In order to complete my studies in the MOOC, we have been asked to reflect upon our learning and think about what will be moving into for the future. This question was posed to us –

Bringing together all of the ideas in the course, write your own manifesto on how you can adapt and adopt some or all of these ideas in your teaching. What skills do you need to help you bring technology meaningfully into your classroom? What is most important to you, how can you advocate for it, and how can your bring it to life in your own practice?

 

The impact of technology on the music industry and musical education has increasingly changed education and the industry. From the way sound is produced, recorded, composed, or performed, technology has changed the way in which music has developed. For the most part, music has progressed in a positive way with the impact of technology.

As a experienced teacher, who specialises in music education, I would like to think that a range of techniques should be used to enhance the learning experience. In our daily lives we are constantly surrounded by technology that plays a significant role in the way we function. Music also plays a incredible role that is not often recognised, as such we use music to energise ourselves, relax, enhance a story line in a film or as a social way to gather, and that’s not even if you are lucky enough to play an instrument.

I would like to think that I am already an advocate for music education. The developments music education has taken to develop into the 21st century have been so diverse. Students are engaged in learning participating and investing in the own learning journey and music can be a key part of the learning process, as a literacy tool, an accompaniment to learning or the theory & practical side of learning music. My students are engaged in music and enjoy coming to music lessons, they are able to see the benefits of music and to understand how music and technology will prepare them for their future.

 

With a successful music program comes the support of the school community. Other educationalist, parents, executive team, and community members need to be actively supporting the production of music rather than sound. However, in turn the students need to be performing or communicating with others about what has been happening in their learning journey. As such performances for the school at assembly, at the local retirement centre, shopping centre or even for the younger years needs to be priority. Students need to be enthusiastic and perhaps parents might buy an instruments for their child to engage in the learning at home. Some parents may even get involved too by buying two ukuleles or take the child to external lessons.

 

The content in the classroom needs to be valid and engaging. Students don’t really want to learn about Mozart but if they are explained that listening to music such as Mozart can enhance brain activity, students start taking note. The development of the brain with the help of music has been an interesting topic for students at my schools as they can see the reasoning behind the madness of the music teacher. Students then have valued what they are offered through their music lessons and sometimes even seek out opportunities within the school, such as the school band and choir, or even external choirs, musical theatre and band.

 

Composition needs to be encouraged. I have a friend who is a composer, who finds that their works are often disregarded and just expected. The effort put in to create these wonderful pieces are amazing and should be celebrated. Perhaps we could bring these “struggling” artists into our school so that we can have students acknowledge the works but also to see them as pieces of artworks rather than readily available on our own personal devices. These may in fact allow our students to educate the people around them. Last term I was lucky enough to allow students time to compose using GarageBand in small groups. They created a short video music clip with Lego figures with their song as the track. The year 3, 4, 5 & 6 students were totally engaged in the small project but what was so rewarding for me as a teacher was to allow the students to watch and reflect upon their own and their peers projects.

 

Music appreciation is taught explicitly through my classroom for students in ELC to Year 6 as I really value students having the opportunity to just simply listen to music. All students should be exposed to range of music. I am very lucky to have the ability to access google play music, Spotify, YouTube, and a number of resources that allow students to hear and investigate a range of music genres. These resources are only because of the music technology advancements. We use music appreciation to move into a range of studies of music, build awareness and simple to as a behavioural tool to calm students. The range of genres can then lead into orff percussion activities, simple dance movement to express ourselves individually or in small groups, or as a listening activity to dissect and understand compositional techniques.

 

As a colleague in a school and network, I like to share my resources with others. From worksheets, great websites, and amazing YouTube clips. I have found that this year I have utilised google docs and google drives with colleagues and in my classroom. It has been wonderful to be able to share these great activities and resources with my colleagues and get insistent feedback or confirmation. For my own personal use I have also been able to scan my music onto google drive which allows me to limit the amount of paper and always have her ability to access my resources. This have been very valuable at school mass where at the last minute music has gone missing.

 

The use of technology personally and professional has been amazing for me as educator. I use a range of technology in my classroom. My students absolutely value technology with regard to music. The technology has allowed me to be in communication with colleagues not just in my school but through the network and even within states. As a longtime learner, I will continue to investigate technological advancement and opportunities for myself and my students. However, I can absolutely see the value in using a rename of resources to build students learning opportunities.

 

To conclude module four we have requested to reflect upon our own learning and to evaluate the concepts and approaches to music education.

We have been introduced to notation software which I am familiar with. However I feel could always upskill as technology opportunity are always opening. The use of soundtrack and garageband have proven to be fabulous resources for my students and engaged them with enthusiasm.

With the musical skills in DJ-producer, I can definitely see the amazing learning opportunities for students in engage in investigating or exploring musical techniques and some worthwhile class discussions. I will definitely be looking into Isomorphic keyboards.

David Price brought forward so many key learning concepts. The one that has stuck with me is that “YouTube is responding how to learn, we don’t use cookbooks anymore we YouTube a Jamie Oliver recipe”. This is so true but also an accepted practice.

