STU's Blog Page: October 2010

Sunday, October 24, 2010

Persuasive video

Please go to my viddler account at:

http://www.viddler.com/explore/Vidstew/videos/10/

or the class vidder account

Ripples

PE_6

My 6th personal experience I chose DVD mainly because I need to take things to my classroom now.
I have to get used to developing lessons onto a DVD for students to see and hear my lessons. So i went to lynda.com and the tutorial was great. I had forgotten where to find iDVD and I stumbled into applications and there I found the icon. It was fairly easy to use and there are a number of themes and direct connections to previous projects I have been working on. I hope to create a project of all the experiences and assignments I have done to complete this coursework and my action research. I love the music that was pre-recorded. It is a classical piece I love and can't remember the name or composer. Here are some of my screen shots and the DVD I will post later when I refine the movie.

PE_5

My first though about Flash was O M G… this is for a computer programmer, which I aspired to be many years ago. I started out looking at the wrong video. The Getting started video should have been labeled Chapter 2. I then went to “Getting to know Flash which focused on file types used in Flash. That seemed more my level but still difficult to put into practical use. Fla file and SWF files are the most common that are used and the tutorial stated that the fla files are used for working and the swf files ar the output file portion something seen on the web. The Welcome screen is the first thing you see when you open Flash. In the center of the welcome screen the first five files are the fla or working files.

Listening to the narrator about the various files leaves me to the conclusion that Flash is difficult and I am going to need help….to be continued

PE_4

Adobe SoundBooth is an application I am continuing to learn about because it is a part of the Adobe C5 kit. I believe I ewill eventually combine many of the attributes of Adobe by connecting sounds and visual images to make great presentations.

First I went to the URL www.adobe.com/products/soundbooth/. There I downloaded the overview of the program. The designers made SoundBooth ffro recording, editing and mastering audio so it can be used in any Adobe program especially video. Sound effects are also available for adding excitement to any presentation. I tried to visit the Garrick Chow tutorial and Firefox crashed while attempting it. Lynda.com tutorial explains further editing capabilities. :Like removing unwanted room noise or scratches from a vintage LP/album.

Another screen shows how sound effects can be added by manipulation the green positive bar or the red negative bar on a graph using integers as the quantity of measurement.

As the tutorial plays it gives the student an audio example of the effect. Similar to Garageband Adobe Soundbooth has prerecorded scores that allow you to use them at will because they are copyright free. One of the greatest features is the speech to text capabilities so you can speak into a microphone and the program will convert your audio to text.

Obviously Soundbooth is a great tool for video professionals and presenters to use for enhancing their final products. I hope to continue using the features for my technology inclusion into my music class.

Sunday, October 17, 2010

BP_12

BP_10&11

http://joannapuellofullsail.wordpress.com/2010/10/16/pe3_mailchimp/#comment-7
http://joannapuellofullsail.wordpress.com/2010/10/16/pe3_mailchimp/#comment-7
Above you will find a link to Joanna Puello's url
...Please visit her site and check out my comments

BP_9 Web 2.0

One of the issues I face is my ability to use real-time teaching tools. The WiZiQ website is such a Web 2.0 tool. One of the best features is the capabilities to write or use existing lessons available on their URL http://www.wiziq.com. The website is designed to be used by teachers globally. I found a lesson about instrumentation with colorful drawings and spelling. The website has links for teachers to meet and collaborate. There is a portion that helps you as an educator to prepare lessons and exams. We as educators are also dealing with our own multiple intelligences. I like visuals and audio lessons. There are video lessons available for students and teachers. I like the fact that you can search for classes in order to learn about as subject you may need to brush up on. I imagine myself enrolling in course and sending students to the website to encourage rigor and engagement in and out of my classroom. WiZiQ is user friendly so the elementary student and the college student can find resources to fit there current needs as a student. It can be found on Twitter, Facebook, Youtube, yahoo Groups and more. This Web 2.0 is worth using as a support system for parents that need to connect to teachers and subjects when they are trying to help their students at home. Parents can network with other parents world wide about school and student issues. As the teachers, parents and students become a learning community the possibilities of academic achievement increase.

