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The Classroom StudioThe Classroom Studio

Wendy BloomWendy BloomWendy.Bloom@fwcs.k12.in.usWendy.Bloom@fwcs.k12.in.us

http://www.rose-prism.org/moodle/login/http://www.rose-prism.org/moodle/login/index.phpindex.php

Music Technology Education Music Technology Education AcademyAcademy

Music Educators National ConferenceMusic Educators National ConferenceMusic Education Week in WashingtonMusic Education Week in Washington

June 21, 2009June 21, 2009

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Okay, let’s take on the big questions Okay, let’s take on the big questions . . .. . .

1.What is a classroom studio?1.What is a classroom studio?

I define a classroom studio as a ubiquitous I define a classroom studio as a ubiquitous integration of integration of

technology in a learning environment that utilizes a technology in a learning environment that utilizes a multi-faceted multi-faceted

array of visual, auditory, and kinesthetic tools, both array of visual, auditory, and kinesthetic tools, both acoustical and acoustical and

digital, to engage students in rigorous and relevant, digital, to engage students in rigorous and relevant, standards standards

anchored music lessons, projects, and activities.anchored music lessons, projects, and activities.

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2. How do you facilitate a classroom studio in 2. How do you facilitate a classroom studio in an elementaryan elementary

school music program?school music program?

In an elementary music program, student learning In an elementary music program, student learning involves standard involves standard

based, assessment determined music curriculum, based, assessment determined music curriculum, driven by driven by

traditional music instructional methodologies traditional music instructional methodologies powered by the usepowered by the use

of acoustical tools, such as the Orff of acoustical tools, such as the Orff Instrumentarium, recorders, Instrumentarium, recorders,

and the human voice, partnered with purposefully and the human voice, partnered with purposefully selected digital selected digital

tools seamlessly integrated into the acoustical tools seamlessly integrated into the acoustical learninglearning

environment. environment.

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3. I don’t have time for all those extra 3. I don’t have time for all those extra technology projects withtechnology projects with

students . . . students . . .

Yes, initially, you will more spend planning and Yes, initially, you will more spend planning and implementing the implementing the

integration of technology. However, after you have integration of technology. However, after you have acclimatedacclimated

totally to the seamless integration of technology totally to the seamless integration of technology tools in your music tools in your music

classroom you will have actually “cloned” your time classroom you will have actually “cloned” your time with students with students

several times over. The technology tools will “take several times over. The technology tools will “take on a life of their on a life of their

own” so to speak and will become an improved own” so to speak and will become an improved extension of yourextension of your

time and ability in engaging students more time and ability in engaging students more efficiently andefficiently and

effectively.effectively.

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4. What does a classroom studio consist of?4. What does a classroom studio consist of?

The scope and size of a classroom studio can range The scope and size of a classroom studio can range from onefrom one

Wireless enabled laptop computer, an LCD Wireless enabled laptop computer, an LCD projector, an interactive projector, an interactive

Wireless slate, a keyboard controller with digital Wireless slate, a keyboard controller with digital interface, and an interface, and an

iPod Touch with Bose speaker, on a roll cart (don’t iPod Touch with Bose speaker, on a roll cart (don’t forget the flash forget the flash

drive on a lanyard around your neck and iPhone drive on a lanyard around your neck and iPhone clipped to your clipped to your

belt) belt) . . .. . .

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. . .. . . to a multi-workstation music tech lab, with 15-30 networked, to a multi-workstation music tech lab, with 15-30 networked, Bluetooth enabled, multi-media-music notation-scanning-Bluetooth enabled, multi-media-music notation-scanning-sequencing-technology assisted music instruction software loadedsequencing-technology assisted music instruction software loadeddesktop computers (or laptops in a laptop cart if you enjoy desktop computers (or laptops in a laptop cart if you enjoy charging), 15-30 multi-timbrel, 88 weighted-key keyboard charging), 15-30 multi-timbrel, 88 weighted-key keyboard synthesizers (with all the bells and whistles) with MIDI interfaces-synthesizers (with all the bells and whistles) with MIDI interfaces-

all all on workstation cabinets with pull out computer keyboard shelves, on workstation cabinets with pull out computer keyboard shelves, an interactive white board, a portable interactive whiteboard, an an interactive white board, a portable interactive whiteboard, an LCD projector, a learner response system, an iPod Touch, 15-30 LCD projector, a learner response system, an iPod Touch, 15-30 iPods, 15-30iPads, a digital recorder recorder, a USB interface, iPods, 15-30iPads, a digital recorder recorder, a USB interface, keyboard controller, and several microphones, US several keyboard controller, and several microphones, US several powered speakers, a wind controller, a digital drum set, a digital powered speakers, a wind controller, a digital drum set, a digital camera, a camcorder (with tripod), document camera, course camera, a camcorder (with tripod), document camera, course management and school music web sites (with weblogs, Wiki's, and management and school music web sites (with weblogs, Wiki's, and RSS Feeds), access to a Tandberg machine for videoconferencing RSS Feeds), access to a Tandberg machine for videoconferencing and broadcast server, etc., etc., etc.and broadcast server, etc., etc., etc.

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Enter . . . the laptop computer!Enter . . . the laptop computer!

Enter . . . the keyboard controller!Enter . . . the keyboard controller!

Enter . . . the iPod and Bose speaker!Enter . . . the iPod and Bose speaker!

Enter . . . the wireless slate!Enter . . . the wireless slate!

5. But, I teach music from a cart. How in the 5. But, I teach music from a cart. How in the %#*! can I%#*! can I facilitate a classroom studio! facilitate a classroom studio!

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6. So, if I have mega funding and support 6. So, if I have mega funding and support where do I start inwhere do I start in building a classroom studio? building a classroom studio?

Start HereStart Here Music Technology Lab Music Technology Lab Electrical, Electrical, Network, Furniture, Floor/Flow Pattern Plan: Network, Furniture, Floor/Flow Pattern Plan: Remember . . . a complete music tech lab requires a Remember . . . a complete music tech lab requires a

lot of advance planning and MONEY for things you lot of advance planning and MONEY for things you might not initially think about. might not initially think about.

You will need enough electrical circuits, outlets, You will need enough electrical circuits, outlets, power cords, and network/Internet drops to power cords, and network/Internet drops to accommodate the number of computers and piano accommodate the number of computers and piano keyboards you have. keyboards you have.

You will also need enough 6-foot tables or other lab You will also need enough 6-foot tables or other lab furniture and 30 medium sized student chairs for the furniture and 30 medium sized student chairs for the workstations in your lab.workstations in your lab.

Draft a lab floor/flow patterns plan in advance and Draft a lab floor/flow patterns plan in advance and make sure you are willing to loose the music make sure you are willing to loose the music classroom space a tech lab will occupy.classroom space a tech lab will occupy.

You will need access to your school’s student network You will need access to your school’s student network folders.folders.

