I didn't realize how amazing spreadsheets could be until we created an INTERACTIVE SPREADSHEET! I basically made a worksheet for 8th-graders that students can input answers and immediately know their grade. I am impressed with the capabilities Excel has, and I am even more impressed that I was able to actually MAKE one of these because of my TPTE class.
Things did not go well the first time around--on my first draft. I completed the draft and did not attach it to the email I sent to myself and to Amy Graham. Since I composed it on a school computer in the Music Suite in AMB, the thing was erased from the desktop. I rushed to complete it a week later when I discovered the problem! The good thing about it was that I knew exactly what I needed to do from my former draft. I re-created the interactive spreadsheet and, voila! I was able to successfully "hand it in" digitally. Next time, I'll be sure to attach it!
This is a GREAT way to have worksheets that are technologically advanced and interactive for students in the classroom. It is applicable to any music classroom, though it would need to be extremely simplified if used for an elementary school music class. Students can instantly see their grades after inputting their answers, which makes it easy for the teacher to grade and the student to see.
Monday, November 22, 2010
Monday, November 15, 2010
Yo! YoDio!
Yodio has to be one of the most original things I have ever seen. My eyes have been opened to this new way of posting scanned images! I can have online power point presentations that take up no space on my hard drive. I would have used a different power point applicable to my teaching purposes next time, but I am glad to have used this particular power point to know how to use YoDio!
This is perfect for teachers. With online access in the classrooms, teachers can pull up presentations that employ SOUND and VIDEO easily rather than in a complicated (and large) PowerPoint format. Students can also use these in an easy way to access powerpoints for presentations, additional resources and learning, and review. Any music classroom could potentially use this!
Inspiration on Musical Eras
TA-DA! Musical Eras!
It includes all the major musical eras of music, from Medieval to Modern! (Modern is comprised of 20th Century, Contemporary, and 21st Century.) It is EASY to see how time progresses, as labeled by "time travel." Dates of each era are also labeled under each, and instruments or composers of each era are given in sub-categories below each era. Giving an example, I'll start backwards. Chopin (which has a note attached) leads to the Romantic Era, which leads to Music Eras. A picture of Chopin is displayed, though it is only a caricature.
I enjoy this program because of its simplicity. I was able to create this within an hour, and it was easy and convenient. It can be FAST, which is wonderful for teachers who do not have much time to spend hours on the computer. I did wish I had a video for some instructions, since I did have to grill my classmates and teacher on how and what to do for this project. It is also unfortunate that the program only has a 30-day trial and is so expensive to upload on a computer.
For students' benefit, I am excited to say that my organization can help THEM organize. I can also use a different formats to help organize the information in a different ways, as adjusted by inspiration.
Doctor Google! (Well, Google Docs)
Google docs....are easy. It isn't like going through medical school, though I have to wonder how difficult it was to figure out how to program this thing. I love how convenient and easy the process is. All a person has to do is get a (very FREE) gmail account email, upload a document on "Google Docs," and share it with someone via the "sharing" option. All you have to do is type in their email address! It is easiest if the person has a gmail account. I have encountered problems with google doc sharing in the past month, but we solved the problem quickly. It must have been a very small fluke in the system. The only "beef" I have with Google Docs is the semi-limited documents that can be uploaded onto the page. If I want to upload Finale files (a music composition program), I would not be able to upload it unless it was simply a scanned image or jpeg.
To use in the classroom, google docs can be essential to sharing knowledge given during class, after class, and during school breaks. Assignments can be given and shared through it, and even important things such as newsletters and calendars can be available and easy-to-access. In the case of a high school choir, for instance, google docs can be used for a booster club of sorts to sort out legalities, planning, scheduling, and getting documents easily without filling everyone's inboxes. It creates less of a headache as well for the director, who will be busy with other activities.
To use in the classroom, google docs can be essential to sharing knowledge given during class, after class, and during school breaks. Assignments can be given and shared through it, and even important things such as newsletters and calendars can be available and easy-to-access. In the case of a high school choir, for instance, google docs can be used for a booster club of sorts to sort out legalities, planning, scheduling, and getting documents easily without filling everyone's inboxes. It creates less of a headache as well for the director, who will be busy with other activities.
