Creating Young Musicians Through Technology

Technology can be used in many ways in the music classroom, but I believe technology most enhances a student’s ability to learn music composition. In the days of Bach, music was hand written and the composer needed to be able to hear what the composition would sound like with all of the instruments. This is a valuable skill, but not accessible for most young musicians. With the use of technology, students will be much more successful at creating their own music.

 

Electroacoustic sounds give students a realistic version of their music. Students can hear how their composition would sound if it were performed live and can make adjustments to their piece based on what they hear. They may find that certain instruments do not sound well together or that the instruments they chose do not represent the emotion that want to audience to experience. Music Sparkles is an app that includes sounds from common and many uncommon instruments. This app can be used to help students experience the sounds of different instruments and learn instrument families. Toca Band is another app that lets kids pick from more than 15 musical characters and "play" them on stage by dragging and dropping them into the spotlights. Scape is another app that lets kids generate ambient music as they combine shapes, colors, and textures onto a blank palette. They can learn that music has different "moods" and explore the tranquil sounds. Garage Band is one of the most popular music composition technologies used by young students. This software allows students to sequence loops with different instruments to create rock songs

 

Smart Board in Music Class

Using a Smart Board in effectively music class can be challenging, but if used correctly, can enhance student learning. Many music classes that I have observed do not use Smart Boards even when they are given one. Even the most basic functions of the Smart Board can be used by those with little technology experience. At Johnson School of Excellence, we use the Smart Board to play videos with movements for the students to do as a class. This gives the students a "brain break" while also uses movement to emphasize style and steady beat. Students can also view youtube clips of live music performances and talk about the instruments they heard. Click HERE for an example of hour to use a Smart Board in music class.

Smart Boards can be used to promote literacy in the music classroom. Many music teachers teach by rote or out of books with tiny text. A Smart Board allows for this text to be displayed in larger font and can include images and activities to support student learning. Students will be singing the words while also looking at how they are spelled. The instructor can then focus on complex words that use unusual vowel patterns to improve literacy skills. For example, when teaching quarter notes and eighth notes to 3rd graders, a teacher might start by displaying the text and use iconic notation to represent the notes. The students will talk about a complex word in the piece and then sing the song using that word. Smart Boards can present iconic notation that is not normally represented in traditional sheet music. Students can use the touch screen function on the Smart Board to rearrange the iconic notation to form new compositions. The touch screen function makes music class more exciting and engaging for students. More resources on how to use a Smart Board in music class can be found HERE.

Piano Lab

One of the most valuable technologies to have in a music classroom is a piano lab. Piano labs provide several ways to teach large groups of students the fundamentals of music and piano technique. At Johnson School of Excellence, we have 32 electronic keyboards equipped with headphones and microphones. Each keyboard is linked to each other through a complex network of cables and electronic equipment. The instructor has complete control over what each student can hear through their headsets. The student may only be able to hear themselves, the instructor, or a partner they are working with. With this is in mind, the instructor has several options for teaching a lesson. At first, students can play on their own and listen to only their keyboard. The instructor can then channel in to their keyboard and monitor individual progress. Students can then be put into pairs to make a joint project. Students can only hear their partner or the instructor. The instructor can then have individuals or groups do a solo performance. While in solo mode, students cannot hear their own piano making it easier to keep students attention. As a final step, the instructor can link all keyboards for a class performance. Each student can hear every keyboard and practice large group performances. More information how to install and use a piano lab can be found HERE.

While this technology is great for a music classroom, it also takes up allot of space and money. The keyboard lab at Johnson takes up an entire classroom. Especially in urban schools, finding a place to host a lab may be difficult. In addition, piano labs are very costly. Each students needs a keyboard and headset along with thousands of feet of cable to link each piano. The main controllers that each keyboard connects to is also very pricey. Maintaining equipment can also become expensive as electrical and hardware issues are common.