PE_3

Each one of these programs is available in the Adobe Creative suite. This is another platform to engage students and prepare them for future projects, assignments and careers. But first, I need to learn how to use them myself check out their URL at:
http://www.adobe.com/

Another sound editing software that I hope to use is Sound Booth which is a part of the Adobe suite. Audio recording, editing, and mixing is an important part of applications in music technology. The tutorial I found on Lynda.com shows the learner how to apply basic features within the Adobe Suite. I am trying to use these tools to encourage student participation this program is a good addition to my action research. Here are some screen shots of my very first recording with sound booth.

PE_2

Google docs is much more powerful than I first imagined. Although we have used it for our early team projects I often found myself wanting to learn more about the capabilities of Google docs hoping I could keep up with the fast paced life of being a teacher and student family man. Lynda.com offers a great start for my studies. I first watched the Chapter. 1. Welcome to Google Apps | Now playing: Introducing Docs for Google Apps. This over view helped my to gage the lessons that apply to my action research.. I found that Google docs is more useful for me that Microsoft Office because it is Internet-based, the spreadsheet, presentations and the word processor are much more versatile because files are accessible world-wide and the Google docs applications will load into Adobe PDFs and Microsoft Office.

PE1

GarageBand is a great tool for students to learn music. Ideally for me I will instruct students to click in the Garageband icon which looks like a small guitar at the bottom of the Mac screen. Once open the visual display has a list on the left that give the user or student the options of starting a new project, learning to play a guitar or piano. There is a lesson store where you or your students can learn to play a song from internationally known artists. The Magic Garageband is the feature listed next and that is the one I want ted learn more about because it allowes the student to create songs within the genres of Blues, Rock, Jazz Reggae, Funk, Latin, Slow Blues, Country, and Roots Rock. There are two more listings. One is “IPhone” and the other is “Recent Projects”

I wanted to better understand the features of Garageband that would allow my students to create songs from the genre of their choice so I went to Lynda.com. There I found tutorials about how to create songs using “Magic Garageband. The Magic Garage band has pictures of instruments positioned within ech geanre selected. As a performer I can see the extended lesson in why certain instruments should be grouped together. As presented in the tutorial I realized the ability to change instrumentation adds to the possibility of students learning about timbre. The tutorial explains how to adjust the level of each instrument so each student can mix the loudness of each instruments to fit their personal taste.. Another effect is Magic Garageband can shuffle the instrumentation during the play mode. I am hoping to make connections to the iLife by Mac.

I am trying to learn many of the great features in my Macbook. I have recorded and podcast but now I am adding features that my students can use easily. Garageband has a feature called Magic Band it has prerecorded samples of instruments playing genres like Reggae, Rock, Jazz, Blues, and Country. I learned to add a microphone and add a track for vocals. I sang a few lyrics to show students what they could do.

check out my AR Blog link

http://web.me.com/mobilestu47/Stu_Action_Research/Blog_Page/Entries/2010/10/17_PE1.html

Saturday, October 16, 2010

References

Sudano , G. R. (1981). Back to basics: Justifying the Arts. Music Educators Journal, 68(November), 48-50. doi:DOI: 10.2307/3395894

Babo, G. D. (2004). The Relationship Between Instrumental Music Participation And Standardized Assessment Achievement Of Middle School Students [Abstract]. Research Studies in Music Education, 22(June), 14-27. doi:10.1177/1321103X040220010301

Bissell, P. M. (1998). Tune in to Technology : Incorporating music technology in to the curriculum at the elementary and junior high levels provides numerous creative opportunities [Abstract]. Music Educators Journal, 85(September), 36-41. doi:10.2307/339917

Brophy , T. S. (1996). Building Music Literacy with Guided Composition . Music Educators Journal, 83(November), 15-18. doi:doi:10.2307/3398972