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7. Okay, after the advanced planning, what 7. Okay, after the advanced planning, what hardware andhardware and software tools should be included in a software tools should be included in a classroom studio?classroom studio?

Hardware Tools for a Classroom Studio Hardware Tools for a Classroom Studio Begin With a Begin With a 15-30 Workstation Music Technology Lab That 15-30 Workstation Music Technology Lab That Includes: Includes: Computers:Computers:

iMacs (not MacBooks in a cart iMacs (not MacBooks in a cart unless you unless you

like charging and plugging in like charging and plugging in cables), Hewlett cables), Hewlett

Packard, Dell, Gateway. Just Packard, Dell, Gateway. Just make sure to make sure to

get some computers with DVD get some computers with DVD writers – the writers – the

new Intel iMacs will come with new Intel iMacs will come with them. Just them. Just

make sure to get some make sure to get some computers with DVD computers with DVD

writers and as much memory as writers and as much memory as possible. If possible. If

using iMacs, make sure to get a using iMacs, make sure to get a mini USB mini USB

cable adapter for your LCD cable adapter for your LCD projector.projector.

Keep Keep GoingGoing

Tables and Workstation Carts:Tables and Workstation Carts:

Your school system tech coordinator willYour school system tech coordinator will probably determine these, as price isprobably determine these, as price is bid out. bid out.

Power Strips and Cord Covers: Power Strips and Cord Covers:

BelkinBelkin

(see session handout for web (see session handout for web addresses)addresses)

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Student Keyboards/Synthesizers:Student Keyboards/Synthesizers:

Korg, Yamaha, Kurzweil, Casio Korg, Yamaha, Kurzweil, Casio or . or . . .. .

Keyboard Controllers: Keyboard Controllers:

Korg Nanos, M-Audio Axiom, M-Korg Nanos, M-Audio Axiom, M-AudioAudio

OxygenOxygen

Teacher Keyboard Workstation: Teacher Keyboard Workstation:

Should include a loaded laptop Should include a loaded laptop computer computer

high end keyboard/synthesizer and high end keyboard/synthesizer and keyboard keyboard

Controller, VGA, USB, firewire, Controller, VGA, USB, firewire, MIDI, MIDI,

audio, mini, RCA cables, etc. audio, mini, RCA cables, etc.

Korg, Yamaha, Roland, KurzweilKorg, Yamaha, Roland, Kurzweil

Digital Piano:Digital Piano:

Yamaha, Kawai, Roland, M-Audio, CasioYamaha, Kawai, Roland, M-Audio, Casio KorgKorg

USB MIDI Interfaces:USB MIDI Interfaces:

MOTU Fastlane USBMOTU Fastlane USBYamaha UX 16Yamaha UX 16MAudio

Cables:Cables:

MIDI, Audio, Mini, USB, RCA, MicMIDI, Audio, Mini, USB, RCA, Mic

Headphones, Splitters, Adapters:Headphones, Splitters, Adapters:

Low End Headphones: CalifoneLow End Headphones: Califone

Splitters: Get the short cord kind.Splitters: Get the short cord kind.Adapters: Mini and Standard Adapters: Mini and Standard

Earphone Earphone

High End Headphones: Koss, M-High End Headphones: Koss, M-Audio, Audio,

SennheiserSennheiser

Continue WithContinue With

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Other Other Hardware Tools for a Classroom Studio: Hardware Tools for a Classroom Studio:

Interactive White Board: Interactive White Board:

SmartBoardSmartBoardPrometheanPromethean

Interactive Wireless Slate:Interactive Wireless Slate:

Smart Airliner Smart Airliner ActivSlateActivSlatemimeoPadmimeoPad

LCD Projector:LCD Projector:

In FocusIn FocusMitsubishiMitsubishiPanasonicPanasonic

Presentation Remote:Presentation Remote:

KeyspanKeyspan

Learner Response System: Learner Response System:

Promethean ActivVotePromethean ActivVoteSmart ResponseSmart Response

Flash Drive:Flash Drive:

KeyspanKeyspan

External Hard Drive:External Hard Drive:

VerbatimVerbatimDocument Scanner:Document Scanner:

CanonCanon

Digital camera:Digital camera:

Canon PowerShotCanon PowerShot

Camcorder and Accessories:Camcorder and Accessories:

Camcorder Accessories: Microphones, Tripod, Recording Camcorder Accessories: Microphones, Tripod, Recording Media:Media:

SonySony

Document cameraDocument camera

AvervisionAvervision

Keep GoingKeep Going

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iPod Touch:iPod Touch:

Keep your beat up Pod for school Keep your beat up Pod for school use.use.

Bose SoundDock for iPod:Bose SoundDock for iPod:

Besides the iPod, greatest tech Besides the iPod, greatest tech thing ever thing ever

invented for elementary music invented for elementary music teachers!teachers!

Accessories and Cables for iPod:Accessories and Cables for iPod:

GriffinGriffin

Web Cams/MicrophonesWeb Cams/Microphones

Blue Mic EyeballBlue Mic EyeballIcicle MicIcicle Mic

External Speakers:External Speakers:

Yamaha Yamaha M-AudioM-AudioRolandRolandMackieMackieSamsonSamson

Digital Recorder: Digital Recorder:

Zoom,Zoom,M-Audio Microtracks IIM-Audio Microtracks IIRoland CD-2eRoland CD-2eYamaha PocketTrak 2GYamaha PocketTrak 2G

Digital Metronome and Tuner:Digital Metronome and Tuner:

KorgKorg

Portable PA/Sound System/Wireless Mic Portable PA/Sound System/Wireless Mic System:System:

ShureShureYamahaYamahaRolandRolandTascamTascamBoseBoseMackieMackieSennheiserSennheiser Auralex FenderAuralex Fender

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Wind Controller: Wind Controller:

Akai ProfessionalAkai Professional

Yamaha WX5Yamaha WX5

String Controller:String Controller:

ZetaZeta

Electronic Drum Kit:Electronic Drum Kit:

AlesisAlesis

RolandRoland

YamahaYamaha

Hardware for Instant Hardware for Instant Messaging/Social Messaging/Social

Networking/Videoconferencing:Networking/Videoconferencing:

Blue Mic Eyeball:Blue Mic Eyeball:

School System Access to a School System Access to a Tandberg MachineTandberg Machine

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8. And Software?8. And Software?

Software Tools for a Classroom Studio :Software Tools for a Classroom Studio : Operating Systems:Operating Systems:

Mac Snow LeopardMac Snow LeopardWindows XPWindows XPWindows VistaWindows VistaWindows 7Windows 7

Browser: Browser: Mozilla FirefoxMozilla FirefoxInternet Explorer 8Internet Explorer 8Safari 4Safari 4Google ChromeGoogle Chrome

Notation Software: Notation Software:

Finale 10Finale 10Finale NotePad 9Finale NotePad 9Sibelius 6Sibelius 6ScorchScorch

Digital Whiteboard Software:Digital Whiteboard Software:

SmartBoard Notebook SoftwareSmartBoard Notebook SoftwarePromethean ActiveInspire and Activestudio Promethean ActiveInspire and Activestudio

Flipchart, Activeprimary ViewerFlipchart, Activeprimary Viewer

Music Writer Touch (new music Music Writer Touch (new music notation software for digital notation software for digital whiteboards!)whiteboards!)