While it may seem that a piano lab is more trouble than it’s worth, the true value of this technology shows when students become more engaged and excited to learn. At Johnson, we are able to use the lab as a behavior management tool as a well as an educational resources. Many of our keyboards were donated or acquired through grants. Click HERE to view several resources for music technology grants. With enough resources, most music classrooms should have access to at least a small computer lab.

Should Schools Require Computer Science Classes?

     

       It's not hard to wonder how gaining more computer skills could benefit your career. Computers have impacted just about every field that exists and are continuing to influence our lives more and more each day. Does this mean our students should be required to take more computer courses? Computers are being used more and more in the classroom and advancements have lead to the creation of some very powerful learning tools. The following video shows some of the biggest influences on computers and the internet promoting computer science.

       A career in computers is a reasonable prospect given the ever increasing need for computer scientists. New jobs are created every day for those with training in computer science. However, I think it's also important to note that nearly every job involves computers and increases the effectiveness of the fields they contribute to. For example, during my student teaching at Sheridan Elementary in Bloomington, Illinois, every class was equipped with a smart board. While the instructor knew enough to use the board for a few fun activities, I was able to turn it into a much more powerful learning tool due to my knowledge of computers. THIS website also offers a variety of Smart Board activities.

       Another example of how technology has influenced my career is when I was a teachers aide in a special education classroom. My student was nonverbal and relied sign language to communicate. He also had a touch talker communication device that he and the staff did not know how to use. One of my biggest projects at this school was teaching my student how to use the device and creating pages for him to use for his classes. Teachers must be able to adapt their lessons to a diverse group of learners, and this technology offers a way to do just that. THIS youtube channel contains many tutorial videos and ideas for adapting the device to meet the individual student's needs.

       With limitless benefits, computers should be a part of every student's academic requirements. However, urban schools have much less technology and less access to computers. Students in urban areas are also less likely to encounter computers outside of the classroom. THIS article discusses how while most schools are plunging into technology, urban schools are left behind. If experience with computers is becoming exponentially more important in our society, shouldn't all students have access to technology at school?

The opinions expressed here by me (and those providing comments) are mine or theirs alone, and do not reflect the opinions of AUSL, NLU, or any employee thereof. Neither AUSL nor NLU are responsible for the accuracy of any of the information supplied here or in any linked web site.

Black History is Bigger Than Slavery

When I think about what I was taught about black history in school, I only remember lessons on slavery and prejudice. While these are significant to our countries history, they have become the default topics when discussing black history. In her article "Black History is Bigger than Slavery," Raluca Albu addresses the issue that schools tend to focus on a few events affiliated with a very rich culture. Students can still learn the standard content presented in history classes while also gaining a better understanding of how other cultures influenced these events. Other cultures are also excluded from many notable events in history giving students a incomplete picture of how other cultures have contributed to the history of the world. When students are given the opportunity to learn the true impact that other cultures have had on our world, they gain a greater appreciation for the diversity they will encounter in their own lives. I agree with Raluca Ablu that out schools should teach about cultures beyond what is required in the current content standards. Her article can be read here.

As Raluca Albu says in her article, "... to give students a fighting chance of living in a more equitable society, we have to change the way we teach them." When students only associate black history with specific events, they often wonder if that was the only contribution that black culture made to history. The National United States History Content Standards for Grades 5-12 treat black history as a separate part of history and fail to incorporate many significant contributions this culture has made to our world. Students often associate black history with the slavery, the Civil war, and the Civil Rights Movement. What about the impact that Crispus Attukus, a black man, had on the American Revolution? When we teach about Ellis Island, do we teach about the black immigrants? To provide students with a well rounded education, we must incorporate aspects of every culture in our lessons. In the following video, Chimamanda Ngozi Adichie discusses how our culture often as a single view of certain cultures.

This sort of "single story" thinking can be seen across all cultures discussed in schools. Specific cultures are associated with a select number of events as if that's the only significant impact they've had on the world. The principals that Raluca Albu is asking teachers to apply to their classrooms can be implemented across all subjects for all cultures. In today's schools , Native Americans were just the people we took land from and the Japanese bombed us in World War II. This gives the impression that our history is primarily driven by white males and only somewhat influenced by minority cultures. However, other cultures have had a significant impact on the history of America and the world. For example, the Great Depression is often filled with stories of the struggles of white people. What about the other immigrants and natives that were present during this time? How can we promote diversity and acceptance in our schools if we only teach about how one race has impacted history?

