Introduction to New
Technologies in Music Education
Macy Computer Lab 345 (Mac Side)
Fall 2008
Dr. James T. Frankel,
Instructor
jtfrankel@hotmail.com
http://jamesfrankel.musiced.net
Home Phone#: (845)
735-1140
Office Phone#: (631)
390-6670
Cell Phone#: (845)
825-2142
Week One (September 8th):
What is Music Technology? - A brief history.
Discuss applications of music technology in
the music classroom.
Assignment: Read
Chapter 1 & Chapter 14.
Post response to Question #1 on Class Blog
located at http://teacherscollege.musiced.net:
What is your opinion about the past, present, and future role of technology
in music education?
Week Two (September 15th):
Administrative Applications of Technology
Creating Department newsletters, student
databases, communication with parents/teachers/administration, worksheets,
tests, and rotating lesson schedules.
Assignment: Read Chapter 3.
Post response to
Question #2 on Class Blog located at http://teacherscollege.musiced.net: How can technology specifically help
you to become a better music educator?
PROJECT #1: Create a Department or Studio
Newsletter. See Project #1
Guidelines.
Week Three (September 22nd):
Relevant websites will be explored and
evaluated. The paradigm of Web 2.0
will be discussed and integration strategies into existing music curricula will
be demonstrated.
Assignment: Read
Chapter 11 & 16
Post response to Question #3 on Class Blog
located at http://teacherscollege.musiced.net:
List five websites that could be used in the music classroom with a brief
description of each site.
Week Four (September 29th):
Teaching with PowerPoint
Creating multimedia presentations and
listening guides for teaching using PowerPoint.
Assignment: Read
Chapter 4.
Post response to Question #4 on Class Blog
located at http://teacherscollege.musiced.net: What is your opinion about the
possibility of technologies such as PowerPoint taking over for a ŇliveÓ
teacher? Do you think it will ever
happen?
Week Five (October 6th):
Use this Open Lab time to complete PROJECT
#2
Assignment: Complete
PROJECT #2: PowerPoint Presentation. See Project #2 Guidelines.
No reading assignment
or discussion questions this week!
Week Six (October 13th):
A review of readily available general music
software titles specifically geared for younger children, including: Music
Ace Maestro, Sibelius Groovy, Hearing Music, Playing Music, Sibelius StarClass,
Sibelius Instruments and more.
Assignment: Read
Chapter 15.
Post response to Question #5 on Class Blog
located at http://teacherscollege.musiced.net:
Briefly list three ways in which you could creatively utilize the software
you used in class today in your teaching.
Software for the Middle/High School Music
Classroom
A review of some more advanced general music
software titles, specifically geared for older students, including: AlfredŐs Essentials of
Music Theory, Practica Musica, Sibelius Compass, AlfredŐs Interactive Musician,
Band-in-a-Box and more.
Assignment: PROJECT
#3: Technology-Based Lesson Plan.
See Project #3 Guidelines.
Week Eight (October 27th):
Introduction to Notation Software
Discussion on the advantages/disadvantages of
notation software in regard to the composition process.
Tutorial on how to use Sibelius.
Assignment: Read
Chapter 7.
Post response to Question #6 on Class
Blog located at http://teacherscollege.musiced.net: What are the issues
concerning notation software in regard to the composition process, and what are
your opinions about those issues?
Week Nine (November 3rd):
A review of some of the many teaching
applications that notation software affords, including worksheets,
composition exercises, and other project ideas.
Assignment: Read
Chapter 8 & Chapter 12.
Post response on the Class Wiki located at
http://ahm4029.pbwiki.com
(password: macy345)
Music
Technology Glossary
Week Ten (November 10th):
Notation Software – Advanced Features
Demonstration of some of the more advanced
features of Sibelius including composing full scores, extracting parts, web
publishing, adding lyrics, and recording.
Discuss expectations for PROJECT #4:
COMPOSITION WITH NOTATION SOFTWARE.
See Project #4 Guidelines.
Assignment: Work
on PROJECT #4.
Week Eleven (November 17th):
OPEN LAB TIME FOR PROJECT #4: COMPOSITION
WITH NOTATION SOFTWARE
This time is scheduled for students to work on
PROJECT #4.
I will not be at this class session as I
have Back-To-School Night this evening.
There will be a very competent substitute in my place to assist you with
Project #4.
Assignment: Work on PROJECT #4.
Week Twelve (November 24th):
Utilizing GarageBand in the Music Classroom
An in-depth look at GarageBand and all of itŐs basic
functions.
Assignment: Read
Chapter 2
COMPLETE PROJECT #4: COMPOSITION WITH
NOTATION SOFTWARE. See Project #4
Guidelines.
Week Thirteen (December 1st):
A closer look at GarageBand with
an in-depth look at some of the more advanced features of the program.
Assignment: Work
on PROJECT
#5: GarageBand COMPOSITION. See
Project #5 Guidelines.
Week Fourteen (December 8th):
Assignment: Complete PROJECT #5: GarageBand COMPOSITION. See Project #5 Guidelines.
Post response to Question #7 on Class Blog located at http://teacherscollege.musiced.net: What role do you
feel the Internet will play in the future of music education? Why?
Week Fifteen (December 15th):
Review of GarageBand compositions.
We will explore the
ethical and legal ramifications of burning music illegally from Peer-To-Peer
File Servers such as LimeWire and KaZaa.
Assignment: Have a great break!
The following is a breakdown of the criteria
that will be used to assess your work for this course. The criteria are divided into two
categories: 2-Credit and 3-Credit.