Scanning Software: Scanning Software:

SmartScore XSmartScore XPhotoScore Ultimate 5:PhotoScore Ultimate 5:

Sequencing Software: Sequencing Software:

Digidesign Pro ToolsDigidesign Pro ToolsAppleton LiveAppleton LiveLogic StudioLogic StudioSonor ProducerSonor ProducerCakewalk Home StudioCakewalk Home StudioMOTU Digital Performer 6MOTU Digital Performer 6Mixcraft 4Mixcraft 4Propellerhead ReasonPropellerhead ReasonSteinburg Cubase 4Steinburg Cubase 4Sony Acid Pro 6.0Sony Acid Pro 6.0Band-in-a-BoxBand-in-a-Box

Audio Recovery Software:Audio Recovery Software:

Sibelius iZotope RX and iZotope Ozone Sibelius iZotope RX and iZotope Ozone

Keep Keep Going Going

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iPod Software:iPod Software:

iTunesiTunesiPod AppstoreiPod AppstoreGriffin iTalk Sync (app for Griffin iTalk Sync (app for

recording with iPhone recording with iPhone and 2nd Generation iPod Touch)and 2nd Generation iPod Touch)

Sounds Libraries Software: Sounds Libraries Software:

Sibelius SoundsSibelius SoundsSibelius World MusicSibelius World MusicSibelius Choral LibrarySibelius Choral LibraryGarritan Personal OrchestraGarritan Personal Orchestra

Technology Assisted Learning Technology Assisted Learning Software: Software:

Music Ace MaestroMusic Ace MaestroSibelius InstrumentsSibelius InstrumentsSibelius General Music Pack: Sibelius General Music Pack:

Sibelius Student and Groovy Sibelius Student and Groovy Music SeriesMusic Series

StarclassStarclassCompassCompassMusition 3.5Musition 3.5Auralia 3.5Auralia 3.5Alfred’s Essentials of Music Alfred’s Essentials of Music

TheoryTheoryAlfred’s Interactive MusicianAlfred’s Interactive Musician

Practice and Improvisation Software:Practice and Improvisation Software:

Smart Music Smart Music Band in a BoxBand in a BoxJammer Pro (Windows)Jammer Pro (Windows)Piano and Keyboard MethodPiano and Keyboard MethodPiano Suite PremierPiano Suite PremierGuitar MethodGuitar MethodGuitar ProGuitar Pro

Multi-Media Software:Multi-Media Software:

Microsoft Office: Word, Excel, Publisher, PowerPoint, Microsoft Office: Word, Excel, Publisher, PowerPoint, Producer, AccessProducer, Access

Photo StoryPhoto StoryWindows Movie MakerWindows Movie MakerIntervideo Win DVDIntervideo Win DVDWindows Media Player 11Windows Media Player 11

iLife ’09: iPhoto ’09, iMovie ’09, iDVD, iLife ’09: iPhoto ’09, iMovie ’09, iDVD, iWeb ’09iWeb ’09iWorkiWorkAperture 2Aperture 2Final Cut Studio 2Final Cut Studio 2QuickTime Pro 7QuickTime Pro 7

Creative Suite 4: Flash, Dreamweaver, Acrobat, Creative Suite 4: Flash, Dreamweaver, Acrobat, Photoshop, Illustrator, InDesign, FireworksPhotoshop, Illustrator, InDesign, Fireworks

Power ProducerPower Producer

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School Music Web Site:School Music Web Site:

Your music web site using your school Your music web site using your school system’s software like Edline or Blackboard.system’s software like Edline or Blackboard.

Weblogs:Weblogs: EdublogsEdublogsBloggerBloggerDavid Warlick’s Class Blogmeister:David Warlick’s Class Blogmeister:ePALS SchoolBlog:ePALS SchoolBlog:Gaggle Blogs:Gaggle Blogs:Online Forums:Online Forums:ActiveboardActiveboardProBoards:ProBoards:

WIKIs:WIKIs:

WikipediaWikipediaWikispacesWikispacespbwikipbwikiWetpaintWetpaintSeedwikiSeedwikiWriteboardWriteboard

Free Moodle course creation site with journal andFree Moodle course creation site with journal and wiki activity blocks wiki activity blocks

http://www.rose-prism.org/moodle

Video Streaming Software:Video Streaming Software:

Adobe Media PlayerAdobe Media PlayerUnited StreamingUnited StreamingYouTube YouTube Teacher TubeTeacher TubeUSTREAMUSTREAMlivestream procasterlivestream procaster

Videoconferencing Software (if your Videoconferencing Software (if your school system will support it)school system will support it)

SkypeSkypeAIMAIMYIMYIM

RSS Readers:RSS Readers:

BloglinesBloglines

RSS Aggregators:RSS Aggregators:

iTunesiTunesWikipedia list of RSS Wikipedia list of RSS

AggregatorsAggregators

Keep GoingKeep Going

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Social Networking Software (if your school Social Networking Software (if your school system will support it):system will support it):

Saywire:Saywire:delicious:delicious:Twitter:Twitter:

Gaming Software Tools: Gaming Software Tools:

WiiWiiGuitar HeroGuitar HeroRockBandRockBand

PowerPoint Games:PowerPoint Games:

Lots of these online.Lots of these online.

Music Creation Web 2.0 Tools:Music Creation Web 2.0 Tools:

Hyperscore:Hyperscore:JamStudioJamStudioAudacity:Audacity:Kompoze:Kompoze:EJamming:EJamming:

Pod-O-MaticPod-O-Matic

Other Web 2.0 Tools for a Classroom Other Web 2.0 Tools for a Classroom Studio:Studio:

Ultimate Guitar Chord ChartUltimate Guitar Chord ChartInteractive Recorder Fingering ChartInteractive Recorder Fingering ChartMusiclopediaMusiclopediaGoogle MapsGoogle MapsGoogle EarthGoogle EarthGoogle Picasa:Google DocsGoogle Picasa:Google DocsGoogle CalendarGoogle CalendarGoogle DictionaryGoogle DictionaryGoogle VideoGoogle VideoYouTubeYouTubeCamstudioCamstudioFlickerFlickerToufeeToufeeClassTools.netClassTools.netWeb 2.0 for the Classroom TeacherWeb 2.0 for the Classroom TeacherRadio Willow WebRadio Willow WebDavid Warlick’s Son of CitationDavid Warlick’s Son of Citation MachineMachineWebTools4u2useWebTools4u2useCopacobana Public Schools Web 2.0Copacobana Public Schools Web 2.0Flash NiftiesFlash Niftiesbubbl.usbubbl.usBuzzwordBuzzwordSlideRocketSlideRocketanimatoanimatoVisuwordsVisuwords