Providing students with a well-rounded view of other cultures is especially important in today's society. First, it provides students with a greater appreciation for other cultures. Click here for some cultural lessons you can use in your classroom. Students should be immersed in multiple aspects of all cultures they are learning about to gain a greater understanding of the many events, traditions, and customs that have become a part of history. Not only can students learn about the details of a cultures history, but also explore their music, food, and customs. When students realize how rich culture is, they become more accepting of the diverse world we live in. Secondly, students gain a more personal understanding of their own culture and family heritage. When students can make connections to their own lives or the lives of their friends and classmates, they become much more interested and engaged in the subject. Making lessons culturally relevant and captivating is especially important in an urban classroom. Students much greater appreciation for other cultures when they are given a chance to explore how exciting and important other cultures are.

The opinions expressed here by me (and those providing comments) are mine or theirs alone, and do not reflect the opinions of AUSL, NLU, or any employee thereof. Neither AUSL nor NLU are responsible for the accuracy of any of the information supplied here or in any linked web site.

The Homework Debate

       Many studies are being conducted in an attempt to support the use of homework, but many are failing to do so. Alfie Kohn, author of "The Homework Myth," believes there is no correlation between student achievement and homework in elementary schools. He also believes there is little evidence that homework is necessary in high school and may even decrease a student's interest in learning. While some homework is good, memorizing facts for a quiz or circling words on a page can be virtually meaningless in regards to student learning. There is a notable increase in the amount of homework being given to elementary students. Watch this video to see why Alfie Kohn thinks this is detrimental to achievement in elementary schools.

       

       Homework should focus on quality rather than quantity. Spending countless hours rehearsing information that will be recalled on a future test has little to no value if the content is not useful and engaging. Assignments should make students excited to learn and enhance their learning experience. Many students do not have the resources they need to complete assignments at home. Some students don't have access to a computer or internet while others are from families still learning English. Without the necessary resources needed to work at home, these students are failing benefit from the work they are given. This poll done by debate.org shows that most people agree that homework should be reduced and contains comments from both sides of this argument.

       I remember dreading being assigned homework while I was in school. Not only was it time consuming, I also did not have much support at home. By the time I finished my homework, it was well passed my bedtime and I began to suffer from sleep deprivation. I was already capable of demonstrating what I had learned in class, but this began to change when I was too tired to focus in school. Too much time was spent drilling concepts I already knew while I failed to see the importance of what I was learning and lost interest in school. Some of my homework included teaching myself to perform mathematical calculations we had yet to cover in class. Our teacher believed reading the textbook was enough to grasp the concept that we would have to demonstrate on our homework that night. Often times, my parents were unable to help me and I failed many homework assignments. The work I did in class propelled my understanding, but the homework I was given often told a different story. My homework grades where low but my performance on tests was far beyond that of my classmates. Despite my excellent test scores, I was labeled as an average student because of the homework I was given.

       Alfie Kohn compares homework to weather; We believe homework is just a part of life that we cannot change. However, the more research that is done and made known to other teachers the better chance we have to make effective change in our schools. When homework is assigned, it should be meaningful and worth the time the student will put in. With so many studies supporting the uselessness of homework, we as educators must consider whether the work we assign outside of class benefits our students. Click here for some strategies regarding homework.

The opinions expressed here by me (and those providing comments) are mine or theirs alone, and do not reflect the opinions of AUSL, NLU, or any employee thereof. Neither AUSL nor NLU are responsible for the accuracy of any of the information supplied here or in any linked web site.

