theory worksheets (some more appropriate for elementary school students), lessons, composer biographies and worksheets, and activities for the music classroom. There is also a library of piano music that is well-written for beginners and available in a variety of levels. Some features over the years now require purchase, but there are still tons of resources available for free.
  • ehmiller on 10 Feb 19
     
    This website is one of my favorites for finding elementary sub plans, fun note-naming worksheets, and other fun worksheets for kids.
  • lcm09c on 10 Feb 19
     
    This website offers various music resources for download, such as sheet music, theory worksheets, composer biographies, and music award certificates. It is mainly for younger aged children, but can also be used for middle schoolers.
  • slofgren57 on 10 Feb 19
     
    A fabulous resource for eye-catching, student-engaging music worksheets that ask students to think critically about music concepts. A variety of topics are covered.
reagansr

http://www.p21.org/storage/documents/P21_arts_map_final.pdf - 0 views

www.p21.org/...P21_arts_map_final.pdf

Skills Standards Technology ufmue

shared by reagansr on 30 May 17 - No Cached
  • reagansr on 30 May 17
     
    Skills Map for the Arts. Developed by Partnership for 21st Century Skills. Gives examples of activities for developing 21st century skills such as creativity, communication, collaboration, and critical thinking through the arts.
mmaccari

Young Person's Guide to the Orchestra - 0 views

listeningadventures.carnegiehall.org/game.aspx

UFMUE music listening instruments symphony game interactive

shared by mmaccari on 24 May 17 - No Cached
  • lntechclass on 24 May 17
     
    This website, powered by Carnegie Hall and based on Benjamin Britten's Young Person's Guide to the Orchestra, introduces elementary students to the orchestra, instrument families, and timbres. The website features an animated story, interactive games, and a lot of interesting and accurate information about orchestra instruments. Students can easily navigate the game using the voice and visual prompts, and there are no required log-in credentials or advertisements.
  • mmaccari on 28 May 17
     
    A fun way for students to learn the instruments of the orchestra using Britten's masterwork! This interactive listening adventure is a game that challenges to students to listen critically and identify instruments both by sound and sight.
Stephen Hull

Effective Practice: An Investigation of Observed Practice Behaviors, Self-R...: EBSCOhost - 0 views

web.b.ebscohost.com/...detail

Structured practice

shared by Stephen Hull on 05 Oct 14 - No Cached
  • Although it exists in the larger context of music practice in general, the concept of deliberate practice requires sustained concentration and effort and is therefore somewhat distinct from unstructured activities engaged in for the sake of playing for fun.
  • Deliberate practice encompasses effortful, goal-directed, and intentionally structured activities.
  • When taken together, the findings suggest that those who took a more strategic approach toward practicing (e.g., breaking parts down and putting them back into context, identifying difficult spots) also achieved the highest performance scores.
  • ...8 more annotations...
  • Although several lines of research (e.g., deliberate practice, mental practice, modeling, self-regulation) have begun to show links between general practicing approaches and achievement, relatively little is known about which specific behaviors are most effective in eliciting performance gains. Information regarding which behaviors are beneficial to school-age musicians is especially needed, given their often limited formal training and the scarcity of studies with this population. The purpose of this study was to examine relationships among observed practice behaviors, self-reported practice habits, and the performance achievement of high school wind players.
  • In general, the results of this study have shown that the quality of practicing that takes place may be more crucial to improvement than the quantity of time spent playing.
  • The results also have practical implications for music educators. Although the findings cannot be considered causal, the correlations between performance achievement and the behaviors repeat section, slowing, whole-part-whole, and skipping directly to or just before critical musical sections of the étude indicate that these may be particularly useful strategies for making improvement.
  • It may be that those who were more accustomed to practicing with specific musical or technical goals in mind were able to practice more effectively during the study
  • This suggests that teachers should guide students toward practicing with musical and/or technical goals in mind.
  • This could be done by assigning specific musical passages to students or by asking students to practice applying specific musical concepts (dynamic contrasts, vibrato, expressive tempo manipulation, etc.) to various pieces when working alone.
  • This suggests students may need to be trained to distinguish between efficient and inefficient practicing.
  • For example, teachers could demonstrate characteristics of inefficient practicing, such as repetition of errors and physical and/or mental fatigue, and warn students to guard against them. Conversely, teachers could also highlight characteristics of efficient practice, such as focusing on problematic passages and taking appropriate amounts of rest.
  • Stephen Hull on 05 Oct 14
     
    Well structured practice is the key to improvement
Stephen Hull

When Repetition Isn't the Best Practice Strategy: Effects of Blocked and Ra...: EBSCOhost - 0 views

web.b.ebscohost.com/...detail

Structured practice repetition

shared by Stephen Hull on 05 Oct 14 - No Cached
  • There were no performance differences between groups at the end of three practice sessions. However, 24 hours after completing practice, random group participants were able to play significantly faster than blocked group participants without sacrificing accuracy.
  • The contextual interference hypothesis predicted that the blocked group would perform better at acquisition but that the random group would perform better at retention. Results of this study provide partial support for the second half of this hypothesis
  • Structured practice, which involves using a planned sequence of practice activities, has been found to be beneficial for students of all ages
  • ...2 more annotations...
  • Results of this study demonstrate that repetitive practice may not always be the most effective strategy for beginning musicians. Teachers could structure class instruction using random orders, rather than relying exclusively on repetitive drill, and teach students how to structure their home practice in this way
  • Many descriptive studies have shown that beginners make very limited use of self-regulated practice strategies (Austin & Berg, 2006; Hallam, 2001; McPherson & Renwick, 2001; Pitts, Davidson, & McPherson, 2000). Therefore, it would be critical for teachers to help students make this application at home.
  • Stephen Hull on 05 Oct 14
     