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9. This is all great, but what about inclusion 9. This is all great, but what about inclusion students?students? Hardware and Software for Inclusion Students:Hardware and Software for Inclusion Students:

Adaptive/Assistive Hardware and Adaptive/Assistive Hardware and Software:Software:

Nuance DragonNuance DragonMicrosoft Vista MagnifierMicrosoft Vista MagnifierMicrosoft NarratorMicrosoft NarratorPatins Project Hardware and Patins Project Hardware and

Software (Indiana)Software (Indiana)

Music Therapy Hardware and Music Therapy Hardware and Software:Software:

Soundbeam 2 BundleSoundbeam 2 BundleDesktop Soundbeam BundleDesktop Soundbeam BundleBeam for Sound BeamBeam for Sound BeamDesign SwitchDesign SwitchSwitchinTime Switch JamSwitchinTime Switch JamSwitch EnsembleSwitch Ensemble

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10. Are there any books I can get to learn 10. Are there any books I can get to learn more aboutmore about building and facilitating a classroom building and facilitating a classroom studio?studio? Suggested Books and Tutorials About Building Suggested Books and Tutorials About Building and Facilitating a and Facilitating a Classroom Studio: Classroom Studio:

Teaching Music With TechnologyTeaching Music With Technology

Dr.Tom RudolphDr.Tom Rudolph

Finding Funds for Music TechnologyFinding Funds for Music Technology, , Dr. Tom RudolphDr. Tom Rudolph

Technology Guide for Music EducatorsTechnology Guide for Music Educators TI:ME TI:ME

Technology Integration in the ElementaryTechnology Integration in the Elementary ClassroomClassroom

Amy BurnsAmy Burns

(see session handout for web (see session handout for web addresses to purchase books)addresses to purchase books)

Sibelius: A Comprehensive Guide Sibelius: A Comprehensive Guide toto

Sibelius Notation SoftwareSibelius Notation Software

Dr. Tom Rudolph andDr. Tom Rudolph and Dr. Vincent LawrenceDr. Vincent Lawrence

The Finale Projects-The New The Finale Projects-The New Approach to Learning FinaleApproach to Learning Finale

Tom CarruthTom Carruth

The Teacher’s Guide to Music, The Teacher’s Guide to Music, Media,Media,

and Copyright Lawand Copyright Law Dr. James FrankelDr. James Frankel

8. 8. Using MoodleUsing Moodle

Jason Cole, Helen FosterJason Cole, Helen Foster

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11. How can I organize the student learning in 11. How can I organize the student learning in a classrooma classroom studio? studio? Create and utilize a Moodle site that includes:Create and utilize a Moodle site that includes:

Topic Sections with Discussion, Resources, and Topic Sections with Discussion, Resources, and Activities BlocksActivities Blocks

CalendarCalendar Online Forums and News ForumOnline Forums and News Forum ChatsChats Wiki'sWiki's RSS Feed’sRSS Feed’s Web LinksWeb Links Assignments and LessonsAssignments and Lessons Quizzes and TestsQuizzes and Tests Text Pages and Web PagesText Pages and Web Pages GlossariesGlossaries Databases for Class Lists and EvaluationsDatabases for Class Lists and Evaluations QuestionnairesQuestionnaires Choice ActivitiesChoice Activities SurveysSurveys

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Comments About Comments About MoodleMoodle and the and the Rose-Rose-Hulman PrismHulman Prism Site: Site:

Moodle sites are login only, so they are fairly “safe” Moodle sites are login only, so they are fairly “safe” legally for use with students.legally for use with students.

Moodle utilizes CSS for the HTML so the web pages Moodle utilizes CSS for the HTML so the web pages will accommodate any display size.will accommodate any display size.

You can auto embed YouTube video.You can auto embed YouTube video.

You can auto embed data from open source You can auto embed data from open source software directly into your Moodle site.software directly into your Moodle site.

The Rose-Hulman Prism Web Site is offering Basic The Rose-Hulman Prism Web Site is offering Basic

and Intermediate Moodle courses and Intermediate Moodle courses FREEFREE this this summer!summer!http://www.rose-prism.org/moodle

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12. My music budget is minimal. How can I 12. My music budget is minimal. How can I funding and funding and support for a classroom studio? support for a classroom studio? Suggestions for Getting Funding for Music TechnologySuggestions for Getting Funding for Music Technology Projects: Projects:

Use the tech hardware and software that you already Use the tech hardware and software that you already have.have.

Follow your passion, inform yourself, and be willing to Follow your passion, inform yourself, and be willing to work.work.

Attach your tech wish list to a well organized, thought Attach your tech wish list to a well organized, thought through,through,

written down project that addresses your school’s written down project that addresses your school’s schoolschool

improvement plan.improvement plan.

Start small and local with your school principal. Get to Start small and local with your school principal. Get to know your school system technology coordinator.know your school system technology coordinator.

Keep Keep GoingGoing

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Communicate your project proposal with your school Communicate your project proposal with your school principal first, then, your local school community (PTA, principal first, then, your local school community (PTA, school system, local business/government., state, then, school system, local business/government., state, then, federal/national).federal/national).

Contact your state music consultant about available Contact your state music consultant about available grants.grants.

Get the right grant/grantor fit.Get the right grant/grantor fit.

Get informed about grant writing-there’s a knack to Get informed about grant writing-there’s a knack to writing a good grant: format your grant to address the writing a good grant: format your grant to address the latest education themes like, “closing the achievement latest education themes like, “closing the achievement gap” and “making connections”; “boil down” the gap” and “making connections”; “boil down” the dialogue to build from and work back to concrete dialogue to build from and work back to concrete objectives without any redundancy whatsoever; objectives without any redundancy whatsoever; include current education and curricular “buzzwords”; include current education and curricular “buzzwords”; include a definite, “squeaky clean” grant budget.include a definite, “squeaky clean” grant budget.

Document everything during your project (hardcopy, Document everything during your project (hardcopy, spreadsheet, photo, video, audio, etc.) the grant report spreadsheet, photo, video, audio, etc.) the grant report is harder to write than the grant!is harder to write than the grant!

Make sure to check with your school system about Make sure to check with your school system about grant writing and receiving policies and grant writing and receiving policies and procedures.procedures.

