Saturday, February 21, 2009
Friday, February 20, 2009
Assignment#7
This is an extension of assignment#6. You get 10 points if you finish it by Feb. 28 (Sat).
In this assignment, you will need to evaluate 2 presentations using the yellow sheet. Basically, whatever you do for Assignment#6, you do it again for assignment#7. To complete this assignment, you will have to follow my blog http://musicingdream.blogspot.com/ and find your persons' clips.
I divide the class into 9 groups, 3 persons each. So, what you need to do is to find out who your people are in your group and then go to my blog to watch the clips of your group members and evaluate their performance based on the criteria.
Here is the group list:
Group#/Members
1 Aurora, Adam, Ashly
2 P.J., Sherry, Julie
3 Kelly, Caitlin, Cindy
4 Nakia, Emily Goins, Whitley
5 Laura, Alissa, Lauren
6 Stephanie, Emily Mann, Nick
7 Colette, Olivia, Connie
8 Ellen, Kate, Kara
9 Tiffany, Peter, Michelle
Please note that your comments must be informative and insightful. Simply stating "good job," "excellent presentation," "cool activity," etc. is not going to get you any points for this assignment. You will have to say "how so" you think that this person was doing a good job. Be specific!
In this assignment, you will need to evaluate 2 presentations using the yellow sheet. Basically, whatever you do for Assignment#6, you do it again for assignment#7. To complete this assignment, you will have to follow my blog http://musicingdream.blogspot.com/ and find your persons' clips.
I divide the class into 9 groups, 3 persons each. So, what you need to do is to find out who your people are in your group and then go to my blog to watch the clips of your group members and evaluate their performance based on the criteria.
Here is the group list:
Group#/Members
1 Aurora, Adam, Ashly
2 P.J., Sherry, Julie
3 Kelly, Caitlin, Cindy
4 Nakia, Emily Goins, Whitley
5 Laura, Alissa, Lauren
6 Stephanie, Emily Mann, Nick
7 Colette, Olivia, Connie
8 Ellen, Kate, Kara
9 Tiffany, Peter, Michelle
Please note that your comments must be informative and insightful. Simply stating "good job," "excellent presentation," "cool activity," etc. is not going to get you any points for this assignment. You will have to say "how so" you think that this person was doing a good job. Be specific!
Week#6 Journal
Please note that all of you will have to post your journal this week. It will be double pointed, that is, you will get 10 points as regular journal grade and another 10 points as Assignment#6.
Here is what I need you to do for your Journal#6. Please read carefully and make sure your posting include every single detail I ask about.
1. Use the criteiral sheet (yellow sheet) to give yourself a self-evaluation.
2. Talk about (a) what is the thing(s) you found most difficult in the presentation, (b) anything that you did not do well, (c) things that you think they went very well, and (d) if you were given the second chance to do it again, what will you do differently to improve it.
I will post the link to your presentation in YouTube. All you need to do is to copy and paste that to your "new post." For this new post, you will have to click on "Edit Html" and paste whatever link you get from me and then publish it. The video clip will show up immediately. Make sure you watch the clip carefully with the yellow sheet and evalute yourself as if you were the teacher. And then write comments and grade yourself according to each of the criteria. Let me know if you have any question figuring this out.
Here is what I need you to do for your Journal#6. Please read carefully and make sure your posting include every single detail I ask about.
1. Use the criteiral sheet (yellow sheet) to give yourself a self-evaluation.
2. Talk about (a) what is the thing(s) you found most difficult in the presentation, (b) anything that you did not do well, (c) things that you think they went very well, and (d) if you were given the second chance to do it again, what will you do differently to improve it.
I will post the link to your presentation in YouTube. All you need to do is to copy and paste that to your "new post." For this new post, you will have to click on "Edit Html" and paste whatever link you get from me and then publish it. The video clip will show up immediately. Make sure you watch the clip carefully with the yellow sheet and evalute yourself as if you were the teacher. And then write comments and grade yourself according to each of the criteria. Let me know if you have any question figuring this out.
Thursday, February 19, 2009
Wednesday, February 18, 2009
Reflection questions for Chapters 5 and 6
Reflection questions for Chapters 5 and 6
1. What are some of the social functions of music? How do such functions differ from the aesthetic, artistic function of music?
