ututti

Ututti is a website that is perfect for organizing the many areas of being a music teacher. This is especially true for teaching band (marching band, pep band, or jazz band). They include, Student Management, inventory (mostly for instruments) , Financial Tools, Calendar, E-mail, Reports, public websites, Student accounts, assistant Accounts, and more. The management this web 2.0 provides makes it easy to have every aspect of your music ensembles organized for you and your students! Your students can access all this information as well but only you, or people you allow to, can alter the information set forth. You can give students consecutive reviews on how they are doing in class or band; this will help track progress. In the reports you can write down exactly what an individual or the ensemble as whole should work on send it directly to them or have it for all their viewing pleasure. Ututti will help you track your use of both the standards required by the state and nation along with the personal growth of your students. More features are uploading files, grading, web widgets, dashboard, security and support, and mobile app. having these we can put professional examples of music or excerpts and have students listen to a certain quality of music so they know what is the professional standard. Music Educators can give students an outline of their grades so they know what they will be graded on and to what extent. We can set a dashboard so students can congregate for assignments or just to socialize in a music educational web setting where we can monitor their discussions. The App feature is wonderful! These students can check, listen to anything on this app at any time so long as they have that app and a smart phone

Smart Music

This is a program that has been used a lot for homework. The Program is interactive the students get to listen to a back track, see their part and play along separately, use a metronome, and get pitches from this program. Smart Music has really taken off, in the back of Essential Elements 2000, there are CDroms with the music in the book. This book essential elements is a standard that most band or any music educator has used and still use.  The program records how a student performance was. It checks what notes were played incorrectly, what rhythm was off, and also what the student did instead. If a student is having some trouble with their part they can slow it down, listen to their part alone, or listen to the accompaniment and play along without their part. This program will even give yo fingerings for a note you forgot the fingering for, really these guys thought of everything. It is a great program used throughout the US and is a fun new way for music educators to get accurate quick results from their students. It give personal feedback on what the student needs help on as well as an overall average of how the students played. It gives students the chance to have an interactive experience outside of the classroom. It is fantastic way for students to learn music.

http://www.smartmusic.com/products/educators/

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The Pedagogical Uses of Technology

I chose this lesson because it has students compose their own music. I believe that critical thinking and creativity truly happen when students are given the tools to create and the space to create in. As teachers it is quintessential to create a place for students to grow individually. This is a lesson where theory and composing are used to create a strong foundation for students understanding of music as a language. Technology is our medium. We as the collective class will be utilizing one of the three music software programs: Sibelius, Finale, or note flight. These three programs are all notation programs; note flight is the only free one but also is the one with the least amenities and is of a lower quality. It's integration of technology is critical for efficiency. Since our technology is a computer, a program, and hopefully midi keyboard students gain the NJCCS 1.3.5.B.3.in their lesson. For most world composers now a day's sharing collaborating and communicating music is done through the technologies we will be using in this lesson. Without this technology the efficiency of this lesson and of sharing music would suffer greatly. The standards could be met but it would not be as fulfilling of an experience without it. I believe the students will get a well rounded lesson out of this. They will enjoy that they get to create their own music. They will enjoy their genre discussion. Hopefully they will be able to use their theory knowledge on a keyboard, which would facilitate learning some basic piano knowledge. This is a really multifaceted lesson, it really hits the crucial points NJCCS, use of technology, and teaching to the whole child. https://docs.google.com/spreadsheet/ccc?key=0AkPFAWUgnkXOdHJBWmNKejZYUjFnSF8yMVhxUUZjYXc&usp=drive_web#gid=0