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MENC Grants Information:MENC Grants Information:

U.S. Department of Education Office of Technology Education GrantsU.S. Department of Education Office of Technology Education Grants

Grants.govGrants.gov

Dr. Tom Rudolph’s book, Dr. Tom Rudolph’s book, Finding Funds for Music TechnologyFinding Funds for Music Technology

Dennis Mauricio’s article, Dennis Mauricio’s article, Funding Grants and Funding GuideFunding Grants and Funding Guide

Mac Randall’s article, Mac Randall’s article, Get Your Wishes GrantedGet Your Wishes Granted

Chad Criswell’s article, Chad Criswell’s article, Music and Educational Technology Grants Tales from the Music and Educational Technology Grants Tales from the PodiumPodium

Grant Writing at Annette Lamb’s EduscapesGrant Writing at Annette Lamb’s Eduscapes

Kathy Schrock’s Guide to Grants and Grant WritingKathy Schrock’s Guide to Grants and Grant Writing

Grants Information at EdutopiaGrants Information at Edutopia

Smart Technologies Grant and Grant Writing InformationSmart Technologies Grant and Grant Writing Information

(see session handout for web addresses)(see session handout for web addresses)

13. Oh, help! I don’t know the first thing 13. Oh, help! I don’t know the first thing about grant writing!about grant writing!

Music Technology Grants and Grant Writing Music Technology Grants and Grant Writing Resources:Resources:

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Grants for teachersGrants for teachers

Adopt-A-ClassroomAdopt-A-Classroom NEA Foundation GrantsNEA Foundation Grants

The Mockingbird Foundation GrantsThe Mockingbird Foundation Grants

MTNA Foundation GrantsMTNA Foundation Grants National Endowment for the Arts Grants National Endowment for the Arts Grants

Target Arts Grants:Target Arts Grants: Best Buy Teach AwardsBest Buy Teach Awards Airborne Teacher Trust FundAirborne Teacher Trust Fund

14. Okay, I’m informed now. So, where do I go 14. Okay, I’m informed now. So, where do I go to get a musicto get a music technology grant for a classroom studio?technology grant for a classroom studio?

Grant and Funding Sources for Music Technology Grant and Funding Sources for Music Technology Projects:Projects:

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15. So, how do I use the classroom studio with 15. So, how do I use the classroom studio with students?students?

Integrating Technology in the Classroom Studio: Integrating Technology in the Classroom Studio: Utilize Hardware:Utilize Hardware:

Utilize a music technology center (with all of the hardware andUtilize a music technology center (with all of the hardware and software) for music technology lessons, projects, and software) for music technology lessons, projects, and

activities.activities. Utilize iPod and iTunes to download and play audio files in Utilize iPod and iTunes to download and play audio files in

music music lessons, projects, and activities.lessons, projects, and activities. Utilize a digital whiteboard for visuals for music lessons, Utilize a digital whiteboard for visuals for music lessons,

projects,projects, activities, assessments, web pages.activities, assessments, web pages. Utilize digital slates for simultaneous and close proximity Utilize digital slates for simultaneous and close proximity

music andmusic and document editing with students during music instruction.document editing with students during music instruction. Utilize videoconferencing hardware and software for music Utilize videoconferencing hardware and software for music

relatedrelated intra-school collaboration projects.intra-school collaboration projects. Utilize student input controllers for formative student Utilize student input controllers for formative student

assessment.assessment. Utilize document cameras for displaying music on interactiveUtilize document cameras for displaying music on interactive whiteboards.whiteboards. Utilize network folders for student project file and portfolio Utilize network folders for student project file and portfolio

storage.storage.

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Utilize Software:Utilize Software:

Utilize music notation and sequencing software for Utilize music notation and sequencing software for music music

composition projects.composition projects. Utilize music notation software to notate recorder Utilize music notation software to notate recorder

music, and Orff music, and Orff ensemble music.ensemble music. Utilize music practice software for student Utilize music practice software for student

practice.practice. Utilize technology assisted instruction software to Utilize technology assisted instruction software to

reinforce music reinforce music concepts.concepts. Utilize database software for student formative Utilize database software for student formative

and summativeand summative student assessment and evaluation student assessment and evaluation

documentation.documentation. Utilize web site authoring software for student Utilize web site authoring software for student

created web sites.created web sites. Utilize grading software to post summative Utilize grading software to post summative

student assessment.student assessment.

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Utilize Online Resources:Utilize Online Resources:

Utilize online resources for composer and instrument quests, music Utilize online resources for composer and instrument quests, music cultural arts cultural arts

WebQuests, music composition, technology assisted music instruction, WebQuests, music composition, technology assisted music instruction, gaming, gaming,

world music projects, and curriculum integration projects.world music projects, and curriculum integration projects. Utilize scanned (with permission from authors, within the walls of yourUtilize scanned (with permission from authors, within the walls of your classroom only) and online storybooks to inspire music projects.classroom only) and online storybooks to inspire music projects. Utilize interactive gaming and music instruction web sites for teachingUtilize interactive gaming and music instruction web sites for teaching concepts and skills in music lessons, projects, and activities. concepts and skills in music lessons, projects, and activities. Utilize online journal, weblogs, Wiki’s, for student reflection journaling,Utilize online journal, weblogs, Wiki’s, for student reflection journaling, collaboration, evaluations, and assessments.collaboration, evaluations, and assessments. Utilize multimedia hardware/software for creating and editing musicUtilize multimedia hardware/software for creating and editing music related digital storytelling projects, video streaming projects, related digital storytelling projects, video streaming projects,

Podcasts,Podcasts, videocasts, and screencasts.videocasts, and screencasts. Utilize Web 2.0 web sites for creating and editing music related projects.Utilize Web 2.0 web sites for creating and editing music related projects. Utilize and monitor RSS feeds for getting and giving the latest musicUtilize and monitor RSS feeds for getting and giving the latest music education related news, information, and instruction.education related news, information, and instruction. Utilize created PowerPoint and digital whiteboard files to define melodic,Utilize created PowerPoint and digital whiteboard files to define melodic, rhythmic, and form elements in music for Orff ensembles, choral andrhythmic, and form elements in music for Orff ensembles, choral and instrumental ensembles, drum circle ensembles, etc.instrumental ensembles, drum circle ensembles, etc. Utilize school web site to extend music instruction and program after hoursUtilize school web site to extend music instruction and program after hours communication to the entire school community.communication to the entire school community. Utilize course management software (Moodle) to organize music classroomUtilize course management software (Moodle) to organize music classroom instruction for both teacher and students.instruction for both teacher and students.

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16. Again, I just don’t have time for all those extra 16. Again, I just don’t have time for all those extra technologytechnology projects with students! projects with students!

Okay, let me address this againOkay, let me address this again . . .. . .

