- ArtistshouseMusic -

NoteTaker: An Instrument for Electronic Portfolios In Music Education Teacher Training

tessa — Sun, 16 Sep 2007 07:57:03 -0700

NoteTaker: An Instrument for Electronic Portfolios In Music Education Teacher Training

The Electronic Portfolio

While portfolios are commonplace in education, the term portfolio is used to describe many things. There is the teacher portfolio, student portfolio, presentation portfolio, assessment portfolio, professional portfolio, and more. Whatever the specific focus, the materials in a portfolio need a container. Before technology, portfolios were largely paper-based and housed in things like three-ring binders, folders, or cardboard boxes. Technology has enabled students, teachers, and professionals to create portfolios in the digital domain using a wide variety of software and hardware tools. Common tools for creating electronic portfolios include word processors, databases, Microsoft PowerPoint, Adobe Acrobat, digital media capturing and editing tools, and web authoring tools such as Adobe DreamWeaver and Adobe GoLive. In addition, there are commercial ePortfolios products such as TaskStream and Angel Learning that centralize the portfolio process. Using tools that allow for the inclusion of text, graphics, photographs, audio, and video add a deeper dimension to a portfolio’s content and purpose, and give the creator the flexibility to reorganize or redesign the portfolio at any time.

The Importance of Electronic Portfolios in Music Education

Developing an electronic portfolio has many advantages for the music education student. Structuring a portfolio around a set of goals or standards related to specific proficiencies allows students to document their personal and professional growth. An integral component in the development of a portfolio is one in which students articulate and reflect upon their accomplishments. This reflection directs attention towards a collection of evidence, also known as artifacts, that directly demonstrates who they are, what they know, what they can do, and what they value. The process of collection and reflection ideally encourages students to become more actively involved in planning and taking responsibility for achieving their own educational goals.

NoteTaker: What is it and What Can it Do?

One aspect that is crucial to the successful implementation of electronic portfolios lies in the ease with which a student can collect samples of their work, reflect on their performance and achievements, and assemble it all in a meaningful, comprehensive format. While the use of technology enables a portfolio to provide a richer representation of a student’s work, the demands on both skill and time challenge even the most responsible student. Therefore, tools that are easy to learn and use serve to bolster student initiative.

In the Music Education department at Berklee College of Music, students are using a program called NoteTaker as a container for their electronic portfolios. Each entering student is required to purchase the Berklee Laptop Package, which includes an Apple Macintosh PowerBook laptop computer, an M-Audio Oxygen 8 keyboard controller, and an array of music and productivity software, including NoteTaker, which comes pre-installed and configured for the Berklee environment.

NoteTaker is a unique productivity tool with a powerful feature-set that allows users to organize information using a notebook metaphor. On the surface, NoteTaker is very easy to use and looks and functions similarly to a spiral bound notebook. You can page through it, or open up to a particular section by clicking on a tab. Each notebook starts with a Contents tab. As you add sections to a notebook, a new tab appears along the right side of the notebook, along with a numbered page entry in the Contents tab. Each section can contain as many pages as necessary, and likewise, each page can contain as many entries as necessary. Each section, page or entry can easily be moved at any time, and all text formatting functions as you would expect.

There are a number of features that set NoteTaker apart from your typical word processor. Although too numerous to mention here, I’d like to highlight some features that make it a useful and flexible tool for education and portfolio development.

A NoteTaker entry can contain of any number of media file types, including:

• text (.rtf) • graphics and photographs (most formats, including -.tiff, .jpg, .gif, .pdf, and .png)

• audio (.aiff, .mp3, .m4a, .wav)

• video (.mov, .avi. mpeg4)

• Flash animation (.swf)

Adding media to an entry is a simple drag and drop procedure. Students can easily add audio and video recordings of microteaching and conducting activities, PDFs of lesson plans and scores, and other assignment artifacts. Reflections and self-evaluations can accompany each artifact on every page, and there is no limit to the length of any page entry.

