Scott Murphy SED 514 Spring 07

(1) Evaluating Internet Resources: Most of what is posted on the Internet has never been subjected to the rigors of peer review common with many traditional publications. Students must learn to evaluate the reliability of information of the websites they visit.

Select two websites that provide information about a topic related to your curriculum. Cite the URLs and names of both sites and explain which is more reliable using evaluation criteria.

http://www.menc.org/

Authority

MENC Music Educators National ConferenceReputable publisher: yes

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Scott Murphy SED 514 Spring 07

Goals: The mission of MENC: The National Association for Music Education is to advance music education by encouraging the study and making of music by all. Copyright: Copyright © 2008 by MENC: The National Association for Music Education. No reproduction permitted without the express written permission of MENC: The National Association for Music Education. All rights reserved.Peer Review: This web site is provided for music educators that are a part of the organization of MENC and other teachers of music. Numerous educators in the field go to this website for information on lesson plans to political news on music education along with links to other helpful websites. However, I did not see a specific review of the website listed on the website.

Acuracy: The website does not list a site for sources but has a list of affiliates and supporting organizations such as “Berklee College of Music” “Internatinos association for Jazz education” and even the American guild of english Handbell ringers, INC.”

No I see no spelling errors

Fairness: The Motivation is to help Music teachers and those interested in music educationYes there is a bias. It reflects the music educator point of view and actually is a big source for advocacy of music in the schools. It does not give help for to the people in the capital who whish to “limit funding to nonessential programs in schools.”There is a gift shop that you buy T-Shirts.

Recency: The Page was actually updated within the last couple of months and articles are posted weekly.

http://www.mozartproject.org/index.html

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© 1997-2002 Steve Boerner the person listed as responsible but is not associated with a specific sponsor or publisher. The goals are to amass a large collection of information on Mozart for people interested in the life and history of Mozart. There is a huge bibliography, the articles are well written and there are links to other references that have validity. The cut and paste above shows Steve as being the copyright holder. I could not find any listed reviews but have seen it referred to in other websites. As it says the copyright only lasted to 2002 and the page was last revised in July of that year.

(2) Research with Electronic References: Since we live in the Information Age, it is particularly important that teachers are able to access and evaluate information to prepare accurate, up-to-date lessons, and to teach their students the principles of electronic research. In this activity you will examine a variety of electronic references in your quest to acquire information for lessons or other professional activities.

Identify two topics to research using electronic references (broadcast news, almanacs, quotations, etc.). Research the first topic using at least one resource from each of five categories of electronic resources. Repeat the process with the second topic, using references from five additional categories. Include the URL, name of the resource, key information acquired, and a screen capture from each resource. (See examples of research ideas).

Identify the special features (e.g. hypertext linking of terms, Boolean search capabilities, archival search, knowledge tree, downloadable movies, online audio transcripts, animations, translations, reference lists, printer-friendly output, multimedia links, PDA or bookreader download, visible directory structure, etc.) of each of the reference tools you have used.

List criteria for determining the authenticity of information on a website. Compare and contrast electronic references with their traditional paper

counterparts. Discuss at least ten tasks or features that are possible with electronic resources that are not possible with traditional paper resources.

Develop a lesson plan that incorporates electronic references. Your lesson plan should require students to use two or more electronic references to address a specific curricular objective.

Resource Information Screen CaptureTopic #1 : Mozart’s Lifehttp://www.npr.org/templates/story/story.php?storyId=5173311NPR-National Public Radio

Provides live interview of experts from his home town of Salzberg and connects the information in a more personal matter.Also provides links to archives of his music.

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http://travel.latimes.com/articles/la-tr-spano13aug13?parent=europe&type=destinationsLos Angeles TimesParis loved the boy Mozart but the feeling wasn’t mutual

This article gives an interesting portrayal of Mozart’s life while he was in France. Being in the travel section of the Paper it provides places to visit if you were interested in seeing Mozart Played. It also provides an add to purchase plane tickets if you were so inclined.

http://www.time.com/time/magazine/article/0,9171,788802,00.htmlTimeMozart’s Biography

This article gives a brief account of the life of Mozart but really is just a review of a book by James Turner

http://www.bartleby.com/63/82/7882.htmlBartleby.comSimpson’s Quotes

This site proved useful in finding information that a specific person or certain source provided about Mozart. It included a few quotes that some people have used about Mozart.

http://en.wikipedia.org/wiki/MozartWikipediaWolfgang Amadeus Mozart

By far being the most useful site for gathering information of this sort, provides detailed information on Mozart’s life, style of music and list of composed works. Also provides links to other wikipedia pages describing any unknown name or words within the article.