The use of entry level digital tools to engage The use of entry level digital tools to engage music students in standards anchored lessons, music students in standards anchored lessons, projects, and activities is most appropriate for projects, and activities is most appropriate for elementary music. For example, while using Pro elementary music. For example, while using Pro Tools or Appleton Live for music sequencing projects, Tools or Appleton Live for music sequencing projects, or Final Cut Pro to edit video for Internet researched or Final Cut Pro to edit video for Internet researched digital cultural arts presentations, or Edublogs to digital cultural arts presentations, or Edublogs to maintain an ongoing music class weblog be a bit maintain an ongoing music class weblog be a bit “time costly” for a two thirty-minute per week music “time costly” for a two thirty-minute per week music class and ensemble-loaded after school music class and ensemble-loaded after school music activities schedule. However, having elementary activities schedule. However, having elementary students use Groovy Music or GarageBand to create students use Groovy Music or GarageBand to create simple music compositions, or iMovie to create a simple music compositions, or iMovie to create a video story tale during a world music WebQuest, or video story tale during a world music WebQuest, or Flash to create simple music listening maps and Flash to create simple music listening maps and composer trading cards, or a Moodle journal forum to composer trading cards, or a Moodle journal forum to post guided reflections about pieces included in a post guided reflections about pieces included in a recent local Philharmonic Orchestra performance recent local Philharmonic Orchestra performance ISIS appropriate standard driven learning time spent appropriate standard driven learning time spent during a music instruction week. during a music instruction week.

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By the way By the way . . .. . . here’s my “justification” for music here’s my “justification” for music class time spent havingclass time spent having students reflect in online journals students reflect in online journals . . .. . .

Current literacy models include reflection and Current literacy models include reflection and journaling as one of the most important facets in journaling as one of the most important facets in student learning. Dr. Deb Estes, an expert in effective student learning. Dr. Deb Estes, an expert in effective brain-based learning strategies . . .you know, the stuff brain-based learning strategies . . .you know, the stuff about the brain making connections . . . states that it about the brain making connections . . . states that it is during the reflection following learning activities is during the reflection following learning activities when the actual remembered learning takes place. when the actual remembered learning takes place. How important then, is it for music educators to How important then, is it for music educators to engage students in reflection activities?engage students in reflection activities?

And, about those Wiki’s And, about those Wiki’s . . .. . .

Participation in Wiki’s empowers students to take Participation in Wiki’s empowers students to take ownership in their music program, validates their ownership in their music program, validates their personal opinions, and creates classroom community-personal opinions, and creates classroom community-all elements in best practice instruction strategies.all elements in best practice instruction strategies.

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17. Can you give me some really good online 17. Can you give me some really good online resources forresources for music technology projects? music technology projects?

Online Resources for Music Technology Online Resources for Music Technology Projects:Projects:

Dr. James FrankelDr. James Frankel Judy Meyer HayesJudy Meyer Hayes Amy BurnsAmy Burns Chad CrisewellChad Crisewell Phil TugaPhil Tuga The Vermont MIDI ProjectThe Vermont MIDI Project ArtsEdgeArtsEdge Soundtree Lesson PlanSoundtree Lesson Plan TI:METI:ME SmartBoard Web SiteSmartBoard Web Site

(see session handout for web addresses)(see session handout for web addresses)

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Phil Tulga.com:Phil Tulga.com:http://www.philtulga.com/resources.html::

Sail On Interactive Lessons Online: Sail On Interactive Lessons Online: Music:Music:http://www.pasadenaisd.org/sailon/musick_5.htm

Judy Meyer Hayes Links:Judy Meyer Hayes Links:http://sd54.org/schools/armstrong/hays/musicsites/musicwebsites.htm

Jazz for Young People:Jazz for Young People:http://www.jalc.org/jazzED/j4yp_curr/launcher.html

PBS Kids Jazz:PBS Kids Jazz:http://pbskids.org/jazz/index.html

Smithsonian Jazz:Smithsonian Jazz:http://www.smithsonianjazz.org

Opera Games:Opera Games:http://www.vilocity.com/docking/portfolio/azopera/cd_021021

The Vermont MIDI Project:The Vermont MIDI Project:http://www.vtmidi.orghttp://www.vtmidi.org

Gameaquarium.com:Gameaquarium.com:

http://www.gamequarium.com/music.htmhttp://www.gamequarium.com/music.htm

Interactive Recorder Fingering Chart:Interactive Recorder Fingering Chart:http://www.hrs.hampshire.org.uk/finger/cfingehttp://www.hrs.hampshire.org.uk/finger/cfinger.htmlr.html

Creating Music.comCreating Music.comhttp://www.creatingmusic.comhttp://www.creatingmusic.com

Sing-a-Long Songs:Sing-a-Long Songs:http://kids.niehs.nih.gov/music.htmhttp://kids.niehs.nih.gov/music.htm

Classics for Kids:Classics for Kids:http://www.classicsforkids.comhttp://www.classicsforkids.com

Classical Music Archives:Classical Music Archives:http://www.classicalarchives.comhttp://www.classicalarchives.com

Keep Keep GoingGoing

18. What web sites do you suggest to use in a 18. What web sites do you suggest to use in a classroomclassroom studio?studio?

Web Sites to Utilize in a Classroom Studio (Elementary):

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ArtsEdge:ArtsEdge:http://artsedge.kennedy-center.org/http://artsedge.kennedy-center.org/shadowpuppets/shadow_puppets.htmlshadowpuppets/shadow_puppets.html

Gullah Music:Gullah Music:http://www.knowitall.org/gullahmusichttp://www.knowitall.org/gullahmusic

Artopia:Artopia:http://www.knowitall.org/artopia/http://www.knowitall.org/artopia/music/index.htmlmusic/index.html

DSO Kids:DSO Kids:http://www.dsokids.com/2001/rooms/DShttp://www.dsokids.com/2001/rooms/DSO_Intro.htmlO_Intro.html

NYPhil Kidzone:NYPhil Kidzone:http://www.nyphilkids.org/main.phtmlhttp://www.nyphilkids.org/main.phtml

NSO Kids:NSO Kids:http://www.nashvillesymphony.org/nsokihttp://www.nashvillesymphony.org/nsoki dsds

Play Music.orgPlay Music.orghttp://www.playmusic.orghttp://www.playmusic.org

Music Sites for Kids:Music Sites for Kids:http://www.marthabeesmusic.com/siteshttp://www.marthabeesmusic.com/sitesforkids.htmlforkids.html

Musiclopedia:Musiclopedia:http://www.musiclopedia.comhttp://www.musiclopedia.com

Wikipedia:Wikipedia:http://www.wikipedia.orghttp://www.wikipedia.org

Musicpedia:Musicpedia:http://requests.wikia.com/wiki/http://requests.wikia.com/wiki/MusicpediMusicpedi aa

Essentials of Music:Essentials of Music:http://www.essentialsofmusic.com http://www.essentialsofmusic.com

The Star-Spangled Banner from The The Star-Spangled Banner from The NationalNational

Museum of American Histroy at The Museum of American Histroy at The Smithsonian InsitutionSmithsonian Insitution

http://americanhistory.si.edu/http://americanhistory.si.edu/starspangledbannerstarspangledbanner

The Smithsonian National Museum of The Smithsonian National Museum of African American History:African American History:

http://www.si.edu/encyclopedia_si/http://www.si.edu/encyclopedia_si/History_and_CultuHistory_and_Culture/AfricanAmerican_History.htmre/AfricanAmerican_History.htm

African Voices fromThe Smithsonian African Voices fromThe Smithsonian Museum of Museum of

Natural HistoryNatural Historyhttp://www.mnh.si.edu/africanvoiceshttp://www.mnh.si.edu/africanvoices

Playing With Shadows from ArtsEdge:Playing With Shadows from ArtsEdge:

http://artsedge.kennedy-http://artsedge.kennedy-center.org/shadowpuppets/center.org/shadowpuppets/shadow_puppets.html shadow_puppets.html

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19. Can you show me some project examples 19. Can you show me some project examples right now?right now?