Monday, November 8, 2010
To be or not to be...Structure is the question!
Structuring is something that I need for my LIFE. I sometimes get so wrapped up in chaos that I must organize myself. (Think of my excitement when I learned how to do STRUCTURED DOCUMENTS, why don't you.)
It is exciting to know how to make something ON-LINE that everyone can follow for an assignment! Doing the pocket-reference-guide was an excellent example to use for the classroom, and I have to say that I'll probably use the PRG. What makes this difficult is knowing exactly how to do it on a PC, since I do not own a MAC computer. Next time, I will hopefully know more of what to do, and I'll also have it to apply even more to specific purposes of my own classroom rubric.
I can use such structured documents for other projects, not only in a PRG format. I can help them make flashcards, games for topics, sight-reading made easy, and more!
It is exciting to know how to make something ON-LINE that everyone can follow for an assignment! Doing the pocket-reference-guide was an excellent example to use for the classroom, and I have to say that I'll probably use the PRG. What makes this difficult is knowing exactly how to do it on a PC, since I do not own a MAC computer. Next time, I will hopefully know more of what to do, and I'll also have it to apply even more to specific purposes of my own classroom rubric.
I can use such structured documents for other projects, not only in a PRG format. I can help them make flashcards, games for topics, sight-reading made easy, and more!
Why bother at websites?
Websites, websites, websites...
It seems as if creating a website was going to be the bane of my existence. I thought, "There's no way I'll ever learn how to create a website." That was before the existence of myspace, facebook, and now, this class. I can see how you don't have to use ridiculous codes that I will never remember nor make an effort to make...because all you need is a blank template and, voila! Ta-da! Ka-bam! Website created.
All we had to do, really, was to select from a simple, blank template, and then find a given template that we liked. I found something that described my thoughts on music: Endless possibilities as expressed in the stars (which are also endless to me.) I found it easy and simple to make, and I even got some hints on formatting from our handy-dandy instructor, Amy. Next time, I'd like to create something myself--but I will possibly have the TIME then do do it. (I like creating and spending lots of time with things, but as of NOW, I need convenient, easy, and simple.)
I am expecting that in the future, I will also be in the same predicament with my time while teaching. I will want efficiency and the ability to create a website that is easy and still looks fun/creative.
For my students, it is extremely important that I create a website (no matter how convenient or not.) Living in the "Digital Age," we have GOT to be able to provide for our students the technology they need. They can use the website as a resource, schedule builder, assignment-poster, place to contact me, and a window for parents to look into the school music program.
It seems as if creating a website was going to be the bane of my existence. I thought, "There's no way I'll ever learn how to create a website." That was before the existence of myspace, facebook, and now, this class. I can see how you don't have to use ridiculous codes that I will never remember nor make an effort to make...because all you need is a blank template and, voila! Ta-da! Ka-bam! Website created.
All we had to do, really, was to select from a simple, blank template, and then find a given template that we liked. I found something that described my thoughts on music: Endless possibilities as expressed in the stars (which are also endless to me.) I found it easy and simple to make, and I even got some hints on formatting from our handy-dandy instructor, Amy. Next time, I'd like to create something myself--but I will possibly have the TIME then do do it. (I like creating and spending lots of time with things, but as of NOW, I need convenient, easy, and simple.)
I am expecting that in the future, I will also be in the same predicament with my time while teaching. I will want efficiency and the ability to create a website that is easy and still looks fun/creative.
For my students, it is extremely important that I create a website (no matter how convenient or not.) Living in the "Digital Age," we have GOT to be able to provide for our students the technology they need. They can use the website as a resource, schedule builder, assignment-poster, place to contact me, and a window for parents to look into the school music program.
Monday, November 1, 2010
Embedding Those Images...Power-Point Picasa Style!
Picasa is easy as pie.
All you have to do is go through several different steps to adjust the picture, save as a jpeg, then upload to google docs, and embed on whatever you want! This example has my images embedded on a small power-point presentation as seen above.
I enjoyed finding pictures that would work for the requirements. I scanned a page out of a choral piece I was going to be teaching the following week at Bearden High School, and I could have used the following pages to give students digital access to the pieces. In the future, if I scan and share such documents on googledocs, this would prevent the need to make copies for students if they lose their music. It also gives students and parents to view what is being done in class, especially when absences occur wit students.