Choi, M. (2007). The history of Korean school music education. International Journal of Music Education , 25(August), 137-149. doi:10.1177/0255761407079952

Colwell, C. M. (2008). A Sound Education for All: Multicultural Issues in Music Education [Abstract] [Supplemental material]. Applications of Research in Music Education, 26(Spring-Summer), 33-41. doi:10.1177/8755123308317954

Franklin, M. S., Moore, K. S., Yip, C., Jonides, J., Rattray, K., & Moher, J. (2008). The effects of musical training on verbal memory [Supplemental material]. Psychology of Music, 36(July), 353-365. doi:doi:10.1177/0305735607086044

Giles , A. (1972). Other Musical literacy . Music Educators Journal, 59(November), 12-14. doi:DOI: 10.2307/3394202

Greher, G. R. (2006). Transforming Music Teacher Preparation through the Lens of Video Technology [Abstract]. Journal of Music Teacher Education , 15(Spring), 49-60. doi:10.1177/10570837060150020107

Griffin, S. M. (2010). Inquiring Into Children’s Music Experiences: Groundings in Literature. Applications of Research in Music Education , 28(May), 42-49. doi:10.1177/8755123310361764

Hofstetter, F. T. (1989). Computer Literacy for Musicians. Music Educators Journal, 76(November), 53-54.

Johnson, B. L. (2004). A Sound Education for All: Multicultural Issues in Music Education. Educational Policy , 18(January), 116-141. doi:10.1177/0895904803260028

Johnson, D. (2005). The Aural/Visual Experience of Music Literacy: Reading and Writing Music Notation. Music Educators Journal, 91(March), 65-66. doi:10.2307/3400164

Ling, S. J. (1960). Toward Real Musical Literacy. Music Educators Journal, 46(April/May), 52-54. doi:10.2307/3389355

Lowe, A. (2002). Toward integrating Music and other art forms into the language curriculum [Abstract]. Research Studies in Music Education, 18(June), 13-25. doi:10.1177/1321103X020180010301

Mansield, J. E. (2004). The Musical Subject, Technoculture And Curriculum In The Postmodern Condition. Research Studies in Music Education, 23(December), 42-58. doi:10.1177/1321103X040230010401

Mcclung, A. C. (2000). Extramusical Skills in the Music Classroom. Music Educators Journal, 86(March), 37-68. doi:10.2307/3399635

Neill, J. (1984). Challenge percussionists. Music Educators Journal, 70(January), . doi:10.1177/002743218407000501

Portowitz, A., Lichtenstein, O., Egorova, L., & Brand, E. (2009). Underlying mechanisms linking music education and cognitive modifiability [Abstract] [Supplemental material]. Research Studies in Music Education, 31(December), 107-128. doi:10.1177/1321103X09344378

Sloboda, J. (2010). The Music Instinct: How Music Works and Why We Can’t Do Without It. London. Psychology of Music , 38(October), 506-508. doi:10.1177/03057356100380040802

Welsh, G., Hallam, S., Lamont, A., Swanwick, K., Green, L., Hennessey, S.,...Farrell, G. (2004). Mapping Music Education Research in the UK. Psychology of Music, 32(July), 239-290.

Wemyss, K. L. (2003). Music in Thursday Island Schools: Processes of Reciprocal Exchange [Abstract]. Research Studies in Music Education , 20(June), 90-102. doi:10.1177/1321103X030200010601

West, S. (1984). Support cultural literacy [Abstract]. Music Educators Journal, 70(January), 13-13. doi:10.2307/3400756