Selected Classroom Studio Projects:Selected Classroom Studio Projects:

Capture The Heart Beat Of . . . Africa! WebQuest SafariCapture The Heart Beat Of . . . Africa! WebQuest Safari ProjectProject FAME Fort Wayne Philharmonic Composition ProjectFAME Fort Wayne Philharmonic Composition Project New FWCS Music Teachers Academy Moodle Web Site New FWCS Music Teachers Academy Moodle Web Site Star Spangled Banner LessonStar Spangled Banner Lesson New FWCS Music Teachers Recorder Evaluation New FWCS Music Teachers Recorder Evaluation

DatabaseDatabase The Dream Keeper ProjectThe Dream Keeper Project Simple Gifts ProjectSimple Gifts Project Composer and Instrument QuestsComposer and Instrument Quests Music Ace Workstation Notebook LessonsMusic Ace Workstation Notebook Lessons Phil Tulga Integrated Curriculum ProjectsPhil Tulga Integrated Curriculum Projects Judy Meyer Hayes Finale ProjectsJudy Meyer Hayes Finale Projects

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20. How can I reach you with questions that I 20. How can I reach you with questions that I know I will have?know I will have?

Contact Information:Contact Information:

Wendy BloomWendy Bloom

Wendy.Bloom@fwcs.k12.in.usWendy.Bloom@fwcs.k12.in.us

http://www.rose-prism.org/moodle/login/index.phphttp://www.rose-prism.org/moodle/login/index.php

Do you all have any questions . . .?Do you all have any questions . . .?

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Credits:Credits:

Background Graphic:Background Graphic: The Music TeacherThe Music Teacher, found online , found online June, 2008. No artist named. The painting reflects an June, 2008. No artist named. The painting reflects an eclectic merging of music instruction strategies with eclectic merging of music instruction strategies with innovative technology tools and resources.innovative technology tools and resources.

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Parting Reflections . . .Parting Reflections . . .

A myriad of web resources, unique genres for A myriad of web resources, unique genres for creative communications, evolved multimedia, and creative communications, evolved multimedia, and emergent technologies have metamorphosed a emergent technologies have metamorphosed a technology immersed learning environment for technology immersed learning environment for education. Today’s “digital natives” have extremely education. Today’s “digital natives” have extremely sophisticated technology palettes and are already sophisticated technology palettes and are already utilizing new media forms to create and utilizing new media forms to create and communicate. This new student interface demands communicate. This new student interface demands that music educators continually merge instruction that music educators continually merge instruction strategies with innovative technology tools and strategies with innovative technology tools and resources.resources.

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References:References:Soundtree, Inc.Soundtree, Inc.http://www.soundtree.comhttp://www.soundtree.comThe Synthesis MIDI WorkshopThe Synthesis MIDI Workshophttp://www.midiworkshop.comhttp://www.midiworkshop.comSweetwater Sound, Inc.Sweetwater Sound, Inc.http://www.sweetwater.comhttp://www.sweetwater.comRudolph, Dr. Tom.Rudolph, Dr. Tom. Teaching Music with Technology. Teaching Music with Technology. Chicago, IL.Chicago, IL. GIA Publications, 2004.GIA Publications, 2004.http://www.tomrudolph.comhttp://www.tomrudolph.comRose-Hulman Institute of Technology PrismRose-Hulman Institute of Technology Prismhttp://www.rose-prism.org/moodlehttp://www.rose-prism.org/moodlePhil TulgaPhil Tulgahttp://www.philtulga.comhttp://www.philtulga.comJudy Meyer Hayes, Music Teacher, Neil Arrmstrong Elementary School, , Hoffman Judy Meyer Hayes, Music Teacher, Neil Arrmstrong Elementary School, , Hoffman

Estates, ILEstates, ILhttp://web54.sd54.k12.il.us/schools/armstrong/hayshttp://web54.sd54.k12.il.us/schools/armstrong/haysAmy BurnsAmy Burnshttp://www.amymburns.comhttp://www.amymburns.comDr. James FrankelDr. James Frankelhttp://www.jamesfrankel.comhttp://www.jamesfrankel.comThe Vermont MIDI ProjectThe Vermont MIDI Projecthttp://www.vtmidi.orghttp://www.vtmidi.orgArtsEdgeArtsEdgehttp://artsedge.kennedy-center.orgahttp://artsedge.kennedy-center.orgaChad CriswellChad Criswellhttp://www.musicedmagic.comhttp://www.musicedmagic.comDr. Deb Estes. Dr. Deb Estes. Brain Power, Brain Power, Fort Wayne Community Schools In-Service Training, Fort Wayne Community Schools In-Service Training,

August 2008August 2008http://www.estes-group.comhttp://www.estes-group.comValerie Biggs, Elementary Technology Coordinator, Fort Wayne Community SchoolsValerie Biggs, Elementary Technology Coordinator, Fort Wayne Community SchoolsValerie.Biggs@fwcs.k12.in.usValerie.Biggs@fwcs.k12.in.us

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FAME Fort Wayne Philharmonic Composition FAME Fort Wayne Philharmonic Composition ProjectProject

Fourth Grade student composers helped create an original musical composition Fourth Grade student composers helped create an original musical composition during the FAME Fort Wayne Philharmonic Composition Project. During several during the FAME Fort Wayne Philharmonic Composition Project. During several composition and “composium” sessions, the student composers first composed composition and “composium” sessions, the student composers first composed and notated their Musical Signature Compositions, then, creatively and notated their Musical Signature Compositions, then, creatively collaborated with David Crowe, FAME Composer-In-Residence to transform collaborated with David Crowe, FAME Composer-In-Residence to transform their compositions into extended musical ideas inspired by earth themes. Mr. their compositions into extended musical ideas inspired by earth themes. Mr. Crowe then orchestrated the students’ creative work into a final project Crowe then orchestrated the students’ creative work into a final project composition entitled, composition entitled, TOTEMS: Spirits of Water, Earth, and SkyTOTEMS: Spirits of Water, Earth, and Sky, which was , which was premiered by the Fort Wayne Philharmonic and the Fort Wayne Ballet Youth premiered by the Fort Wayne Philharmonic and the Fort Wayne Ballet Youth Company, at the Philharmonic At FAME Concert, on Sunday, March 22, at 3:00 Company, at the Philharmonic At FAME Concert, on Sunday, March 22, at 3:00 P.M., at the Grand Wayne Center, in Fort Wayne.P.M., at the Grand Wayne Center, in Fort Wayne.