    Is it better to practice the same small section until perfected before moving on to the next? Or is it better to vary the order of items practiced?
Stephen Hull

Decisions Made in the Practice Room: A Qualitative Study of Middle School S...: EBSCOhost - 0 views

web.a.ebscohost.com/...detail

Structured practice middle school

shared by Stephen Hull on 05 Oct 14 - No Cached
  • The quality and quantity with which one approaches practicing are key factors in the development of expert instrumental performance skill (Ericsson, Krampe, & Tesch-Romer, 1993). Miksza (2007), Frost and Hamann (2000), and McPherson (2000) have all found that instrumental performance is related to the quality as well as the quantity of practice.
  • McPherson and Zimmerman (2002) described self-regulation as a form of self-teaching in which students set goals, self-monitor, and self-reflect.
  • Self-efficacy, defined as the confidence one has in his or her ability to plan and execute a given task, is considered to be a key factor predicting self-regulation success
  • ...14 more annotations...
  • Other researchers have found that novice adolescent musicians tend to exhibit inconsistent practice habits. Rohwer and Polk (2006) categorized the practice tendencies of students as holistic/noncorrective, holistic/corrective, analytic/reactive, or analytic/proactive. They described analytic practicers as those who were prone to remediate sections of their music both proactively and reactively, and they found that these students made significantly more gains than did the holistic practicers. Barry (1990, 1992) focused on the use of structured practice time and supervision in middle school instrumental students and found that the students were significantly more able to prepare a musical etude when practice was carefully structured and supervised. Like McPherson and Renwick (2001), Barry found that students who engaged in unstructured practice tended to play their music faster, use a metronome less, use fewer mental practice strategies, and self-assessed less than those who engaged in structured and supervised practice.
  • Barry and Hallam (2002) argue that this is because novices who have not yet developed strong aural schemata are often unaware of their own errors, whereas more capable musicians are more aware of their strengths and weaknesses.
  • The ability to self-regulate, or self-teach, is a learned skill requiring individuals to make a number of decisions related to goal setting, self-efficacy, attention, strategy use, and assessment.
  • In order for teachers to improve the way in which they teach their students to practice, it seems apparent that they must first understand the ways in which their students think during practice.
  • retrospective think aloud protocol. Ericsson and Simon (1993) describe this method of data collection as a process in which subjects are asked to describe their thoughts immediately after performing a given task.
  • Though they stated that they knew which pieces needed work, they did not have a specific idea of what aspects of the music needed work.
  • When students encountered difficulty, they reacted in one of three ways. First, although each student exhibited different levels of tolerance for frustration, at some point they each demonstrated the tendency to move on to a new activity when something began to cause frustration.
  • Second, students would retreat to easier passages when things became too difficult.
  • Finally, student ability to maintain focus over the span of the practice period also affected motivation.
  • Although the ability to maintain attention and self-efficacy may be beyond a teacher's realm of direct influence because of the unique personalities of the children, it appears that teachers can improve student motivation by providing students goals for improvement rather than simply recording practice time.
  • The ability to clearly define goals that are specific, proximal (short term), and moderately challenging is a major component of effective practice (
  • The factors influencing the use of practice strategies can be broken down into three categories: strategy repertoire, appropriate use, and motivation. Using the metaphor of having a "practice toolbox," students need to have a number of tools from which to draw on, but they also need the knowledge and skill to use them appropriately and the motivation and self-discipline to make the effort to take the tools out of the box.
  • Educational leaders commonly emphasize the importance of teaching students how to critically think and learn on their own. Musical practice is an important way in which music teachers can provide their students with these opportunities.
  • It seems to follow that helping instrumental music students develop self-regulation would result in improved ensembles and more efficient rehearsals. Methods for teaching practice skills to middle school and high school students must be developed through continued research and best practice in order to develop independent musicians.
  • Stephen Hull on 05 Oct 14
     
    Teaching middle school students HOW to practice
Camilo Leal

Mayday Group | An international community of scholars and practitioners in Music Education - 0 views

www.maydaygroup.org

social justice criticism music education

shared by Camilo Leal on 26 Sep 15 - No Cached
  • Camilo Leal on 26 Sep 15
     
    May Day is a group of music educators and researchers that strive for changes in musical education paradigm towards cultural diversity and social justice.
yvetteml

WebQuest - 1 views

sites.google.com/...edit

middle school masters music education ufmue ear training sight reading

shared by yvetteml on 24 Feb 19 - No Cached
  • Introduction
  • Students will develop itineraries and 
  • his fun activity takes students on a adventure around the world in search of music, cultures and communication with students from other countries!
  • ...2 more annotations...
  • or more
  • Have you ever wanted to travel the world and visit a different state or country other than your own?  Now is your chance! You and your classmates have been hired as Music Reviewers and Critics.You, alone or with an entourage of two to four classmates, will travel to 5 different live music events and critique the shows. You will carefully plan your travel to arrive at each event on time as well as slip in some sight-seeing! Get Ready!
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