Module 1
Discussion Forum 1.1 - Relationship with Music Tech
My relationship with music technology is limited and emerging. I have used music technology in my classroom, including SmartMusic and Tonal Energy, to assess students' pitch accuracy on pieces and introduce a tuner, metronome, and drone app for practice support. I have used music technology in my private lessons, including Cadenza, which is an accompaniment app that has prerecorded tracks that actually follow you. I had the opportunity to work with the developer of this app in undergrad and found it very useful! I have limited experience working with GarageBand and have only used it to record covers and arrangements I've done on the violin or in orchestra. I do not feel proficient in most areas and am interested in exploring how to build a digital music curriculum or digital music lesson plans to support my teaching at TCCS this year. I feel like if I learned more about how to use a DAW and teach my students how to create tracks of their own, then I could continue to broaden my approach to music education in a more democratic posture where students are able to learn about music without playing instruments.
Discussion Forum 1.3 – Make Something Recognizable (OnlineSequencer)
Discussion Forum 1.2 - Lee & Chang, and Coles Readings
Lee and Chang highlight about music technology provides opportunities for every study to belong and feel included in the same classroom. As a Taiwanese-American, I have had many conversations with my friends in Taiwan about their approach to culturally responsive pedagogy and inclusive music education, including their use of music technology in both general and instrumental classrooms. It is fascinating to me to understand how "studies have shown that music technology activities have significantly improved children’s social interactions in the inclusive class" because Lee and Chang are elaborating on a different side of collaboration that is more focused on building interpersonal relationships rather than musicianship or ensemble skills (Lee & Chang, 2021, p. 3). It is even more intriguing that "children have improved their cognition, attention, memory, and oral skills, especially in interpersonal interaction" is a statement that is often a part of a larger narrative when advocating for instrumental music classes, yet music technology or digital music classes have not been a part of the conversations I've seen (Lee & Chang, 2021, p. 4)
Coles emphasizes how music technology can create a music classroom of belonging through student-centered instruction, differentiated instruction, and culturally responsive pedagogy. I really appreciated how Coles advocated for varying levels of instruction and how music technology is a powerful tool for differentiation in the way that it can "create flexible learning environments where students can work at their own pace and in their own way" (Coles 5). Coles highlights how utilizing music technology can "promote a democratic and inclusive classroom culture" because it empowers educators to be facilitators, but also allows "students [to be] empowered to form their own ensembles, negotiate musical choices, and adopt various professional roles like engineer, producer, or promoter" (Cremata 2017). These practices and values promote participatory music that facilitates mutual learning from both the teacher and students. Furthermore, it broadens access to learning about music and music theory in a different approach than that of the traditional instrumental ensemble.
Both scholars advocate that "every child has the right to receive education; and the
differences among children shall be respected to make them feel accepted, supported,
and a sense of belonging (Lee & Chang, 2021, p. 3), but diverge on the nuances, benefits, and practical strategies of how music technology can create new pathways to musical engagement, inviting students who might otherwise be left on the sidelines into the ensemble (Bauer, 2014).
After reflecting upon my takeaways from both articles, I created a lesson plan to incorporate the use of onlinesequencer.net in a Title 1 general and digital music classroom.
Students will respond to the question, “What comes to mind when you think of hip hop? What words, locations, people, and ideas do you think of?” by writing down their thoughts on paper.
Students will respond to a series of pictures on the board that depict DJing, MCing, graffiti, and breakdancing. Students with raised hands will be called on.
Students will look at a picture of a group of men on a basketball court in Bronx and guess where the location is. Students will learn and/or review that hip hop originated from the Bronx.
Students will listen to a short clip of “God’s Plan” and share what makes it sound like hip hop.
Students will learn the word “ostinato” and how the synth in the background that keeps a steady beat throughout the entire song is an ostinato.
Students will discuss at their table other hip hop songs they’ve heard of that also have an ostinato.
Students will watch as the teacher demonstrates how to build a basic hip hop beat drum pattern on onlinesequencer.netLinks to an external site. by adding a kick, snare, and hi-hat to form the foundation of their beat.
Students will get out their devices and go to onlinesequencer.netLinks to an external site.. They will receive 4 minutes to freely explore different instruments and sounds.
Students will come back together to work with their groups on creating a rap. They will first start by either creating the beat or lyrics. They will receive 5 minutes to work on the first step of their choice.
Students will share with the entire class their progress and/or teachers will float around the room to monitor progress.
Students will pause for a brief reflection on their process and how much more time they need for either beat or lyrics.
Students will move on to working on either beat or lyrics next (whichever they didn’t choose the first time). Teachers will float around and monitor progress.
Students will combine their rap lyrics with the beat they built and rehearse performing them together.
Students will share their rap and beat with classmates in a supportive “cypher-style” performance environment.