Finale music notation software, the better choice

These are some very commonly used music notation programs. They are all similar in that they do the same thing, Notate music. So when picking between them it is important to know the small but important details that make all the difference. Finale will have the most options and least restrictions. Printing music, changing files to PDF's, sharing music, creating midi files, sharing midi files, range of instruments, amount of instruments allowed on one sheet, numerous short cuts, high quality sounding instruments, a good interpretation of dynamics/articulations. The reason Finale is the best of these programs is because it is the full package in that it gives you every feature that is available for these types of programs. Finale does this and goes above and beyond. It allows you to create whatever you can imagine no matter how many instruments or their range. It always is improving; it has been around for 20 years and is the leading software in the industry. Its only competitor who almost matches the variety that finale provides is Sibelius. Still the quality of Finale is a little better and Finale makes it possible to transfer all Sibelius files to Finale. Finale even offers Sibelius users Finale for the price of an upgrade. The reason why Finale is so confident in themselves is because they have better quality features than anyone else while maintaining the price low and competitive Finale does everything I mentioned above and more. It creates accompaniment for smartmusic a leading program that helps music educators. Finale actually comes with worksheets for students, even repertoire for music band or orchestra. Free finale notepad allows for collaborations without buying the whole program. This means you can collaborate with students or other musicians who do not have the program so long as you do. Finale allows you to create short cuts, an example is you can choose to switch the computer keys 5, 6 and 7 that are for quarter, half and whole notes, to keys 4,5 and 6. If you want the best of the best for writing any type of score without limitation, Finale is the best choice.

History of Technology in Music Education response

step 1: The technology that influenced education in music the most, during the historical time represented in the video history of educational technology, is the radio. In “1917, WHA begins broadcasting music education programs; and in 1920, the division of the U.S. Department of Commerce began licensing commercial and educational stations. This was the beginning of classroom broadcasting to enhance education.” Though this educational advance in technology was great for what was to be in music technology education, it had its down falls. “Lack of equipment, scheduling difficulties, poor reception, programs not related to curriculum, and teachers disinterest were common reasons for why education programs were not listened to in the classroom”. Though these broadcasts for music education were not used in a classroom, the fact that they existed showed that there was a demand/interest for it in our culture. This influenced music education in that students could have exposure of a device that was easily accessible for the first time. This makes it much easier for students to gather information and experience performances related to music. Most importantly, this can develop an appreciation and enjoyment for the arts of our culture. Radio still has great jazz and classical stations that are educational in means of repertoire and providing an information hub of what and where the musical culture is happening. Good examples of these are New York’s jazz station WBGO’s 88.3 FM, and New York’s classical station WQXR 105.9. The biggest critique of broadcasting in schools would be that the school boards and administrators should have consulted with the music teachers. This would give them the chance to know how the broadcasters could make good use of the broadcasting in relation to curriculum. step 2: Based on the reading of the two texts, “Shifting Perspectives” and “A Social History of Media and Technology in Schools”, the one technology I think has had the greatest impact (for better or worse) upon formalized schooling in music, between the years 1820 and 1990, is the television. In “A Social History of Media and Technology in Schools” we read “At first she was impressed. She liked the fact that the news anchors were well-spoken teenagers. And it was glitzy, like MTV, with fast-paced music and colorful graphics. But beyond the aesthetic, she was skeptical.” This was in regards to the channel one programming which was a 12 minute required current events broadcasted program. It was definitely a marking point for technological history and media history. It has positive traits within its ability to really grab the viewers’ attention, but the fact that the teachers weren’t allowed to really utilize and incorporate this technology to relate to their subject area made it seem more of a nuisance than a saving grace. According to Grace, “Essentially, we had no control over the programming and couldn’t really use it as part of the classroom curriculum.” Thus, we have a great milestone in technology in the late 1950’s, but again, the problem was the school boards and administration who didn’t really consult with the teachers on incorporating new technologies, ultimately making it so that the broadcasting could not reach its highest educational potential. The real problem is not whether machines think, but whether men do. -- BF skinner The worst part of this was the company, Whittle, who supplied the TV’s to the school. They demanded that students watch certain commercials which had no educational benefits within the subject they were studying. This meant that this company was driven to gain consumers out of students. Since students were basically forced by law to watch commercials, it became a fiasco. “Protestors of channel one argued that the two minutes of commercials were a violation of students’ civil rights”. It was a forced advertisement. “Empirical research also validated the assumption that students purchase specific products because of the ads they see on Channel One which were both manipulative and harmful to students”. Though this broadcast got students’ scores seven points higher on average, the moral sacrifice makes the broadcast not worth it. step 3: Step Five: catch phrase: Appreciation and enjoyment is educational motivation to learn beyond curriculum

History of Technology in Music Education

 http://www.otrcat.com/your-story-parade-texas-school-of-the-air-p-49512.html

  "The radio is the way to go, from music deprivation to music education"