An unprecedented project collaboration between FAME, the Fort Wayne An unprecedented project collaboration between FAME, the Fort Wayne Philharmonic, and the Fort Wayne Ballet offered a unique artistic challenge to Philharmonic, and the Fort Wayne Ballet offered a unique artistic challenge to Mr. Crowe and the FAMEous Composers, as they engaged in creating a musical Mr. Crowe and the FAMEous Composers, as they engaged in creating a musical composition to be enhanced with originally choreographed dance movement, composition to be enhanced with originally choreographed dance movement, which was be performed by the ballet’s Youth Company as part of the which was be performed by the ballet’s Youth Company as part of the composition’s presentation. During one of the “composium” sessions, Joellen composition’s presentation. During one of the “composium” sessions, Joellen Wojtowicz, director of the Fort Wayne Ballet Youth Company held a creative Wojtowicz, director of the Fort Wayne Ballet Youth Company held a creative movement session with the student composers to communicate how their movement session with the student composers to communicate how their musical ideas for the composition would impact and inspire dance movements musical ideas for the composition would impact and inspire dance movements created by the Youth Company dancers.The student composers met with Ms. created by the Youth Company dancers.The student composers met with Ms. Wojtowicz and student members of the ballet’s Youth Company for a pre-Wojtowicz and student members of the ballet’s Youth Company for a pre-premiere presentation of the Youth Company’s movement ideas for premiere presentation of the Youth Company’s movement ideas for TOTEMSTOTEMS and engaged in a collaborative exchange of creative reflections about their and engaged in a collaborative exchange of creative reflections about their visual, kinesthetic, and cultural meanings.visual, kinesthetic, and cultural meanings.

The student composers and their parents attended the composition’s rehearsal The student composers and their parents attended the composition’s rehearsal prior to the premiere performance by the Philharmonic and Fort Wayne Ballet prior to the premiere performance by the Philharmonic and Fort Wayne Ballet Youth Company, where Mr. Crowe conducted a final “composium” session with Youth Company, where Mr. Crowe conducted a final “composium” session with them to analyze their musical ideas in the finished composition.them to analyze their musical ideas in the finished composition.

During the project, the student composers accessed a project portfolio as well During the project, the student composers accessed a project portfolio as well as an online journal to reflect about their experiences with the music as an online journal to reflect about their experiences with the music composition process.composition process.http://www.famearts.org/pgsub09/09compoBlog.htmlhttp://www.famearts.org/pgsub09/09compoBlog.html

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New FWCS Music Teachers Academy Moodle Web Site New FWCS Music Teachers Academy Moodle Web Site Star Spangled Banner Lesson Star Spangled Banner Lesson

http://www.rose-prism.org/moodle/mod/lesson/view.php?id=32489http://www.rose-prism.org/moodle/mod/lesson/view.php?id=32489

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Simple Gifts ProjectSimple Gifts Project

Students studied the Shaker hymn, Students studied the Shaker hymn, Simple GiftsSimple Gifts and and related the song’s musical elements to the visual art in related the song’s musical elements to the visual art in the book, the book, Simple GiftsSimple Gifts, by Chris Raschka, explored the , by Chris Raschka, explored the cultural context of both works. They learned and cultural context of both works. They learned and performed an Orff-Schulwerk accompaniment and performed an Orff-Schulwerk accompaniment and dance to the song, dance to the song, Simple GiftsSimple Gifts. Students explored . Students explored Aaron Copland’s, Aaron Copland’s, Variation’s on Simple GiftsVariation’s on Simple Gifts from from Appalachian SpringAppalachian Spring to understand how the Shaker to understand how the Shaker cultural context influenced the artistic expression in cultural context influenced the artistic expression in the work in theme and variations form. Students the work in theme and variations form. Students embraced the elements of aesthetics, history, criticism, embraced the elements of aesthetics, history, criticism, and production through their active engagement in and production through their active engagement in learning about these works, as well as in the creation learning about these works, as well as in the creation of a theme and variations presentation of their own. A of a theme and variations presentation of their own. A final performance served as an assessment task, from final performance served as an assessment task, from which learning was evaluated and extended.which learning was evaluated and extended.

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The Dream Keeper ProjectThe Dream Keeper Project

Students integrated readings of Langston Hughes jazz Students integrated readings of Langston Hughes jazz poetry, sand 3 Dream Ostinatos, improvised a jazz poetry, sand 3 Dream Ostinatos, improvised a jazz accompaniment using Orff instruments and unpitched accompaniment using Orff instruments and unpitched percussion then, performed these elements as an percussion then, performed these elements as an ABACADA rondo form. They reflected and journaled ABACADA rondo form. They reflected and journaled about their own dreams and aspirations by answering about their own dreams and aspirations by answering leading questions as posted comments using the leading questions as posted comments using the Haley Haley Musicbloggers WeblogMusicbloggers Weblog. They created their own notated . They created their own notated jazz Dream Keeper compositions using jazz Dream Keeper compositions using FinaleFinale music music notation software in the Haley Music Technology Lab. notation software in the Haley Music Technology Lab. They performed the presentation during an all-school They performed the presentation during an all-school assembly and videoconference to create, communicate, assembly and videoconference to create, communicate, and collaborate with students in their school locally, and collaborate with students in their school locally, and from around the world.and from around the world.

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Capture The Heart Beat Of . . . WebQuest Safari Project

Safari Mates assumed the roles of Anthropologists, Ethnomusicologists, and Videographers (grouped in Safari Corps and holding Corps Collaborations) and embarked on a WebQuest Safari to

scope out, track, and capture African percussion. With their music teacher as their Guide, they traveled on an expedition to explore

several African cultural arts web and offline resources to connect to, compass, compare, and contrast the sounds, pulses, and patterns of

percussion in African music and culture.

During their journey they compiled, coordinated, completed, and communicated digital research presentations focused on African geography, civilization, history, customs and culture, languages,

drumming and instrument playing, body percussion and movement, singing, storytelling, dancing, clothing, art, and visual display;

cataloged, categorized, and classified African percussion instruments; created, charted, and communicated African dance

drumming ensembles; composed, charted, and communicated digital African Xylophone polyrhythm compositions; and collaborated and cooperated to create, coordinate, and communicate a culminating

African dance drama.

As the Safari Mates trekked on to engage the WebQuest process, they captured and communicated their creative products in digital

African cultural arts “informance” Podcasts/Videocasts and critiqued and celebrated them with students from other schools in Tribal

Council videoconference sessions.

Capture The Heart Beat Of . . .WebQuest Safari Web Site

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