Teaching Students How to Fail

     

       Teaching students how to fail can be a key component in their success. While this may seem contradictory, you must understand what I mean when I say "teaching students how to fail." I am not saying we should set our students up to fail or encourage students to perform inadequately. We should, however, prepare our students for the times they might fail despite their greatest effort. If used correctly, failure can be a tool through which students can develop many characteristics needed to succeed. This can include coping skills, emotional resilience, creative thinking, and the ability to collaborate. This article from allprodad.com gives a list of 10 things to teach your kids about failure.

       In this video, Margie Warrell discusses the negative consequences of encouraging children to be overly competitive and gives several suggestions for allowing students to develop their own naturally competitive spirit. When students are able to find it within themselves to do better and accept failure as a part of that process, their resilience will make them stronger and more successful. This article from parents.com gives several examples of how to improve confidence in a child. Teachers and parents should be good role models for our students and children. We must be an example of how to handle our own shortcomings. When we forget something or fail to complete a task, we should focus on what we did well and what we will do better next time. This is the same thing we should teach our students. Carl Sommer's book "Schools In Crisis: Training For Success or Failure?"discusses the many shortcomings of our public school system and suggest several sollutions to these progblems. It is an excelent resource for teachers, and the entire book can be viewed and downloaded here.

       Even though we try to prevent it, our students will fail tests, strike out, and forget lines in the school play. Although these are not ideal outcomes, there are good things that can be found in these failures. Perhaps the students that failed the test did better than previous tests. Johnny might have struck out at the game tonight, but he caught the most fly balls. Sarah might have forgotten a line in the school play, but she improvised and recovered quickly. Encouraging students to reflect on what they did well will also help them improve their performance next time. The student that did slightly better on a test might realize the importance of studying in advance and making flashcards. The athlete could collaborate with another teammate who is good a hitting, but struggles with catching. The actress might try some new techniques to lesson her stage fright while continuing to develop her excellent improvisation skills. Promoting skills like leadership, teamwork, and reflection are more important than whether a student actually succeeds at doing something. With the proper tools, that student will develop much further than if they had been pressured to win and reprimanded for failing.

The opinions expressed here by me (and those providing comments) are mine or theirs alone, and do not reflect the opinions of AUSL, NLU, or any employee thereof. Neither AUSL nor NLU are responsible for the accuracy of any of the information supplied here or in any linked web site.

Does School Retention Help Struggling Students?

     Educators and policymakers have been debating for decades on the pros and cons of student retention. They often wonder how a student can succeed in 3rd grade if they can't perform well as a 2nd grader. Would moving them forward with their peers be beneficial, or will they fall even further behind? The National Association of School Psychologists says that retention is “an ineffective and possibly harmful intervention.” Professor Shane Jimmerson, PhD., of the University of California in Sanra Barbara describes retention as “educational malpractice.” It is my belief that school retention does not benefit students and that intervention would be more effective. To find more information and statistics on school retention, click here to read an article from greatschools.org.

     What do students have to gain from being held back? Students may do better the second time around, but after a few years, they will face the same issues that got them held back in the first place. They will face new, more challenging topics without receiving the help they need to conquer the challenges of the next grade levels once they get there. Especially when students are held back several times, they are much older and have different interests than their peers. They also feel isolated in incapable which can drive their self-esteem down even further. This instability leads to behavior issues and exponentially affects the likelihood they will drop out of school altogether.  This article delves further into the negative social outcomes of retention. In urban schools, retention rates are much higher. This can be as high as 50% for Hispanic and African-American students. With Chicago’s high dropout rate, alternatives must be considered to holding students back in school.

In 2014, Michigan legislators proposed a bill that require the retention of 3rd graders who did not meet the minimum benchmark on standardized test for reading. Oakland Schools opposed this bill and released the following video regarding school retention.