2. How does socio-economic status affect the kinds of music people know and like?
3. What does the desire of adolescents to develop feelings of competence through their own music, style of speech, and the like indicate in respect to the actions music teachers should take regarding popular music?
4. What is creativity? What traits appear to be related to creativity? What evidence is there that learning to work within a strict structure is the best way to encourage creativity? What evidence is there that learning without any restrictions is the best way to encourage creativity? Why should all students be encouraged to attempt creative activities? What are some procedures music teachers can employ to encourage creativity in music class?
Monday, February 9, 2009
Important dates for MUSC373
Teaching presentation:
Starting from Feb. 16 (16, 18, & 20)--we will be doing teaching presentation. Your final lesson plan is due in class on Monday (Feb. 9). If you need to use the lesson plan while teaching your lesson, you need to prepare an extra copy for yourself.
Test#1:
Feb. 25--review session to go through everything that's going to be on the test.
Feb. 27--Test#1 (we'll use the entire class to do the test). Let me know ahead of time if you require extra time to take this test.
Individual tutor session will be available if you let me know no later than Feb. 20. I will arrange a tutor for you to work with during the week of Feb.23. Lynda and I are also available for extra help for musical fundamentals. Contact either of us, we'll do our best to help you get the concepts.
Starting from Feb. 16 (16, 18, & 20)--we will be doing teaching presentation. Your final lesson plan is due in class on Monday (Feb. 9). If you need to use the lesson plan while teaching your lesson, you need to prepare an extra copy for yourself.
Test#1:
Feb. 25--review session to go through everything that's going to be on the test.
Feb. 27--Test#1 (we'll use the entire class to do the test). Let me know ahead of time if you require extra time to take this test.
Individual tutor session will be available if you let me know no later than Feb. 20. I will arrange a tutor for you to work with during the week of Feb.23. Lynda and I are also available for extra help for musical fundamentals. Contact either of us, we'll do our best to help you get the concepts.
Sunday, February 8, 2009
MUSC685 Philosophy Presentation
For your next in-class presentation, I will ask you to, again, research on your assigned figure, this time, a philosopher. What you need to do is to (1) study this person and his philosophy, and then give a brief discussion of this person's life and works including his perspective about education; (2) find his contemporary musicians/composers (at least 1) and then similarly give a brief discussion of these composers' life and works (just like what I had you do in the History presentation); (3) take this philosopher's position and talk about how this composer's works reach this philosopher's aesthetics standard; and (4) based on this philosopher's viewpoint, talk about what kind of music should be included in school curriculum. Remember that you must draw from this philosopher's points to help support your opinion.
In your presentation, you can play makebelieve; just pretend you are this philosoper and develop the whole thing using first person voice.
Lynda: Rene Descartes or Jean-Jacques Rausseau
Michale: John Locke or Thomas Hobbes
Kyle: Immanuel Kant or Georg Hegel
Eric: Fredrick Nietzsche or Arthur Schopenhauer
Melisa: John Dewey or William James
The presentation has to be 20-minute long. There'll be 5 minute for Q & A. In your presentation you must include at least one audio example for the musical analysis part (#3) of this assignment. Briefly pinpoint the musical characteristics and try to link these points to what your philosopher considers as the elements that make this piece of music "beautiful."
In your presentation, you can play makebelieve; just pretend you are this philosoper and develop the whole thing using first person voice.
Lynda: Rene Descartes or Jean-Jacques Rausseau
Michale: John Locke or Thomas Hobbes
Kyle: Immanuel Kant or Georg Hegel
Eric: Fredrick Nietzsche or Arthur Schopenhauer
Melisa: John Dewey or William James
The presentation has to be 20-minute long. There'll be 5 minute for Q & A. In your presentation you must include at least one audio example for the musical analysis part (#3) of this assignment. Briefly pinpoint the musical characteristics and try to link these points to what your philosopher considers as the elements that make this piece of music "beautiful."
Monday, February 2, 2009
Week#1
Hey, hey, who's in town, everybody stop and look around...
I always love using this rhyme to being a new semester. It's not a surprise already to see all the shocking expression from the students about having to remove their shoes.
"Are you kidding me?" "No, I am not..."
