Case Study #1 QuaverMusic.com
a. This video is an introduction to a new resource for classroom music teachers to use while at the same time integrating technology for teaching music theory concepts.
b. This video goes into detail about the features this software offers to energize and engage students at the beginning level of music theory in the music classroom.
c. I learned that music theory does not have to be boring (i.e. pencil, paper, teacher lecture) at all times. Music theory can be interactive with games and trivia contests which can be quite engaging for all students.
d. I could most definitely use this lesson and software in my classroom.
e. Rate: 3.5/4
Case Study #2 Learning to Play the PanPipes
a. This video shows students learning to play the panpipes that requiring learning to create definite pitches and they are also learning to play as an ensemble. The teacher shows students at two different schools who are participating in a music class via the Iowa Communications Network, which is a statewide, interactive telecommunications network (distance learning).
b. The goal and purpose of the distance learning lesson was to have students learn a different instrument from another culture that they would not ordinarily see in a music classroom. The teacher also wanted to highlight the differences and work in teaching the students panpipes.
c. The teachers share the curriculum and divide it up amongst themselves (not just the music teacher creating lessons). This music teacher made this technology infused lesson a cross curricular lesson as well. Science was integrated by having the students learn and work on the principles of sound. The geography teacher mapped out the country of Bolivia and the culture which is the origin of the panpipes. Math was also integrated by having the math teacher work on measurements and putting the panpipes together with the students. Students are getting knowledge of different subject matter in the music classroom. I’ve always thought it would be the other way around.
d. I could most definitely use this lesson which would require me to build a rapport with our local community colleges.
e. Rate: 3
http://www.intime.uni.edu/video/039iaue/0/
Case Study #3 Opera on the Net
a. The nature of this case study is increase the students’ knowledge of the opera process and to use the opera as a tool to help students better understand the relationship music has with other arts and core classes. The teacher also wanted to give her students a greater understanding and appreciation of an opera rather than just watching one.
b. The teacher shares that her students are creating an opera with a class in Helsingborg, Sweden. The students use a variety of technology as they are actually producing a real opera. The students of both countries wrote an original opera together through the use of the internet and video conferencing. The students also use editing software, Music Time composition software, and Total 3D Home software for building and creating the set design.
c. I learned that students can and should be taught music engineering skills at an early age.
d. I would love to use this lesson or something similar to it so that my students could produce and perform a big music production to showcase their hard work and talent.
e. Rate: 3
http://www.intime.uni.edu/video/050iams/0/
a. This video is an introduction to a new resource for classroom music teachers to use while at the same time integrating technology for teaching music theory concepts.
b. This video goes into detail about the features this software offers to energize and engage students at the beginning level of music theory in the music classroom.
c. I learned that music theory does not have to be boring (i.e. pencil, paper, teacher lecture) at all times. Music theory can be interactive with games and trivia contests which can be quite engaging for all students.
d. I could most definitely use this lesson and software in my classroom.
e. Rate: 3.5/4
Case Study #2 Learning to Play the PanPipes
a. This video shows students learning to play the panpipes that requiring learning to create definite pitches and they are also learning to play as an ensemble. The teacher shows students at two different schools who are participating in a music class via the Iowa Communications Network, which is a statewide, interactive telecommunications network (distance learning).
b. The goal and purpose of the distance learning lesson was to have students learn a different instrument from another culture that they would not ordinarily see in a music classroom. The teacher also wanted to highlight the differences and work in teaching the students panpipes.
c. The teachers share the curriculum and divide it up amongst themselves (not just the music teacher creating lessons). This music teacher made this technology infused lesson a cross curricular lesson as well. Science was integrated by having the students learn and work on the principles of sound. The geography teacher mapped out the country of Bolivia and the culture which is the origin of the panpipes. Math was also integrated by having the math teacher work on measurements and putting the panpipes together with the students. Students are getting knowledge of different subject matter in the music classroom. I’ve always thought it would be the other way around.
d. I could most definitely use this lesson which would require me to build a rapport with our local community colleges.
e. Rate: 3
http://www.intime.uni.edu/video/039iaue/0/
Case Study #3 Opera on the Net
a. The nature of this case study is increase the students’ knowledge of the opera process and to use the opera as a tool to help students better understand the relationship music has with other arts and core classes. The teacher also wanted to give her students a greater understanding and appreciation of an opera rather than just watching one.
b. The teacher shares that her students are creating an opera with a class in Helsingborg, Sweden. The students use a variety of technology as they are actually producing a real opera. The students of both countries wrote an original opera together through the use of the internet and video conferencing. The students also use editing software, Music Time composition software, and Total 3D Home software for building and creating the set design.
c. I learned that students can and should be taught music engineering skills at an early age.
d. I would love to use this lesson or something similar to it so that my students could produce and perform a big music production to showcase their hard work and talent.
e. Rate: 3
http://www.intime.uni.edu/video/050iams/0/
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