     Schools should incorporate alternative interventions to increase student achievement as opposed to retaining students. There is no universal alternative to holding students back, so each student must be assessed individually to determine the more appropriate action. Parents can play a huge role in preventing retention. Schools should first try communicating with parents on how to supervise homework and what programs are offered that might improve achievement. It is especially important in an urban setting to ensure any language barriers are addressed that might deter parents from being involved in their child’s education. When a school’s retention rate is high, a school should be responsible to hiring professionals and implementing culturally responsive interventions to prevent students from falling behind. This might include hiring reading specialists and tutors as well as implementing a more culturally responsive curriculum and behavior management system. Support groups, mentor programs, and longer school days are also effective strategies for improving achievement. Teachers and administrators should take responsibility for delivering research based evidence to board members, teachers, and parents on the effectiveness of these interventions. Click here to find resources and strategies from he National Association of School Psychologists. When all stakeholders agree that intervention is more effective than holding students back, justifying additional costs and effort will be much easier. Given the clear advantages intervention has over retention, we as educators must promote more effective means of improving achievement for struggling students. 

The opinions expressed here by me (and those providing comments) are mine or theirs alone, and do not reflect the opinions of AUSL, NLU, or any employee thereof. Neither AUSL nor NLU are responsible for the accuracy of any of the information supplied here or in any linked web site.

Music in Urban Schools

Music in Urban Schools

     In Urban Music Education: The Teachers' Perspective, an article by Richard K Fiese and Nicholas DeCarbo, twenty urban music teachers are interviewed and questioned about their unique experiences in urban teaching. I found that teachers were asked the same  questions I have been asking myself since I decided to become an urban music teacher. Did my undergraduate degree prepare me to teach in an urban school? What specific techniques, strategies, and approaches will I need to use? What can I do to improve music education in urban schools?

     Despite having taught in urban schools during my undergraduate studies at Illinois State University, I felt very cautious about perusing a teaching career in Chicago. I knew that I would be a great teacher some day and that teaching in an urban school would have the biggest impact on the largest number of students. The Chicago Tribune published an article stating that ISU aims to prepare teachers to teach in an urban setting. However, after graduation, I kept asking myself if I was prepared to take that leap. A study conducted by the University of Toronto found that most new college graduates did not feel prepared to teach in an urban environment. When asked to rate how prepared they felt to teach in an urban schools on a scale from 1 to 5, 68% of students gave a rating of 3 or less. I am shocked by this number and believe it is the responsibility of educational institutions to prepare teachers for all education settings. So many talented teachers shy away from urban schools simply because of their lack of exposure or confidence to succeed. So many teachers believe it is their job to make a difference in the world. The biggest difference a teacher can make is providing a quality education to the students who need it the most. This is exactly why I've chosen to teach in Chicago's lowest performing schools.

    One of the biggest questions I will be pondering throughout the next year will be on what I can do to improve music education in music schools. Many believe that music in schools is a waste of time and has no real value to students. This recent article from the Chicago Sun-Times discusses the growing financial burden of the Chicago Public School system. Among a few other terrible options, cutting music programs is being considered as a solution to their debt crisis. As a musician, I am disappointed that many students don't receive any type of music education. It burns even more that cutting music is one of the first options when funds are running out. However, as a teacher, I am absolutely furious that music and art would ever be considered expendable  given the amount of support it provides to other subjects. In the following video, author and politician Mike Huckabee states, "(The) dumbest mistake we've made in education in this country in the last generation is cutting music and art programs out of our education system..." 

     As he discusses, music provides students with the capacity to learn math and language while also promoting creativity. To improve music education in urban schools, I will strive to eradicate this ridiculous notion that music and art are not essential to a child's education. One of the best music lessons I have taught was lesson and activity connecting music to fractions. After discussing with a fellow teacher that many students were not understanding fractions, I created an engaging and catchy song to go along with that weeks lesson in their math class. The teacher saw a marked improvement their ability to understand the basics of fractions and used the song in future lessons to help struggling students. This is just one of thousands of ways music can be used to improve student achievement. Beyond anything, creativity is the most important thing I teach. The future of our society depends on the creativity being developed in the minds of every child in our classrooms. Perhaps some creativity would have prevented this budget crisis in the first place...

The opinions expressed here by me (and those providing comments) are mine or theirs alone, and do not reflect the opinions of AUSL, NLU, or any employee thereof. Neither AUSL nor NLU are responsible for the accuracy of any of the information supplied here or in any linked web site.