I did not like adjusting the pixelation or the imaging. I did not understand how adjusting the clarity down was impertinent to our uses.
However, the project was fun and useful. I can't "down" it! I can only "up" it!
Monday, October 11, 2010
Presenting Picnik with my Partner (Anne)
How many Ps can one fit into a title? (If only Anne started with a P instead of an A!)
In our presentation of Picnik, we were able to navigate to the site directly from our wiki specifically built for Web 2.0 tools. I was able to come up with the steps to working our tool, and Anne was able to work with making our page presentable (among other things, too, like editing my steps and brainstorm with me on usages of the tool.)
I was a little nervous about the presentation, since we hadn't rehearsed it. (Anne and I have been in many ensembles together--we ALWAYS rehearse!) However, it went off without a hitch. We built our own sample picture for a photo album and edited it in different ways, and we even had information still on the site from a previous Picnik user on the teaching computer. (This was very helpful.) I wished we had prepared a little more, but overall, I enjoyed the project. We didn't have many questions from the class, but I believe that was probably due to it being late in the day on a Monday! After all, our class IS known for its Monday madness.
In our presentation of Picnik, we were able to navigate to the site directly from our wiki specifically built for Web 2.0 tools. I was able to come up with the steps to working our tool, and Anne was able to work with making our page presentable (among other things, too, like editing my steps and brainstorm with me on usages of the tool.)
I was a little nervous about the presentation, since we hadn't rehearsed it. (Anne and I have been in many ensembles together--we ALWAYS rehearse!) However, it went off without a hitch. We built our own sample picture for a photo album and edited it in different ways, and we even had information still on the site from a previous Picnik user on the teaching computer. (This was very helpful.) I wished we had prepared a little more, but overall, I enjoyed the project. We didn't have many questions from the class, but I believe that was probably due to it being late in the day on a Monday! After all, our class IS known for its Monday madness.
Webmastering Webquests
In doing my WebQuest research, I realized how much learning has changed since I was in elementary school--even high school, which ended a mere five years ago. We had floppy discs, two-dimensional games, eventually these super-disc things in which to learn on in the 6th grade, special CD-Roms, etc. The kids now can use WebQuests. Even better than that, teachers probably don't have to use half of their school budget on new technology that doesn't already exist. All they have to do is find a WebQuest or create one for free.
In my WebQuest experience--looking for them, judging them--I was completely blown away by the immensity of information accessible to a child on a simple instructional website. A child as young as age 5 could use one of these WebQuests. A website could be up-to-par with high schoolers as well, proving that the range of learning is deep as it is wide.
Our group research was less complicated than I expected. I was the group-analysis member of our team, and I enjoyed seeing how different WebQuests operated. I couldn't agree with how wonderful or awful WebQuests were with my teammates because they all had different viewpoints, but we eventually settled on the best and worst WQs we could find. Surprisingly, our best was about construction sites. How, exactly, can construction work be interesting to a middle-schooler? (Our group focused in on grades 6-8.) Well, a WebQuest certainly made it into a group project that promoted higher thinking, good technological usage of programming, etc. I was pleasantly surprised to see how a topic that is un-interesting to me can become interesting through a simple interactive activity website...the WEBQUEST.
In my WebQuest experience--looking for them, judging them--I was completely blown away by the immensity of information accessible to a child on a simple instructional website. A child as young as age 5 could use one of these WebQuests. A website could be up-to-par with high schoolers as well, proving that the range of learning is deep as it is wide.
Our group research was less complicated than I expected. I was the group-analysis member of our team, and I enjoyed seeing how different WebQuests operated. I couldn't agree with how wonderful or awful WebQuests were with my teammates because they all had different viewpoints, but we eventually settled on the best and worst WQs we could find. Surprisingly, our best was about construction sites. How, exactly, can construction work be interesting to a middle-schooler? (Our group focused in on grades 6-8.) Well, a WebQuest certainly made it into a group project that promoted higher thinking, good technological usage of programming, etc. I was pleasantly surprised to see how a topic that is un-interesting to me can become interesting through a simple interactive activity website...the WEBQUEST.
