OneNote: Too many notes.

One of our final assignments is to explore the program Microsoft OneNote for use in the classroom. I will preface this with a little history. Years ago, my brother-in-law worked for Microsoft and was a big proponent of their products. He was upset with us for buying an iPod, and told us Microsoft's version (something like "The River") was so much better. I never saw anyone use the River, and you can't find mention of it on the web. He said it had so many more and better features, but by the time they developed it, iPod had the entire market share and it was too late. His knowledge of Microsoft products was obviously extensive, but it never worked well for me. My husband built a PC in 1999, so I knew how to use them and was able, but it always bogged down and became frustrating and unusable. I have a condition where my blood, due to the iron ions, is magnetic, so over the years many types of tech have failed me. This is a condition my mother and great uncle also had. We tend to stop watches (we always had to wear Timex wind ups or Quartz watches), I used to drain cell phone batteries if I carried them in my pocket, could crash computers by walking into the room, vending machines would stop working on me, etc. I know it sounds crazy, but it is a real thing and it is very frustrating. Microsoft's products generally didn't work for me in the past, and I had much more luck with Apple and now Google products (though it's still not perfect, as our IT people will attest). I work exclusively on these two platforms (unless forced to use Microsoft for some reason.) All of my work is done on either my school Macbook, or my home Chromebook, and I use Google Drive and the cloud to keep and use my information. I also have a Google phone.  When I have to use Word, I usually cut and paste from Drive because it saves me time--I hate watching the spinning wheel of death.

OneNote

I followed instructions and watched the videos for OneNote, and downloaded the software. At first, I had trouble just getting it to load on my computer. It took a fair amount of time, there were updates required, and I ended up restarting. It had installed itself without help from me, which is unusual for my computer, so it took a while to find it. I watched many more of the videos, and frankly, I was a bit bewildered by all the possibilities. It looks like there are a lot of neat things to use, but fairly complex and would definitely take some time to get used to. The video describes it as "intuitive", but perhaps that's for habitual users of Microsoft platforms, because it wasn't that way for me. I was able to find things by looking around, but it was very different than what I was used to using.

I started by creating a page for my band. I wanted to include a video for practice. I looked everywhere for an "embed video" link, menu item, etc. I couldn't find anything, and rewatching the tutorial videos just showed them embedding links for videos, not videos themselves. I searched online and didn't find much help, either. Then I tried putting in the link, and voila! The video automatically embedded. That would be a nice thing to note in their tutorials!

I added some comments, and was able to move them around, change fonts (though that was slow), and highlight fairly easily. Then I added an audio recording. Unlike Camtasia, the interface didn't appear until I'd started recording, and I wasn't able to adjust it at all, change levels or volume or anything. It just started instantly as soon as you hit the button, and then the monitoring information appeared. I also was unable to change the name of the audio file by double clicking it, which I'd been able to do with other things.

I made some other pages, and tried to insert files. I inserted a long pdf as a pdf printout, and it laid it out end to end. It would be nice to have the option to stack the pages, because it was a file of audition materials and that would avoid the tuba player having to scroll through everyone else's parts to find hers. When I inserted it as an attachment, there was just a link to click that opens it in Preview. My students use Chromebooks, so they would have to download it to open it.

I also went to make a table of my schedule, but was limited to only 8 blocks long. This doesn't help when your day has 9 periods plus lunch. It auto-populated the title to the last thing I added, which was a pdf of the yearly schedule. I don't know why it did that.

Then, I decided to share it with myself and open it with Firefox, my browser. I couldn't get the files to work, and would have had to download the audio file, the pdfs, etc. I also had to have a specific Microsoft login to see it, so that gives Microsoft more access to my information--and thus to my students' information. 

 When I went to look at the pdfs of the Symphonic Band auditions, I had a blank, white page with no files to download.

 And then it prompted me to download the files I could see.

After this, I went to my Chromebook to see if things would work. I logged in, and found the pages. The audio links worked, but the tabs showing my different pages were no longer at the top, my fonts were gone, and the interface had things laid out differently.

I also took a look at reviews of the program, so I could see how others liked or didn't like it. I saw many who rated it low, and said it was cumbersome, required downloads of lots of things, and didn't work well on non-Microsoft platforms.

Overall, my opinion of this software is not so great. My school uses Macs and Google, and we are all adept at using Google Drive and Gmail, which offers many of these same options without requiring downloads. Perhaps this has more features than Google's options, but the cumbersome nature of all of it and the learning curve don't make that worth my time. I don't want to make my students download more stuff and I am not even sure Chromebooks would allow that. Though I wish Google was a bit more streamlined with organization, I am going to stick with their products in my classroom.

Productivity and Professional Development (Bauer, 2013, Ch. 8)

In the final chapter of the book, Bauer (2014) offers several ideas for continuing professional development using technology, and for using technology to increase productivity and make life easier as a teacher. Being a band director, there is so much more to our jobs than just teaching music. Between creating plans, making resources, developing assessment systems, record keeping, inventory control, communication, recruitment, and music advocacy--we barely have time to breathe some days! Technology can be a lifesaver in this regard and using the right tools can really make our jobs a lot easier.