Any web link can be added to an entry, including an RSS feed, and NoteTaker will display the web page inside the notebook in an embedded browser, allowing for citing and displaying live, interactive web page entries within the portfolio notebook. NoteTaker’s MegaSearch tool allows the student to post a search query to Google, Teoma, Yahoo, and MSN, and collect the results in a separate notebook. Relevant pages from the search can be extracted and put into the portfolio notebook, or the search notebook can be linked to the portfolio notebook.

Along with text, students can use their laptop’s built-in mic and NoteTaker’s voice memo tool to create audio recordings of their reflections, self-evaluations, class presentations, or performances right inside their notebook.

NoteTaker also provides the user with the ability to share notebooks in two important ways. The first is through the PDF file tool. A single page, a range of pages, or the entire notebook can be saved as a PDF with the click of a button. In addition, any notebook can be saved as a Web notebook and published on the Internet. The web site will include any images, sound files, text, movies, and links that were contained in the original notebook. These features allow students to easily share all or part of their portfolio with anyone, no matter what kind of computer they are using.

Implementing Electronic Portfolios using NoteTaker

The Berklee College of Music music education students begin their portfolios from a customized NoteTaker file that includes a section for each course in the Core Music Education curriculum and a page for all required artifacts for each course. This template file is posted to the Music Education Department web site so that students can download a copy at any time. Other relevant materials for the portfolio are made available to the students on a class-by-class basis.

here is a screenshot:

http://farm2.static.flickr.com/1022/1391430953_5bb86d04c5.jpg

The skill development for creating a media-rich portfolio are covered in the two required technology courses, and online materials and tutorials have been developed so that students will have easy access to technical help.

There are a few caveats to using this system for portfolio development. First, technology can fail. Student laptops get stolen, fall off a desk or out of a backpack, or fall apart from overuse. In addition, students need to be responsible for storing and backing up their work, and must be diligent in keeping their portfolios up-to-date. But the benefits far outweigh the disadvantages. The nature of the portfolio process fosters independent and self-directed learning. NoteTaker’s ease of use, flexibility, and powerful feature-set gives students the freedom to focus on the content and quality of their work and allows them to develop a sense of ownership and confidence as they see their accomplishments accumulate and their abilities deepen.

Electronic Portfolio Resources

Notetaker is just one of many tools that can be used for electronic portfolio development. There are many other suitable tools that will allow your students to develop rich representations of their work and who they are as people. However, the most important aspect of putting together a portfolio lies in determining the goals and purpose of the portfolio. The tools used for developing and designing a portfolio are simply a vehicle for the process. There are plentiful resources on electronic portfolio development, both on the Internet and in print, that can help you or your students get started. Do a Google search or an Amazon search for electronic portfolios and you will find myriad web links and book titles. Another good place to start is by visiting the work of Dr. Helen Barrett. Dr. Barrett is a major proponent of using electronic portfolios to support lifelong learning, and her work has guided and influenced portfolio development across a wide spectrum of ages, beginning with early childhood, through K-12 and higher education, to professional teaching portfolios. Her Expert Showcase on the Apple Learning Interchange web site is a great introduction to her extensive work, as well as her web site. While Dr. Barrett’s work does not specifically focus on music education, her vast contributions to the field of multimedia and electronic portfolio development are invaluable resources for anyone designing electronic portfolios.

In addition, there are many excellent examples of electronic portfolios that have been implemented in other music education programs. The following universities have established electronic portfolio requirements for their music education majors, and each site offers resources that are useful for electronic portfolio development:

• Center for Excellence in Music Education – Ball State University

• University of Florida School of Music

• Case Western Reserve University Music Education

The benefits of an electronic portfolio for music education students are many: the process of developing a portfolio is one that enhances the student learning experience and strengthens educational goals; it serves as a dynamic record of student growth and progress; and will motivate students to do their best work.

