WK4: Publishing/Leadership Presentation

Hello, and welcome to my Publishing/Leadership Presentation. The purpose of my action research was to study current practices within the music department at Delaware State University, and search for new and creative ways to integrate computer-assisted instruction and music technology within the music education curriculum to improve ear training, notation, and performance skills. Based on the literature review for this study, computer-assisted instruction and music technology play vital rolls in assisting students to achieve specific learning goals.

Analysis of the data from Cycles 1 and 2 of my research shows that students were able to improve their listening/ear training skills and became increasingly more conscientious and attentive to musical performance techniques, subsequently showing improved performance skills as well.

During the past two weeks, I have been looking at potential conferences that I would like to present the material of this Action Research Project. Since several of my students are registered and participating members of the Music Educators National Conference (MENC), I thought this particular conference would be at the top of my list. The additional two conferences that I would consider presenting this material would be the International Society for Music Education (ISME) and the College Music Society (CMS).

Publishing/Leadership Presentation document:

https://docs.google.com/present/edit?id=0AbY_h7iaoqCrZGN2azRteHNfMjMzNGpzcmhmbg&hl=en_US

MENC:

http://www.menc.org/

ISME:

http://www.isme.org/

CMS:

http://www.music.org/cgi-bin/showpage.pl?tmpl=/profactiv/conf/natl/2011/2011home&h=95

Follow the these links to my “Think OutLoud" Blog Posts 1and 2:
Think OutLoud Blog Post #1
Think OutLoud Blog Post #2

WK4: Think OutLoud Blog Post #2

Now that my Publishing/Leadership presentation seems to have come together, I’m going to review all areas thoroughly to ensure that I haven’t overlooked any items that might need to be included as I move forward into month 12 of the EMDT Masters Program.  Now that I’m very close to the finish line of this program, it’s time to dig deep and be sure that I focus even more on the final details. I have few very minor adjustments to make to really polish things up and I’m confident that I will be able to do that and bring forth a solid final presentation.

WK4: Think OutLoud Blog Post #1

In thinking about how I wanted to present my Publishing/Leadership project, it seemed to me that the best way for me to articulate the ideas of my Action Research Project was to present in the week 4 Wimba session. I’m really glad that I made that choice because it helped me to prepare for the final presentation. Trying to condense nearly a years worth of research into only 10 minutes was really difficult. While I didn’t get to express everything I wanted to in that presentation, I was able to point out several key items of my AR Project.

WK4: Free Choice Blog Post

At the end of Cycle 1 of my Action Research Project, a few of the students started to collaborate on doing an optional music video project, which was to include one of the songs they would be creating at the start of Cycle 2. Using the general ideas I provided them on digital storytelling, they started to put together a storyboard/treatment and then selected rolls and cast members. The project came together quite nicely as the group took ownership of the ideas and did what was necessary to accomplish the task.

The group decided to do a hip-hop/rap video to demonstrate the sometimes harsh realities of dating. In planning their ideas they were sure to get the required written consent to film in all locations, and written consent to film all people involved. The project was so enjoyable to each of them that they decided they want to do another video in the future as you will discover after viewing it.

Please be advised that this video contains strong subject matter and explicit language in some areas.

WK4 Comment #2 to Sue Calland

Sometimes it takes a little more to reach some students, but I believe when you show students that you have a great sense of humor and are capable of laughing at yourself, they seem to respond positively. It sort of indicates to them that you, as the instructor, are just as normal and human as they are. I don't consider myself to be barrel full of laughs, but I try whatever it takes to create a light atmosphere and keep the learning environment entertaining and enjoyable.


Original Blog Post from Sue:

Don’t hold back & participate wholly!

The chapter that definitely meant the most to me was chapter 9.  I have noticed many times that the students in my 7^th & 8^th grade classes who are totally uninterested in school and completely uninspired, will give me full effort when I am my nuttiest!  They may look at me and roll their eyes, but every time I am passionate about what I do and really into it, they are definitely paying more attention than when I am just giving notes or lecturing.  It is so awesome to see that student that really doesn’t give a hoot about being in my class, study for a quiz or look at me and say, “Hey I get it!”  The crazier I am, the more I can generate a spark from them.  To get my students to remember waxing and waning moon phases, I do my Karate Kid, Mr. Miagi, stance with my karate move.  I may look like a goof, but they remember the moon phases!  I was at an awards assembly at the high school and a former student caught my eye when the speaker talked about “wax on, wax off”.  Across the gym she mouthed to me, “was on, wane off” with a big smile on her face.  She was in my class three years ago.  Those are the time that I know that if I don’t hold back, they understand and remember so much more.   They are also more willing to take a risk since I do.  

WK4: Comment #1 to Kristi Swartz

While the term 'enrollment' kind of seemed rather peculiar to me as well, I did find understanding in the meaning. Maybe you have experienced the concept of enrollment, but perhaps used a different term to describe it. Nevertheless, it becomes quite evident that in order to bring the best out in people, we should be willing to discover what inspires them. I'll quickly admit that it is not as great a task when working with music programs as I do, but it is possible.


Original Blog Post from Kristi:

Flickr photo by Suzie T

This week after finishing The Art of Possibilities I reflect further on how this book has changed my perspective. I understand the idea of being ready to participate, offering the gifts we possess for the good of the community, and being open to others eagerness to catch the spark and share it with others. This is a great model for teachers today. We can participate in the students learning in our class sharing what we know and learning from our students’ gifts and knowledge. We can definitely instill sparks within our students creating students who catch the fever to learn and grow in everything they do.

The whole enrollment thing did throw me, however. I prefer to think of it as participation, as discussed in an earlier chapter. The idea of enrollment seemed redundant to me.  I look forward to others thoughts on enrollment.

My favorite part of this reading dealt with the Nelson Mandela address of the words of Marianna Williamson. The idea of this poem in regard to sharing our power and light and how that can spark others to shine their light as well, was inspiring to me. I actually read over this several times and typed it out to print at a later time. I love the idea of all people being born to manifest the glory of God within us, all of us. That was an inspirational message, and a spark, a light,  I hope to share my students through my actions!

WK4 Reading: The Art of Possibility Chp. 9-12

The practice of enrollment, in many regards, sounds similar to what I have been doing for the past several months but didn’t actually realize that I was doing it. Perhaps many of us have been demonstrating this practice unknowingly. I have always believed that when you discover what truly interests individuals, you not only add that ‘spark’ within them, but within yourself as well.

Many of my students seem to enjoy music immensely, however, I have noticed that when it was time to incorporate music technology as a learning tool, they seemed to think that everything was going to be extremely technical. They initially viewed it as all technology jargon and intense engineering protocol, leaving no room for fun and enjoyment. It wasn’t until I spoke with them and probed to find out what their musical tastes were and suggested to them that they could learn, experiment, and discover with the musical styles of their choice. Many were surprised that I did not suggest that it had to be classical music, which they had been accustomed to hearing in all of their other courses. What I was most interested in accomplishing was allowing each of them to reach their full potential in performance techniques and how to use music technology to help achieve that goal. This approach, rather simple in my opinion, lit a fire in all of them. They became eager to get started and began to invoke a sense of creativity even I didn’t expect.

Once it was understood that they could use any style of music to engage in the learning process, they started working even harder and longer to perfect their original works, which was beneficial to the overall goals. I was completely overwhelmed with the shift in attitude by simply appealing to their interests. It was if those ‘steps to the practice’ of enrollment were evident in what was a natural process at that particular time. When you are passionate about what you do, I believe you can find ways to give individuals that spark that allows them to become much more engaged in whatever they are participating in.

Royalty free image from http://www.sxc.hu/