Topic #2 : Teaching aesthetic value in music educationhttp://en.wikipedia.org/wiki/Aesthetics_of_musicWikipedia

This entry provided a history of how the Aesthetics of music has been viewed in the past. It also gave many references to other sources on the subject

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http://www.merriam-webster.com/dictionary/aestheticMerriam-Webster

This gave a textbook definition of what the word aesthetic meant. This helped because it made me look at the concept in a different way

http://www.iep.utm.edu/m/music-po.htmThe Internet Encyclopedia of Philosophy

A very educated and well written article on the Aesthetics of pop. However this web page just provided the article and no special features

http://www.leaderu.com/theology/williams_beauty.htmlLeader U

Another view point on the aesthetics of music also without unnecessary special features

http://exploringafrica.matrix.msu.edu/students/curriculum/m13/activity3.phpExploring Africa

This is what seemed to be an online course for information on Africa. It had both teacher and student versions, a course outline, list of student activates involved in the course and many links to other information about Africa

Evaluating Internet Resources

Authority

What institution, agency, organization, company, or individual is responsible for the page?

Is this a reputable publisher? What is the purpose, goals, or nature of the sponsoring organization? How can you verify the legitimacy of the page's sponsor or author? Is there a statement giving the organization's name as the copyright holder? Has this been subject to peer review?

Accuracy

Are the sources for factual information clearly listed so they can be verified elsewhere?

Is the information free of grammatical, spelling, and typographical errors?

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Scott Murphy SED 514 Spring 07

Fairness

What is the motivation for publishing the Website? Is there a bias to the information? Is there a profit motive for a product related to this website? Who is the intended audience?

Recency

When was this article written? When was it last updated?

Computer Research vs. Paper Research

As far as research is concerned, it is much easier to do it on the internet, being that was the original intent for the web, despite what porn enthusiasts opinion is. However it really depends on what you are researching and what web sites are used. The “News” sites offer instant information on video, visual, audio, and written information on current events. Was not too helpful on historical info. That’s where “reference material” sites such as Wikipedia and Mirriam-webster came into play. The benefits are that it is mostly free (except for the Journal sites), it is instant, you can access it where ever you want, you can copy the information for your own presentation (citing where you got it from), its faster than the dewey decimal system, you can find more info than you were originally looking for

(3) Educational Research: Teachers should be familiar with research related to the teaching of their discipline. The Educational Research Database (ERIC) provides access to abstracts from numerous educational publications, and is the best place to start when conducting educational research.

Find two or more abstracts of recent, relevant articles related to the use of technology in the teaching of your subject. Summarize implications for the teaching of your subject. Cite the articles using APA format., and include the text of the abstracts.

Wai-Chung H. 2007. Students' Experiences with and Preferences for Using Information Technology in Music Learning in Shanghai's Secondary Schools . British Journal of Educational Technology 38(4):699-714

This study explores the centrality of information technology (IT) to Chinese students' experiences in music lessons. Students involved in this qualitative and quantitative study described the possibilities of using technology when learning music. From among the

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students of 15 Shanghai secondary schools, 1741 responded to a written questionnaire and 68 took part in interviews. The students' perceptions of the use of IT were grouped in relation to three categories: (1) the students' motivation to learn music, (2) their preferred musical activities and (3) the musical styles preferred for classroom learning. Most students believed that IT could provide motivation for music learning. They used IT mainly in their listening activities but believed that it could also be helpful in learning both classical and popular musical styles. The findings suggest that the use of IT could extend the boundaries of music learning in the classroom, giving rise to a multitude of new and exciting possibilities. This approach to curriculum formulation is argued to be significant in terms of developing students' technological literacy and providing rich learning environments that make use of computer-mediated communications and the effectiveness of technology and teacher fidelity in implementing pedagogy.

This article supports the idea that music technology can help motivate student’s interest in music. Students love to work with computers and they love to create music. Depending on the software used there is a certain level of disconnect when dealing with computers. Hopefully there will not be a replacement for creating music from an instrument and the skill that goes with that.

Beasley R. 2008 American Music Immersion: Influencing Factors and Its Impact on Taiwanese EFL Learners Engaged in Web-Based, Multimedia Music Study Journal of Educational Multimedia and Hypermedia 17(1):27-42

The purpose of this study was to identify the factors that influence American music immersion (AMI) in Taiwanese English as a Foreign Language (EFL) learners and to determine if AMI is a predictor of vocabulary acquisition and American lifestyle literacy improvement during online, multimedia music study. The results of this study suggest that those subjects 29 years old and under are more immersed in American music than their 30 years old and over counterparts and that freshmen are significantly less immersed in American music than sophomores, juniors, and seniors. It was also found that those who never or occasionally watch programs in English or speak in English are significantly less immersed in American music than those who somewhat often or frequently watch programs in English or speak in English. In addition, the findings suggest that AMI alone is not a good predictor of vocabulary acquisition or lifestyle literacy improvement during online, multimedia music study. Finally, the study found that some minimal level of English competency is required to benefit from this type of multimedia learning environment.

Learning music lyrics allows up to tap into a part of the brain that remembers sentences and strings of words without the person knowing what they mean. I have learned various African phrases from songs and I still have no clue what they mean. However when that rote memorization is added to vocabulary knowledge it then makes it easier for the students to learn whole concepts and sentence structure. This is an ideal way for children to learn English. I find myself focusing on the Spanish students in class and just having them repeat the short musical phrases has made a difference in their speech.

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(4) Online Academic Journals: A growing number of academic journals are available online, some of which are free, and others of which require a subscription.