As I teach at a IB school the concepts of BL are very important. However I really like the links to student centred, cross curricular and the real life connections. Based learning can be so worthwhile for students and teachers alike. This also can allow community members (parents, church, experts in the field) to come into the classroom which I feel evaluates the learning and teaching.

Open learning can be difficult for teachers who are set to a curriculum that is organised weeks or months ahead, with the amount of resources available which are continuing to develop, investigations and communication have helped me to develop my program. I find that YouTube is a valuable resource for teaching concepts, about instruments I don’t have, or even play alongs to assist students feel a sense of accomplishment. But there is a huge amount of resources, I am lucky that my colleagues and I are able to collaborate with the amount of quality resources for our own classrooms. It would be a daunting task as the sole music educator in my schools.

Overall, I have found, like all the other modules so far, thought provoking and has helped me re-evaluate the strong parts of my classroom/teaching.

 

The impact of technology in music and musical education has increased quite dramatically throughout the last 20 years. The positive and negative impacts of technology have been researched with a range of outcomes being discovered. Technology raises many questions of which there no obvious right or wrong answers. Examples might include, if technology enhances or disadvantages students, if technology should or should not be used, or how to teach music in the 21st century. As a experienced teacher, who specialises in music education I like to think that a range of techniques should be used to enhance the learning experience.

In our daily lives we are constantly surrounded by technology that plays a significant role in the way we function. Music listening happens everywhere, in different forms but all the time (Hagen, 2015). Everyday tasks are often enhanced, linked to, connected with or even help to move us through the changes in our daily routines. We use music to energise us and for relaxation. Danielsen states that music can define our “relaxing and exercising, falling asleep and waking up, being alone and being together, as is evident in the many user-generated playlists that relate to everyday activities” (Danielsen, 2017, p.16). I am guilty of relying on technology to get through my day, the ups and downs as well as to keep me up to date with new music and engage students in learning.

However, with the impact of STEM continuing to grow throughout the education community, the importance of creativity can be overlooked. As a music educator, perhaps the ideal of STEAM is more inclusive for our 21st ideals and outcomes for students working towards the future. The big ideas which connect provocations for students to ponder are connected for students to add their skills in literacy and numeracy but often don’t include the creativity presentation. But these big idea activities (small group problem solving or big questions which need to be dissected to answer the question) don’t always include all students, the traditional methods (short answer, multiple choice, or true or false questions) can be more effective.

With the technological advancement, music has changed since my education, but the digitisation of music has completely changed music. The recording and the accessibility of music has advanced so dramatically. Music is now heard throughout the world, which allows new and exciting music to be spread but also discovered through YouTube, social media and simple through Spotify or google music. The way we are able to listen to music also allows for composers to hear a range of cultural styles which in turn allows for cross cultural music to impact on new music. Hip hop has become a common form of dance and music however it was once foreign and unacceptable in some countries. The way music is listened and analysed can have correlations or influences with a range of genres.

The use of technology in the music classroom broadens possibilities for students learning and teaching. A composition process enhanced by technology can allow students to hear the notes, pitch, and get immediate feedback through self reflection or peer reflection. Students and teachers can use research to get clarification and cement the learning through the wonderful resources available. The instruments available with technology allow interest, creation and communication levels to be enhanced through the ease to play and present. Technologically enhanced instruments also allow for a more communal approach and greater connections to popular music which students might be more eager to connect with.  

Electronic instruments and electronic music can springboard into different genres and musical concepts to teach. Sastre et al. (2013) states that “music education in many elementary or secondary level classes generally revolve around classical music and are orientated towards the acquisition of knowledge and skills related to traditional musical language and the conventional use of instruments like flute, piano, etc”. This relates to Polish classrooms where music is essential to the learning. Through the Don’t stop the Music with the ABC, music has become a talking point with the two school communities in which I teach. Colleagues, parents and even students have enjoyed the progress and research demonstrated through the program. It has been wonderful to share some of Dr Anita Collins research with the school community to enhance the importance of music and its positive impacts on all areas of education.

Music can be taught in wide variety of ways and the amazing amount of resources available can only enhance the learning journey for all students. While technology can be frustrating and difficult to overcome, it can also be pleasurable with diversity and genre. The ability to use technology in the classroom is a fabulous opportunity however we need to use all resources for the best outcomes for our students.

 

 

Danielsen, A. (2017) Music, media and technological creativity in the digital age. Nordic Research in Music Education, Vol. 18 2017, 9-22. https://brage.bibsys.no/xmlui/bitstream/handle/11250/2490532/Music_media_and_technological_creativity_in_the_digital_age_Danielsen.pdf?sequence=1

Hagen, A.N. (2015) The playlist experience: personal playlists in music streaming services. Popular music and society, 38 (5), 625-645. https://www.tandfonline.com/doi/abs/10.1080/03007766.2015.1021174

Sastra, J., Cerda, J., Garcia, W., Hernandez, C. A., Loretta, A., Murillo, A., Pico, D., Serrano, J.E., Scarani, S. (2013) New Technologies for music education, DOI: 10.1109/ICeLeTE.2013.6644364}
Conference: Conference: Second International Conference on e-Learning and e-Technologies in Education (ICEEE2013), At Lodz (Poland), Volume: Conference Proceedings https://www.researchgate.net/publication/259900796_New_Technologies_for_Music_Education