A few years ago, we became a Google school and started using Google Drive and the cloud for nearly everything we do. The students all have chromebooks issued to them, and the use of this service has made things much easier, because we are no longer tied to one machine. This is especially good for me as I seem to have an incredible talent for bogging down machines! The use of Google's cloud based software has made communication, sharing and creation of resources much easier. I am looking to start implementing Google Classroom this year to share information with my kids as well as to hopefully have them upload some video assignments for assessment purposes, saving me time in lessons.

Bauer also discusses online communication with teachers around the country and encourages the sharing of ideas through many platforms. I have been linked up to blogs and twitter and have used aggregators before, so this was nothing new to me. I have been searching for a forum to share ideas, and found one through MSBandDirector.com, but unfortunately the forum is not very active. I have tried to join the Band Directors facebook group, but had some trouble. Recently I saw that they've changed their security, so my re-application is pending and hopefully I will be added soon. Living in a university town, I am lucky to have many colleagues in town and the surrounding area with whom I communicate regularly, and six other music professionals in my own school. This communication is vital, but having contact with people who do exactly what I do, like my counterpart at the other music school, is the most important resource. We text and email frequently, and share ideas and resources often.

Bauer (2014) also mentions online courses, MOOCs, and online degree programs, which is what I am doing right now through Kent State University. My husband teaches online through Penn State, and has a lot of familiarity with this new and exciting form of education. I have been very much enjoying this program, and am learning a lot that will make a big difference in my classroom. This method of learning has been very helpful for me, too, because I don't have to interrupt my teaching career for classwork, travel out of the area, or disrupt my home life too much. Penn State's masters program changed, requiring a year of residency, which I could not do, so I needed another option. This has worked out very well for me.

I have truly enjoyed this class, and finding new technologies to implement into my classroom. I started with a pretty good knowledge of many things, but was happy to learn more and to find some new and different things I had no idea existed.


References:

Bauer, W.I. (2014) Music learning today: Digital pedagogy for creating, performing, and responding to music. New York; Oxford University Press.

Google Spreadsheets for Music Budgets

This week, one of our assignments was to create a 3-4 minute tutorial and upload it to YouTube. I could have talked for 15 minutes, but managed to get this one down to 4:10. In our department, I'm the one who makes the budget spreadsheets, so this tutorial shows how to use simple formulas to do the math for you, making it easy to always know where the money is! I used Camtasia (free trial version) to make the tutorial, and it was fairly easy to use. If you're not one who likes to do the math, this will make your life easier!

Responding to Music: Chapter 5 Reflection

Bauer (2014) begins this chapter with a very apropos quotation from the composer Paul Hindemith. "Music is meaningless noise unless it touches a receiving mind." (p. 101) As a kid, I remember my parents being irritated with my music choices, as I often was with theirs, and hearing them say, "turn down that noise!" As I got older and learned more about music, I grew to better appreciate the Kenny Rogers tunes they listened to in the car, and would dance the polka with my mother while drying dishes at the lake, listening to WDAY's Polka Hour. My friends surprised me when they shared that their parents had started to like their music, and my best friend's mom loved to listen to R.E.M. with us in the car while driving us to the mall. This is an important thing to remember as a teacher, because our students biggest need is not the information we give them, it's the connection we make with them. Bauer (2014) describes a new teacher who goes into her first job wanting to make all the students love what she loves and how she loves it, but she learns that her methods won't work; she must meet the kids where they are and teach them based on their knowledge base and through methods that will capture their attention (p. 102-104). Teaching and learning have changed a lot in the last 20 years, and teachers must change, too, in order to be effective.

Bauer reminds us of the power of music and of the myriad of different ways music is used in cultures around the world (Bauer, 2014, p. 104-105). Though most teachers have specialized in a particular area, whether it is as a singer in a mixed choir, a saxophonist in a jazz band, etc., we must recognize that music is so much more than that, and it is our responsibility to open all the doors for our students. We have so many more tools at our fingertips now, and through the internet, free software, cloud-based offerings and streaming services, our students have instant access to music we only dreamed of or heard rumors about when we were their age. As teachers, we have a duty to guide our students and to help them find what we might call "the good stuff". Through services like Spotify and Youtube we can create playlists to share with our students, through Pandora we can devise stations they can tune into, and blogs, twitter, and other forms of social media can be great ways to share music and articles with students and with parents, which is a great way to advocate for a music program.

Our students may be able to access lots of music, but they still need to be taught how to listen to it. As Bauer suggests, sometimes music that is forced on kids in school becomes almost inaccessible to them due to their own preconceived notions and disdain for "homework". However, there are techniques we can use to open up their ears and get them to really dig into the music and discover more about it. Some of that includes asking for their ideas on what they hear, and having them share sometime they know that is comparable to the music we are learning in class. We can also approach it from different directions, like having them identify the form through a map or some visual aids, have them identify timbres, ask them about the music makers or the culture it came from, and asking them what the music was intended to mean or what function it serves. There are so many different ways to look at a piece of music, and so much to learn from them!