Find an electronic journal related to your subject and include a screen capture of a relevant article. Briefly summarize the article.

Administrators should be familiar with the legal code as it pertains to education. Research a legal case relevant to education in secondary schools and include a screen capture from this case. Briefly summarize the case. *PTP-tip The PTP requires that "Candidates for a Teaching Credential understand and honor legal and professional obligations to protect the privacy, health, and safety of students, families, and other school professionals. They are aware of and act in accordance with ethical considerations and they model ethical behaviors for students. Candidates understand and honor all laws relating to professional misconduct and moral fitness." You may wish to cite relevant laws or cases as an aspect of an artifact for TPE 12.

The following article discuses the various levels of student leadership that can exist within a band situation. It was written in response to a study based in Texas and Arkansas where they measured how facilitative or autocratic a Band director was, how strong the student leaders were in the group and the scores they received at a marching band festival. Not surprisingly the bands with the strongest student leaders were from bands with a director that was facilitative and let decisions be made by the student group. Intuitively, one would think the facilitative bands would to do better, this did not seem to make a big difference in the scores of the festivals.

I found this article interesting because it discusses some relevant issues that I am having within my own teaching situation. Coincidentally, this weekend I took my band to a festival and we received a lower rating than a lot of the other schools that participated. I am also having issues trying to generate strong leaders within the group. Two situations occur: Either the students that make good decisions and are the better players do not have strong personalities; or the stronger more natural leaders in the group do not make good decisions and are not good role models. I am trying to find the happy medium by doing what this article suggested by giving responsibility a little bit at a time.

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The CAHSEE is a test that all students have to take in order to graduate high school and groups such as the Disability Rights Advocates (DRA) are rightfully concerned that this will discriminate against students that are disabled. The bylaws state that the student has to make an honest attempt at passing the test (2 attempts plus a remedial course before the 3rd) with accommodations that are included in the students IEP or 504 plan. If the student still fails then they are passed anyway but at least there is some kind of accountability for all students. The plaintiff DRA settled with the state under the conditions that they would hire a neutral expert that would study the effects of the testing on students with disabilities.

(5) Locating multimedia teaching resources: At many libraries, teachers can obtain cards which give them special privileges as educators, including the ability to check our more resources and keep them longer. Teachers can check out books, CDs, DVDs and and videos.

Find a video related to the teaching of your course in the Los Angeles Public Library System (or other public library system), CSUN main library, or the CSUN Teacher Curriculum Center. Describe the video resource and its call number, and if possible, find a teacher study guide for the video by performing an Internet search.

Call #  DVD 780.7 G798 Title(s)  Understanding the fundamentals of music [videorecording] /

  [taught by] Robert Greenberg. Also   Great courses

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Called  Music & fine arts

Edition  Library ed. Publisher  Chantilly, VA : Teaching Co., c2007.

Paging  4 videodiscs : sd., col. ; 4 3/4 in. + 2 course guidebooks. Series Title  The great courses

  Great courses (DVD) Notes  "Art & music"--Container.

  Course guidebooks laid in each of two containers.   Lecturer: Robert Greenberg, San Francisco Performances.   DVD.

Summary  For anyone wanting to master music's language, being able to read musical notation is a necessity. But this course, as Professor Greenberg notes, is a basic course, designed to introduce you to music's language in a way that is similar to the way you learned your own native language, by "discovering and exploring musical syntax through our ears-- by learning what the parts of musical speech sound like--rather than what they look like on paper." By sidestepping the necessity to read music, these lectures represent an extremely rare opportunity in musical education--an opportunity to experience a solid introduction to music theory's basics in a way that is not technically intimidating, yet provides a substantial grounding in the fundamentals--Publisher.

Contents  Pt. 1. Disc 1. lecture 1. The language of music -- lecture 2. Timbre, continued -- lecture 3. Timbre, part 3 -- lecture 4. Beat and tempo -- Disc 2. lecture 5. Meter, part 1 -- lecture 6. Meter, part 2 -- lecture 7. Pitch and mode, part 1 -- lecture 8. Pitch and mode, part 2. Part 2. Disc 3. lecture 9. Intervals and tunings -- lecture 10. Tonality, key signature, and the circle of fifths -- lecture 11. Intervals revisited and expanded -- lecture 12. Melody -- Disc 4. lecture 13. Melody, continued -- lecture 14. Texture and harmony, part 1 -- lecture 15. Harmony, part 2- function, tendency, and dominance -- lecture 16. Harmony, part 3--progression, cadence, and modulation.

Subject Headings

 Music Instruction and study.

 Music theory.  Music appreciation.  Musical analysis.

Other Entries

  Greenberg, Robert, 1954-

Format  qEnglish Videodisc

Where to find itAgency Availability Call Number StatusCentral Library - Art & Recreation Dept.

CIRC DVD 780.7 G798 v. 1

Checked out

Central Library - Art & Recreation Dept.

CIRC DVD 780.7 G798 v. 2

Not Checked Out

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I could not find a teachers guide for the selection but was able to find copies of the transcripts of the DVD.

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