Sunday, October 3, 2010
Instrument Inventions: Inside Edition
I found a WebQuest called Musical Invention WebQuest that guides students to create a musical instrument with ordinary materials found in everyday life. It has instructions that are short and sweet, but more instructions to guide students more specifically could have been useful. However, the assignment is broad enough to instigate creativity in the students' instrument inventions. Links are useful and insightful and are much more visually stimulating than the WebQuest. Those links give suggestions, instructions, and even information on how instruments make sounds through sound waves.
In my class, I would love to use this WebQuest. However, I would probably give more instructions to accompany the assignment so the students would not feel overwhelmed and lost. They need to know what to do, especially for a first attempt at making their own instruments. I would probably give the students specific supplies, such as something that uses a suspended rubber band to make a type of banjo, harp, or guitar. Further activities could be more broad. Students could actually use the WebQuest in its entirety by the time they had already made something similar to what the WebQuest asks for.
In my class, I would love to use this WebQuest. However, I would probably give more instructions to accompany the assignment so the students would not feel overwhelmed and lost. They need to know what to do, especially for a first attempt at making their own instruments. I would probably give the students specific supplies, such as something that uses a suspended rubber band to make a type of banjo, harp, or guitar. Further activities could be more broad. Students could actually use the WebQuest in its entirety by the time they had already made something similar to what the WebQuest asks for.
Picnik is a Picnic
When Anne Buckle and I began our Picnik endeavors, I was skeptical. I thought, "Someone misspelled picnic." I had no idea that Picnik would be a...well, picnic to do. It is basically a tool that creates online photo albums that you can edit. Editing can be simple and useful, or it can be hilarious. Useful/normal editing includes things like erasing red-eye and cropping, but the hysterical portions add neat frames or strange facial expressions applicable to photos.
The website is extremely usable and easy to navigate. It is efficient and quick, and it even has cute phrases to indicate "please wait," except that instead, its message is something like, "growing grass." It is free, which is a great thing for the low-budgets implemented in schools during this difficult economic time. I wished that there were more ways to edit photos, but you have to pay for those extra applications (unfortunately.)
I intend to use this website to aide parents in seeing what their child does in class and on field trips by displaying pictures for them on-line. I can also use the website for class activities, especially in creative slide shows.
The website is extremely usable and easy to navigate. It is efficient and quick, and it even has cute phrases to indicate "please wait," except that instead, its message is something like, "growing grass." It is free, which is a great thing for the low-budgets implemented in schools during this difficult economic time. I wished that there were more ways to edit photos, but you have to pay for those extra applications (unfortunately.)
I intend to use this website to aide parents in seeing what their child does in class and on field trips by displaying pictures for them on-line. I can also use the website for class activities, especially in creative slide shows.
Monday, September 27, 2010
Trying to Wordle...and not being successful
The first time I tried Wordle, the tool would not process for me. I followed the directions and was unable to get a design. After a few tries, I finally got one, only for my page to freeze up within Wordle (but no other websites did this on my computer.) I couldn't even copy the page as a picture to put on this blog because of the freeze-up. I must point fingers at the website. I am disappointed; I had high expectations for it! I even thought I could make the words into a shape of a music note for the purpose of my future music classes, but...I had no success. Thank you, Wordle.
This "easy" process was so easy that nothing worked. There must be some credit to the applications like Twitter and Picnik in which you create an account. At least the accounts work!
TRY #2: Wordling times 2
After giving Wordle a bad review, it was suggested that I re-evaluate the site. I was able to work with "Languages" and give examples of such. I had fun figuring out what I could do with my words, and I look forward to using it in my classroom.
This "easy" process was so easy that nothing worked. There must be some credit to the applications like Twitter and Picnik in which you create an account. At least the accounts work!
TRY #2: Wordling times 2
After giving Wordle a bad review, it was suggested that I re-evaluate the site. I was able to work with "Languages" and give examples of such. I had fun figuring out what I could do with my words, and I look forward to using it in my classroom.
Languages, for example, aver very important in choral music. Singers not only sing notes, rhythms, dynamics using proper technique, but also incorporate expression in the context of the words sung, proper diction for said language, the meaning of each individual word, and any musicality needed while incorporating the words.
