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This presentation provides a review of the instructional potential of digital music to enhance postsecondary students’ experience in online courses by involving them in music-driven instructional activities. It is based on an article in which the authors describe how music-driven instructional activities, when used appropriately, can (a) humanize, personalize, and energize online courses by enhancing social presence through student-to-student interaction; (b) tap into students’ interests, and elicit positive feelings and associations; and (c) involve students in relevant and meaningful student-to-content interaction by engaging them in active knowledge construction. This article includes descriptions of several music-driven instructional activities that rely on digital music resources to engage students in generative, multisensory student-content interactions that leverage their interest in music, as well as a set of guidelines to support the design and use of music-driven instructional activities in online courses. A pre-print of the article can be found online @ http://www.patricklowenthal.com/publications/HotforTeacherPrePrint.pdf
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Using digital music to enhance students’ experience in online courseJoanna C. Dunlap & Patrick R. LowenthalUniversity of Colorado Denver
I think of all the education that I missed,but then my homework was never quite like this…
~ Hot for Teacher, Van Halen
Music offers great opportunities forcommunication and expression,for creativity and…it’s good for the brain andcan enhance learning and intellectual development.
~ Weinberger, 1998, p. 38
Music andinterest
Music and interestStudents rarely relate fun and interest with
formal educational experiences.
Music and interestStudents rarely relate fun and interest with
formal educational experiences.
Music is important to adolescents and gets their attention and interest; but music helps people of all ages express their individual identities.
Music and interestStudents rarely relate fun and interest with
formal educational experiences.
Music is important to adolescents and gets their attention and interest; but music helps people of all ages express their individual identities.
Using music begins new learning with something students are already interested in.
Music and interestStudents rarely relate fun and interest with
formal educational experiences.
Music is important to adolescents and gets their attention and interest; but music helps people of all ages express their individual identities.
Using music begins new learning with something students are already interested in.
Intrinsically motivated students will expend more effort on tasks and activities they find inherently enjoyable and interesting.
Music andsocial presence
Music and social presenceSocial presence is the sense of being “there” and
being “real”.
Music and social presenceSocial presence is the sense of being “there” and
being “real”.
Music can inform people about the presence and mood of others and increase people's perceptions about the social richness of a medium.
Music and social presenceSocial presence is the sense of being “there” and
being “real”.
Music can inform people about the presence and mood of others and increase people's perceptions about the social richness of a medium.
Music can help promote social interactions, specifically the types of social interactions needed to connect with others and be perceived as real online.
Music and social presenceSoundtrack of your life
Music andcontent interaction
Music and content interaction Interaction is the standard for student
engagement and a critical component of learning experiences.
Music and content interaction Interaction is the standard for student
engagement and a critical component of learning experiences.
Music involves students in student-to-content interaction through generative learning activities, which require students to be responsible for creating, elaborating, and representing domain knowledge in an organized manner.
Music and content interaction Interaction is the standard for student engagement
and a critical component of learning experiences.
Music involves students in student-to-content interaction through generative learning activities, which require students to be responsible for creating, elaborating, and representing domain knowledge in an organized manner.
Through music-driven generative learning activities, students take an active role in forming new understandings through the application of learned content to the creation of musical products.
Music and content interaction
Concept-specific soundtrack
School’s Out
Rock and Roll High School
Another Brick in the Wall Part 2
Hot for Teacher
Music and content interaction
Concept-specific soundtrack
Astronomy: As a unit starter early in the course, have students listen to Eric Idle's "The Insignificance Song" and determine if the information shared in the lyrics is correct and complete.
Music and content interaction
Concept-specific soundtrack
Political science: As a starter activity for a unit on the Politics of War, students can be asked to collect songs that represent both public support for and protest of wars during the 20th century.
Music and content interaction
Representational soundtrack
Composition: Have students compile a playlist of songs that illustrate the effective use of metaphor, such as Stairway to Heaven (Led Zeppelin), Dust in the Wind (Kansas), Hazy Shade of Winter (Simon & Garfunkel), Bittersweet Symphony (The Verve), and Don't Let the Sun Go Down on Me (Elton John).
Music and content interaction
Representational soundtrack
Composition: Take a song and rewrite it so that it no longer includes metaphors and similes.
If there's a bustle in your hedgerow, don't be alarmed now It’s just a spring clean for the May queen.Yes, there are two paths you can go by, but in the long run There’s still time to change the road you're on.
Music and content interaction
Knowledge-comprehension recitalComputer science
Music and content interaction
Music video
Language, literacy, and culture
Our research findings Students consistently find these activities highly engaging
and a highlight of their online learning experience
A little goes a long way
Music-driven instructional activities have the potential to: (a) tap into students' interests, and elicit positive feelings and
associations; (b) humanize, personalize, and energize online courses by
enhancing social presence through student-to-student interaction; and
(c) involve students in relevant and meaningful student-to-content interaction by engaging them in active knowledge construction.
Concluding remarks…
And…what is the soundtrack of this conference?
Joanna C. Dunlap | [email protected] R. Lowenthal |[email protected]
Slides and PaperDownload slides @ www.slideshare.net/plowenthal
www.patricklowenthal.com/publications/Hot_for_Teacher_Preprint.pdf