"Do I really have to take my shoes off?" "Yes, you have to."
"I am just so glad that there are not holes in my socks..." "It's OK, if there really are holes in your socks...just take them off as well!"
These are always the first couple of conversations I have with the students coming all the way from College of Education to this chair/desk-free carpet floored classroom in a very weird maze-like music building.
So, what exactly are we doing in this seemingly "free" and "cozy" classroom?
It's MUSC373, the course with an extremely long offical title from the school that even the instructor (me) can't remember it all correclty. Basically, it is a music class for non-music majors. To be more specific, it is a class that talks about the non-musical functions music plays in a school/classroom setting. My audience should be the ones that are going to be teachers in the future... primarily at elementary level.
In this course, what they are taught and what they are asked to do is about how they can integrate music into their classroom teaching. So, in a way, it is not a 100% "music" class, where everything you learn has to do with the "content" of music. So, in addition to the music fundamentals (things you need to know to be able to "use" music efficiently, from reading notes to playing simple instruments or singing), my students will have to know how they can teach other subjects/disciplines (non-musical concepts) through singing, playing, and dancing. Take alphabet song for example, who hasn't sung this little A, B, C song when he/she was young? How many of us actually learned multiple table through singing that multiple table song? These are just some examples out of many. So, seriously, the purpose of this course is to help the students to be able to "connect" music to what they have to teach... In this process, however, being creative is something that is higly valued. What else can we do to make children's learning (of other subjects) more interesting and motivating through musical activities?
For example, on the first day of your kindergarten class where you would have half of the class that might never have chances to interact with adults other than their parents. How do you as a classroom teacher build up a friendly relationship with these kids? First day of the class usually is the most freaking moment for these little children. How can you make the learning environment one of warm and easy? A simple rhyme like "Hey Hey Who's in Town" might be great of help. From playing a name game, you would go through everybody's name and you would hear everyone telling one another in the cirlce their name one after the other. By the time you're done with that, the children would feel much comfortable... and that way, the rest of the day would just go much easier for the teacher.
I always love using this rhyme to being a new semester. It's not a surprise already to see all the shocking expression from the students about having to remove their shoes.
"Are you kidding me?" "No, I am not..."
"Do I really have to take my shoes off?" "Yes, you have to."
"I am just so glad that there are not holes in my socks..." "It's OK, if there really are holes in your socks...just take them off as well!"
These are always the first couple of conversations I have with the students coming all the way from College of Education to this chair/desk-free carpet floored classroom in a very weird maze-like music building.
So, what exactly are we doing in this seemingly "free" and "cozy" classroom?
It's MUSC373, the course with an extremely long offical title from the school that even the instructor (me) can't remember it all correclty. Basically, it is a music class for non-music majors. To be more specific, it is a class that talks about the non-musical functions music plays in a school/classroom setting. My audience should be the ones that are going to be teachers in the future... primarily at elementary level.
In this course, what they are taught and what they are asked to do is about how they can integrate music into their classroom teaching. So, in a way, it is not a 100% "music" class, where everything you learn has to do with the "content" of music. So, in addition to the music fundamentals (things you need to know to be able to "use" music efficiently, from reading notes to playing simple instruments or singing), my students will have to know how they can teach other subjects/disciplines (non-musical concepts) through singing, playing, and dancing. Take alphabet song for example, who hasn't sung this little A, B, C song when he/she was young? How many of us actually learned multiple table through singing that multiple table song? These are just some examples out of many. So, seriously, the purpose of this course is to help the students to be able to "connect" music to what they have to teach... In this process, however, being creative is something that is higly valued. What else can we do to make children's learning (of other subjects) more interesting and motivating through musical activities?
For example, on the first day of your kindergarten class where you would have half of the class that might never have chances to interact with adults other than their parents. How do you as a classroom teacher build up a friendly relationship with these kids? First day of the class usually is the most freaking moment for these little children. How can you make the learning environment one of warm and easy? A simple rhyme like "Hey Hey Who's in Town" might be great of help. From playing a name game, you would go through everybody's name and you would hear everyone telling one another in the cirlce their name one after the other. By the time you're done with that, the children would feel much comfortable... and that way, the rest of the day would just go much easier for the teacher.
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