Simply, Wordle can make things much more exciting for classrooms, even for a general music class. The site is a great way to creatively use vocabulary applied to class. It is possible in this simple creation process for children to create their own wordles as early as Grade 2.
Monday, September 13, 2010
ArtsWork Website: A Mostly-Okay Resource for Music Educators
First for the bad news:
The disadvantages to using this website include only a few things. One link posted on this website no longer exists, but all other links work. There are not enough graphics to make the site interesting or eye-catching; the only graphic is pictured here on this blog. The website is relatively organized well, though it could be improved through tabs of organization under the "Resources" folder.
Next for the good news:
This website is extremely accredited. It has been sponsored and created by faculty and staff at Arizona State University's Herberger Institute for Design and the Arts, which encompasses many more resources than music could ever provide. The information on this website is extremely usable, and I have heard of several of the organizations it condones.
For my reflection of this activity:
I now have faith in websites. Usually I must be associated with a school or university to have access to reputable websites such as jstor.com or Naxos Music Library. With this search and evaluation, I have found that the internet does provide reputable websites that will assist me as a music educator credibly.
I now see how we can use sources on the internet for our benefit without feeling like we are "cheating" by using the internet. I had dial-up internet in high school, so I usually used books as additional information aside from jstor sources that I had printed out at school for my research papers. Now, I can use the internet at an easy pace with whatever website I need with reasonable assurance. I know what to look for to make sure the website is credible.
Sunday, September 12, 2010
Ways a Wiki can Work in the Working Classroom
Have you had enough "W"s in the title? I wish there was another word for classroom that started with a W--any suggestions for one in a different language? I only know the German version--Klassenzimmer--which doesn't really help!
Now, about Wikis...
I'm beginning to see how they can work in a classroom after all. In directly using it per our example in 486, we can use it for biographies in the classroom to get-to-know each other. They can understand what I'm all about, and I can understand them. I have a very humanistic approach to teaching, and this would help me to understand the students as individuals.
Of course, parents can also join and do the same. That may be a good option to explore to keep the students in-line with what they post. The parents could have access to make sure that their kids don't write something offensive. This may be most applicable to middle school and high school. I will be certified K-12--under which it may be best to make sure that parental help with on-line wiki homework will be most important especially for elementary students. Online instructions would be key for parents to understand how to create wikis, and it would truly help the parent-teacher relationship (as well as parent-parent relationships.)
Other ways of using wikis for the classroom...could include anything connected to links. With teaching music, students can be guided through links to examples of music being performed, free sheet music, articles and documents pertaining to what has been taught in the classroom, how-to links on music theory, help on sight-singing, and additional help for those who LOVE music and want to know more. I could even post links to youtube videos viewing the larynx operating as an organ from a camera placed actually inside the body. (This is the "voice box" on video! How amazing is that?!) Honestly, since the internet has endless capabilities, the wiki has endless capabilities, too.
From our assigned reading, especially from the 50 Ways to Use Wikis, I like the idea of a virtual field trip. Not everyone gets the chance to go to a composer's hometown, especially if that town is actually a small village in Germany's Bavaria. I also think that track projects and track participation is a wonderful idea. In group projects, a teacher can truly track the participation of individuals in a group, therein leading a teacher to an appropriate grade.
The biggest function of wiki, however, must be communication as a whole. All of this--the links, the bios, the projects, etc.--would not be possible without the wiki itself. Its display and easy-editing capabilities are the bases for easy communication outside the classroom.
If you have any more ideas on how it can be used for music classrooms, do-tell! I'd love to learn more!
Now, about Wikis...
I'm beginning to see how they can work in a classroom after all. In directly using it per our example in 486, we can use it for biographies in the classroom to get-to-know each other. They can understand what I'm all about, and I can understand them. I have a very humanistic approach to teaching, and this would help me to understand the students as individuals.
Of course, parents can also join and do the same. That may be a good option to explore to keep the students in-line with what they post. The parents could have access to make sure that their kids don't write something offensive. This may be most applicable to middle school and high school. I will be certified K-12--under which it may be best to make sure that parental help with on-line wiki homework will be most important especially for elementary students. Online instructions would be key for parents to understand how to create wikis, and it would truly help the parent-teacher relationship (as well as parent-parent relationships.)