If you have any questions or concerns about the criteria, please make an
appointment to speak with me, or email me. Scoring rubrics and Project descriptions will be distributed
for each project.
2 Credits
-Attendance at all class
sessions is expected. If you are
absent for more than three class sessions, you will be required to complete an
additional project for each absence.
-Responses to the eight
discussion questions: 1.25 points each – 10 points
-Choose ONE Project
(Project #1, 3, 5) - 25 points each
-Project #2 – 25
points
-Project #4 – 40
points
Total: 100 points
3 Credits
-Attendance at all class
sessions is expected. If you are
absent for more than two class sessions, you will be required to complete an
additional project for each absence.
-Responses to the eight
discussion questions: 1.25 points each – 10 points
-Project #1, 2, 3, 5
– 15 points each
-Project #4 – 30 points
Total: 100 points
* - Those students taking this course for 2
credits MUST complete Project #2 and Project #4. Aside from these two projects, those students taking the
course for 2 credits must complete one of the three remaining projects. Those
students taking the course for 3 credits must complete ALL projects.
Services for Students with Disabilities. The College will make reasonable
accommodations for persons with documented disabilities. Students are encouraged to contact the
Office of Access and Services for Individuals with Disabilities for information
about registration (166 Thorndike
Hall). Services are available only
to students who are registered and submit appropriate documentation." As your instructor, I am happy to
discuss specific needs with you as well
IN Incomplete. The grade of Incomplete is to be assigned
only when the course attendance requirement has been met but, for reasons
satisfactory to the instructor, the granting of a final grade has been postponed
because certain course assignments are outstanding. If the outstanding assignments are completed within one
calendar year from the date of the close of term in which the grade of
Incomplete was received and a final grade submitted, the final grade will be
recorded on the permanent transcript, replacing the grade of Incomplete, with a
transcript notation indicating the date that the grade of Incomplete was
replaced by a final grade.
If the outstanding work is not completed within one calendar year
from the date of the close of term in which the grade of Incomplete was
received, the grade will remain as a permanent Incomplete on the transcript. In
such instances, if the course is a required course or part of an approved
program of study, students will be required to re-enroll in the course
including repayment of all tuition and fee charges for the new registration and
satisfactorily complete all course requirements. If the required course is not offered in subsequent terms,
the student should speak with the faculty advisor or Program Coordinator about
their options for fulfilling the degree requirement. Doctoral students with six or more credits with grades of
Incomplete included on their program of study will not be allowed to sit for
the certification exam.
With respect to services for students with disabilities, Mr.
Richard Keller and the Office of Access and Services for Individuals with
Disabilities (OASID) is prepared to assist you in providing students who have
disabilities with an equal opportunity to study, work, and live at our College.
OASID is the institutionally approved location where people with
disabilities can present clinical documentation of disability and officially
request reasonable accommodations related to their disability. In this capacity OASID can assist you
in ensuring your students with disabilities an equal playing field at the
College.
In addition to coordinating these legally mandated services OASID
also serves as a College wide clearing house for disability related information
and adaptive technology.
Please feel free to inform your students as to the office's
functions and the services that are available. You may also wish to advise students where and how to
contact OASID on the first floor of Thorndike Hall (room 166) or at (212)
678-3689.
Please feel free to contact Richard if you have any questions or a
need for additional information.
His contact information follows:
Richard Keller <mailto:keller@exchange.tc.columbia.edu>
Director
OASID
(212) 678-3689
Required Text:
Teaching Music with Technology, 2nd
Ed. by
Thomas Rudolph, 2004 -GIA Publications.
Teaching Classroom Music in the Keyboard
Lab
by James Frankel, 2004 – SoundTree Publications.
Technology Guide For Music Educators Edited by Scott
Watson, 2005 – Thomson Publications.
Technology Strategies for Music Education 2nd
Edition
by Rudolph, Mash & Williams, 2005.
TI:ME Publications.
Experiencing Music Technology: Software,
Data, and Hardware,
3rd Edition, 2004 - by David Williams &
Peter Webster - Wadsworth Publishing - comes with CD ROM.
Strategies for Teaching: Technology -compiled and edited
by Sam Reese, Kimberly McCord, and Kimberly Walls, 2001 – MENC
Publications.
Spotlight on Technology in the Music
Classroom – edited by Elizabeth Pontiff, 2003 - MENC Publications.
Applications of Research in Music
Technology- edited by William Berz & Judith Bowman, 1994 - MENC
Publications.
The Digital Classroom – edited by
David T. Gordon, 2000 – Harvard Education Letter.
Oversold and Underused: Computers in the
Classroom by Larry Cuban, 2001 – Harvard University Press.
The Flickering Mind: The False Promise of
Technology in the Classroom and How Learning Can Be Saved by Todd Oppenheimer,
2003 – Random House.
Free Culture: How Big Media Technology and
the Law To Lock Down Culture and Control Creativity by Lawrence Lessig,
2004 – The Penguin Press.
The Future Of Music: Manifesto for the
Digital Music Revolution by David Kusek and Gerd Leonhard, 2005 – Berklee
Press.
Computers and the Music Educator by David Mash, 1996 -
SoundTree Publications.
Finding Funds for Music Technology by Thomas Rudolph,
2000 - SoundTree Publications.
Failure to Connect by Jane M. Healy,
1999 - Touchstone Books.
Growing Up Digital by Don Tapscott, 1998
– McGraw Hill Publishing.
Digital Divide by David Bolt &
Ray Crawford, 2000 – TV Books.