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.

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.

ArtsWork Website: A Mostly-Okay Resource for Music Educators

This portion of ArtsWork certainly impressed me, but when scrolling down, one will see the references to different music education websites that can be dually used by the teacher (and, therein, will be beneficial to music students in grades K-12.)  I have some reservations to recommend this website, but most of it is relatively clean and very updated.

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.

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!