Sunday, October 10, 2010

BP8_Web 2.0 movie

BP6_BP7_classmate_blog_comment

I have commented to Jana Claybrook about "Twiducate" Web 2.0
please click on the link to see my comment:

http://claybrookwired.blogspot.com/2010/10/bp4web-20-tool.html?showComment=1286726423433_AIe9_BGXbYMy6mcBk6oAHQzXTIpejT4CxEsNtSmTwXaYbG7PdhVoTfj2qKy_UBiNcAubYcEbv9v19XpfI9VgpxKmjfkp7D_C2KDE3aV3MhbSjuVikVbH0xetS8xW6zGoHmTQQ6m6howANHGO9EIQNCuNX5KiSk7ZpU6LhyM4NNeokj68EYluUUtn7R38HhNrz4ANCNCS5GbU9Hoa2bp0jRM_F-IWa6ZFFx7LXLrGV41IMze-iITIpiH0XIztezQLRMAg8mT8uEWIviZN-zjeoM0e-TNNhDlwPMmEhGrEF8tTfHxHnZQWRmo9Yxb7TM5I9S4gGVoOv-gG3lP40FaeoawVg9ADXb3eYTvsUKNZaGX6YcoAyaHHnXHJ5L5W8r4GJ60-hhZsisKHxPDdvZECIv9TU9En6f12gP1hXg8jXDZasHlkjcEmSRIbMR2lplpt3hZU-a_p4ZbUDsIIzuJR5cwrQuQ41F4ETc52p2BaRmQODq6sA5AWpFVe-4jZvVcsNZfyFSA8uMCeom3npTQhTwZYVQ1MWuXBtXH2CyG3YBw6wpY5fTiaH8gtD2qN0imEMXw6QBomDx6gPSkaB-taGl38wP3yynB8-iUTclCOanJjlwyWRf2Rmv0xNZMVjnaM2iOpH7gIKXbLBXYASsvyfsVFB6ULWaklzyW7LQroyqOe82ccuBa0JvrN4eyauO5_CJC8SJ2ZGnq1ZmxQpjJ5XtJpOc1iR_xzjtDM1ee9qIkQufC9K5LJdSnhgtLYA2x7OZ0tmdo3otPVs_Ce943HgIq28e3ZQ9Dome320zb0zojrWiRYpK7qIJFZvMdzBSapCX8EYNbMHV_1xVn6mtAHPuo76tm28bS9gvSrjVgJVxKBlj63xX-5n0SysM9w0xx8CTEL30J7UdoWSc1QssGgryqvbOEkWrERGXC87oKhux-eKZfR2gbheaiRG4Ct4aubxVAwnbeJnOpxBKJg0kZBNi7E1zA8sfIFwdFYg28VtrFdJPajvgFogQ4_a0RfNBwuiH4gBQz6_TuYG2PaB8CYZC4DibCqVEmCO35i8-sjBvc4O42jAkU0Cv7ARQh7IdGbEtU2B9kf99Nx#c1884623469567683662

BP5_Web 2.0

I am hoping to make the connections to music through sites like Neok12.com they have an enormous library of resources and links that engage learners of all groups. One example is the link below, it is a page of music lesson videos
Music video lesson from Neok12
Neok12.com has a feature that allows the student and the teacher to create a presentation within the website. There are images and videos that will give the presenter relevant visual connections as well as contexual validation. Below are some screen shots that offer a visual idea of the materials covered in the Neok12.com Web 2.0 . As a music educator I see many students don't see the connections the arts bring to every discipline. This website is a one stop shop for the cross curricular lessons I hope to promote. Science, History, Music, Language arts all in a interactive setting for students and teachers. Neok12 is ideal for my Action research. Every subject is covered and interactive lessons, games, and videos are available for free. This site has been designed to encourage students to learn and it is a safe environment. Parents can help students at home because they may not understand the materials students are required to learn but they can go to NeoK12.com to brush up on a concept. The parent can also help the student to work at their on pace.

Monday, October 4, 2010

BP4

I was very interested in the Game classroom WEB 2.0 URL http://www.gameclassroom.com/. I found the site contained interactive games about math, language arts and more for grade levels K-6th.
There are lesson ready to be used and printed for teachers and the games seem to be operational and well organized so a teacher or parent could allow their student to play and learn specific concepts and material. Above I have created some of the screen shots.