 

Is there an importance to teaching just popular music or is there benefit in teaching a broad range of music genres? Are students able to develop skills in literacy and musical critical techniques using western art music? My philosophy on teaching music is somewhat evolving as has been the case since I started teaching, approximately 12 years ago however continues to evolve through my quest as a lifelong learner. I truly feel that a range of resources strengthens the ability to engage students and develop their skills and understanding. The late, Richard Gill OAM, music advocate explains that singing should be at the core of early education and beginning learning in a formal setting. He points out that singing can be a wonderful thing for individuals, building community within the class and is directly related to student’s development in how to read, how they learn to write, how to improvise, compose, and it’s so cheap. Gill states, “Children should have a wide range of music, and they should know lots of music that they haven’t hitherto fore known, that’s what school’s about”. Anita Collins, research has found that “music education could positively and permanently improve cognitive skills, physical development, and emotional well-being” (Collins, 2013). The benefits of music education on brain development, social skills, and literacy are vastly undervalued and has limited research regarding the potential to engage our students and deeper their learning. I feel we need to continue to identify learning experiences which have a positive effect on our students to harness their thirst for knowledge, whether it may be popular music first and moving into other avenues or starting with music they are interested in and moving into learning opportunities using technology.

http://earplaying.ioe.ac.uk/index.html – Lucy Green (2012) Informal Learning project website, Department of Arts and Humanities, Institute of Education, University of London

https://www.researchgate.net/publication/261634603_Music_Education_and_the_Brain_What_Does_It_Take_to_Make_a_Change Anita Collins (2013) Music Education and the Brain: What does it take to make a change? National Association for Music Education, SAGE, XX(X) 1-7.

With the avalaibility of technology and the contradictions between the benefits and issues with the use of technology in education, the outcomes for students can not be quantified. Generally, students love the obviously opportunities however are they ready for the responsibilities and potential behavioural and health issues which come with the cultures and technologies to enhance the learning journey?

David Price (AMPAMPLIFY. (2014, May 14). David Price on the open learning revolution, Amplify 2013. [Video file]. Retrieved from https://www.youtube.com/watch?v=3fGv3_kaGa8) highlights a positive for the way learning has become an open learning revolution through his own experiences. He discusses how in his life he has been able to use knowledge and experience from others to adapt to his own medical needs in conjunction with the medical professional advice. The amount of information is an amazing resource but is it of useful and a benefit for our students of the 21 Century. I am a member of Running Mums Australia, who charge a minimal amount to be a member however the encouragement in events, training and knowledge passing within the group is fabulous. Surely, in a classroom setting or beyond between classrooms, students and teachers should be able to use others knowledge and experience to develop their own knowledge and understanding.

However, Daphne Koller (Koller, D. (2012). What we’re learning from online education. [Video file]. Retrieved from https://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_education?language=en 24th Jan, 2016.) points out that technology and education is not always in reach for everyone. Surely with the amount of resources, as pointed out by David Price, everyone should be able to receive a thought provoking education which maim to better its students. But the statistics mention in Koller’s research this is not the case. Koller and a colleague, Andrew Ng, developed Coursera (https://www.coursera.org/), a place where courses can be obtained from universities for everyone around the world. All students are expected to engage with the teacher through tests, multiple choices, assessments and with other students through forums. Students are being extended intellectually but are students becoming holistic developing the whole person. For example, if the student is needing bed side manner  for nursing or doctors, this is not able to be taught through the technology. Practical aptitude is not able to be taught thought technology. However, they found that peer and self assessment was wonderfully successful. As a student in both in the classroom and online, in my experience I found the forums were very frustrating but I can understand the tremendous opportunities for all students and teachers.

With the 21 Century students needing different opportunities to previously, the way we teach needs to evolve with expectations (students’, community and our own) and connect with our students. Music needs to engage students with regard to creativity, if this means that technology can assist this process fabulous but if the basics of org can be used then wonderful. “Music education can help spark a child’s imagination or ignite a lifetime of passion. When you provide a child with new worlds to explore and challenges to tackle, the possibilities are endless. Music education should not be a privilege for a lucky few, it should be a part of every child’s world of possibility” Hilary Clinton.

 

With the Impact of media, music has become a hot topic with my colleagues. ABC has been screening a program called – Don’t stop the Music featuring Guy Sebastian and Anita Collins. It follows the journey of a school principal who is on a mission, to transform the lives of disadvantaged Aussie kids through the power of music. Episodes can be viewed on iview or using the link https://www.abc.net.au/events/dstm/

I have just started a new course with MOOC which is very exciting. With my lifelong learning quest and being a role model for my own daughters and students I teach, this course is surprising with the content to be covered and different learning styles.

last week, I came across a fabulous article which I would love to share about the impact of music on reading. Please share with colleagues, friends, parents and anyone whom might be interested!

http://theconversation.com/learning-music-early-can-make-your-child-a-better-reader-106066