Other ways of using wikis for the classroom...could include anything connected to links. With teaching music, students can be guided through links to examples of music being performed, free sheet music, articles and documents pertaining to what has been taught in the classroom, how-to links on music theory, help on sight-singing, and additional help for those who LOVE music and want to know more. I could even post links to youtube videos viewing the larynx operating as an organ from a camera placed actually inside the body. (This is the "voice box" on video! How amazing is that?!) Honestly, since the internet has endless capabilities, the wiki has endless capabilities, too.
From our assigned reading, especially from the 50 Ways to Use Wikis, I like the idea of a virtual field trip. Not everyone gets the chance to go to a composer's hometown, especially if that town is actually a small village in Germany's Bavaria. I also think that track projects and track participation is a wonderful idea. In group projects, a teacher can truly track the participation of individuals in a group, therein leading a teacher to an appropriate grade.
The biggest function of wiki, however, must be communication as a whole. All of this--the links, the bios, the projects, etc.--would not be possible without the wiki itself. Its display and easy-editing capabilities are the bases for easy communication outside the classroom.
If you have any more ideas on how it can be used for music classrooms, do-tell! I'd love to learn more!
Monday, August 30, 2010
Welcome to the Turbine! (While also touching on wikis)
What is a Turbine, after all?
Think of water, and picture a turbine--a giant metal contraption with the ability to spin if something is propelled with huge force through it. Water is used to turn the turbine, creating energy. The energy--power, really--is spread all over the world.
The water is me...the student (or you, the student. I'm not biased.) The turbine is this class, or any teachable moment. It is spinning me and my knowledge to power learning all over the world. Really, the water is everyone who wishes to teach others. This doesn't only include teachers. It applies to office managers, retail assistants, social workers, sisters, brothers, parents...volunteers.
(Insert random comment after serious analogy)
This is a shameless plug: GO VOLS!
I go to UT Knoxville, where it bleeds orange, where we are all volunteers...get it?
About the real purpose to this--welcome to my blog! (We will also talk about wikis...and more!) I will come up with crazy analogies, random comments, and ways of bleeding orange while possibly alluding to a song of some sort. This is the life of a musician/music teacher/music student. So sue me. (Alluding to a Guys and Dolls song in which Frank Sinatra sings..."So sue me.")
Wikis--well, they are starting to grow on me. You can use my analogy of a turbine, water, and power to apply it to Wikis. I--the student--am the water (still.) The "turbine" is, therein, the wiki. (Now, you can imagine what the water will be...drumroll...) The WATER will be---KNOWLEDGE! Again! Now, there are a few things that are different. The knowledge is editable...and save-able. Ha. More to come soon!
Think of water, and picture a turbine--a giant metal contraption with the ability to spin if something is propelled with huge force through it. Water is used to turn the turbine, creating energy. The energy--power, really--is spread all over the world.
The water is me...the student (or you, the student. I'm not biased.) The turbine is this class, or any teachable moment. It is spinning me and my knowledge to power learning all over the world. Really, the water is everyone who wishes to teach others. This doesn't only include teachers. It applies to office managers, retail assistants, social workers, sisters, brothers, parents...volunteers.
(Insert random comment after serious analogy)
This is a shameless plug: GO VOLS!
I go to UT Knoxville, where it bleeds orange, where we are all volunteers...get it?
About the real purpose to this--welcome to my blog! (We will also talk about wikis...and more!) I will come up with crazy analogies, random comments, and ways of bleeding orange while possibly alluding to a song of some sort. This is the life of a musician/music teacher/music student. So sue me. (Alluding to a Guys and Dolls song in which Frank Sinatra sings..."So sue me.")
Wikis--well, they are starting to grow on me. You can use my analogy of a turbine, water, and power to apply it to Wikis. I--the student--am the water (still.) The "turbine" is, therein, the wiki. (Now, you can imagine what the water will be...drumroll...) The WATER will be---KNOWLEDGE! Again! Now, there are a few things that are different. The knowledge is editable...and save-able. Ha. More to come soon!
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