As things change, and as the musical world opens up, our students are discovering music that, while made many years ago, is new and fresh to them. Things seem to be different than they were when I was a student, and popular music stuck to a general sound during a certain time period. Now, I have students who listen to things from 20, 30 and 40 years ago and really see it no differently than something recorded last week. After discussions with some students, I had a very special encounter with one 8th grade boy. Listening to him talk about his favorite music, and hearing some of the tunes he "had to share with you, Mrs. B!", I got thinking about his musical tastes and his own abilities. I said to him one day, "you know, Nick? I think you'd really like The Cure. Have you ever heard anything they have done?" He hadn't, and kind of brushed off the suggestion. A few weeks later, I was doing some paperwork during my prep time and listening to music. He came in for his lesson the next period, and I had The Cure's "Plainsong" from the album Disintegration playing. His eyes grew enormous, his jaw dropped, and he said, "WHAT! IS! THIS????" An amazing connection was made that day!

As our roles change, we as music teachers must adapt to make sure that the most important role we play does not change. We must continue to make connections with our students and find a way to connect what they do to the music we know they need and they deserve.



References:

Bauer, W.I. (2014) Music learning today: Digital pedagogy for creating, performing, and responding to music. New York: Oxford University Press.

Smith, R., Gallup, S., O'Donnell, R.,  Thompson, P., Williams, B., & Tolhurst, L.  (1989) Plainsong. On Disintegration [CD]. London: Fiction Records.

Assessment and Instructional Design: Music and Technology

Technology can be a great tool to use in assessment in the classroom, as well as being an important component of instructional design. As Bauer describes, "(w)ith technology, music educators can become more efficient and effective in musical assessment." (Bauer, p. 134.) New ways of assessing students are being invented and shared on an increasing basis, and many of these options are low or no cost--great for the public school educator with a budget that is already stretched to the limit!

     As requirements on teachers grow each year, we need to find ways to not only teach our students effectively, but also to prove their growth in a measurable way that can be written down on paper, or on a screen, and presented. As music teachers, we know that advocacy is perpetually a part of our career, whether we like it or not. Being able to indicate progress in a measurable way that is reviewable is not just a "cool trick"--it is vital to maintain and grow our programs.

     In addition, the students we teach appreciate a concrete way to prove their learning. While we can talk about the improvement in tone quality or understanding of the fine points of dynamics, being able to click a video in a student's portfolio from their first lesson and compare it with a more recent performance, and being able to share that with parents, is evidence that is very difficult to dispute or discredit, and is easier to evaluate on an individual basis than a 60 minute concert tape. And while a 30+ year old music teacher may understand musical performance with depth and a critical ear, a 12-year old child thinks more concretely, and proof is not only there as a summative assessment, it can often be an incredible motivator. Hearing how much better they sound often makes kids want to work harder!

     As I was reading the chapters on assessment (ch. 6) and instructional design (ch. 7) in the Bauer text, it was reinforcing some ideas I have been mulling over for a while now, and changes I'd like to make in my own program. Music teaching has changed considerably from the time I first came out of college in 1996, and the requirements, while still in some ways optional for music teachers, are things we should be doing and soon will not be optional. I think that our classes are given a certain amount of freedom due to the inherent nature of our medium, but that will not remain forever. It has been rare for an administrator I've worked with to be a music teacher. In fact, I've had none who were, and only one who had been a music major at one point. Though they can comment on our teaching, understanding the long game we play, the learning experiences that are reliant on the abilities of the kids in the chairs that day, all the things that come together to form the curriculum, and the ways we make sure we are meeting our own benchmarks are often a mystery for them. As my assisstant principal said to me, "I don't know how you do everything you do!" After more than fifteen years of teaching, I am just discovering this myself, but am yearning to find a way to codify what I do in a more concrete manner for my students. I am hoping some of the technology described in these chapters will help me to do this, especially the portfolios mentioned. As I have discussed before, I plan to begin using Google Classroom this year, and am hoping to make assignments each 6-day cycle the kids will video tape themselves playing at home using their district provided Chromebooks, upload to Google Classroom, and use as a part of their grade, as well as creating a portfolio to track their own progress. As a Band Director, I always meet the kids where they are individually, but there are certain skills I want every kid to know by the end of the year, and hopefully this will allow me to get them there more effectively and more efficiently. Finding time to do this in lessons is always an issue, especially with a school district that is so full of opportunities, it is not always guaranteed I will see them every week. Hopefully, the cyber method will make this not only easier but more guaranteed. I am eager (and a little nervous) to start this new method!








References

Bauer, W.I. (2014) Music learning today: Digital pedagogy for creating, performing, and responding to music. New York: Oxford University Press.