Get Started With One Computer! Music Technology in the Classroom

admin — Sun, 23 Jul 2006 14:54:55 -0700

Get Started With One Computer! Music Technology in the Classroom

After a number of years presenting music technology to K-12 music teachers at professional conferences and workshops, I have seen an increase in the number of teachers who either have some degree of proficiency with technology and are already using it to support their teaching, or those who see technology as a valuable productivity and teaching resource and want to jump on the bandwagon. There are many music programs across the country that are using technology in the curriculum, and these programs serve as models of how a music lab can provide students with opportunities to explore their creativity, work collaboratively or at their own pace, and expand their knowledge of all aspects of music, all while giving them hands-on experience with contemporary music technology tools. An excellent example of one such music program can be seen at http://www.musictechteacher.com. However, it is not necessary to have a room full of computers and electronic keyboards in order to teach effectively with technology. Some teachers either don’t have the funds or the space for even a small lab of three or four stations. The good news is there are myriad ways that just one computer can be used to support music teaching and learning.

What You Need to Get Started

Before incorporating technology into your classroom you must carefully consider how the use of technology can support and enhance your curriculum. Do you arrange music for your students? Do you teach music theory? Would you like to teach composition? Could you use an accompanist? Would you like to record your students’ performances? Would you like to customize the resources you use in the classroom? If you answered yes to any of these questions, the use of technology will provide you with invaluable tools for supporting and expanding your curriculum.

The ideal one-computer music classroom setup consists of several components. While you don’t need all of the following components to get started using technology in your classroom, it is helpful to be aware of what is in a complete setup.

A computer, preferably with a CD burner. This can be a Mac or PC, and can either be a desktop or laptop. Most computers, if they have been purchased over the last five years, will have the necessary ports, such as USB, audio in and out, and video out built in. These ports will allow you to connect the computer to other essential components in the setup.

A MIDI-compatible electronic keyboard. An electronic keyboard will give you the ability to easily input music into a sequencing, notation, or computer-assisted instruction program. Most electronic keyboards today are MIDI compatible, and some can connect directly to the computer via a USB cable. If the MIDI keyboard does not have a built-in MIDI interface, you will need an external MIDI interface in order to connect the keyboard to the computer.

An LCD projector. It is important to have a way to show what is on the computer to the students. Having students huddle around a computer monitor can cause unnecessary classroom management issues. While it is preferable to have a dedicated LCD projector in the music classroom, most schools use projectors for meeting presentations and staff development and are often available to teachers for classroom use. If an LCD projector is not available, another option for projecting the computer is to use a television. All that is needed to connect a computer to a television is an inexpensive VGA-to-component RGB (TV) adapter. The image quality of a television is inferior to an LCD projector, but it certainly is a viable option.

A set of speakers. With the correct cables you can connect your computer directly into the stereo or other sound system you have in your music room. If possible, though, it is best to get a pair of small, powered monitor speakers. A good pair of monitors will ensure a high-quality listening experience for your students. There are plenty of models to choose from on the market that are both cost-effective and high fidelity.

A microphone. Hooking up a microphone to a computer to create digital recordings is a powerful way to record student performances. If your computer has a built-in microphone recording couldn’t be easier! If your computer has an audio-in port, it is possible to plug a microphone directly into the computer using an XLR-to-mini-1/8’ adapter. If your computer doesn’t have an audio in port, or you want to make high-quality digital recordings, you will need to have a digital audio interface. While there are many digital audio interfaces on the market, there are two basic types of connections a digital audio interface can make with a computer: USB or FireWire. The main difference between USB and FireWire lies in the type of cable that is used to make the connection, and how fast the data travels through the cable. The type of digital audio interface you can use will depend on the available ports on your computer.

Software. There are many categories of software that are useful in the music classroom: technology-assisted learning software, notation, MIDI and digital audio sequencing (also known as DAW software), productivity tools such as Microsoft Office, graphics and video editing tools, and web authoring tools. The kinds of software you use in the classroom will be determined by your curricular goals.

Strategies for Using Technology in the Music Classroom

Using technology effectively in the music classroom takes preparation and planning. Having equipment and software that support your curricular goals, being knowledgeable about the equipment and software you are using, and having effective strategies that will guide your use of technology all play a major role in creating positive experiences for you and your students. A computer can support and enhance music instruction in many exciting ways. Let’s look at four effective methods for using a single computer as a teaching tool.

A Multimedia Blackboard. One of the most common ways to use a single computer in the classroom is to hook it up to some kind of projection system and use it as a presentation tool. Unlike the chalkboard or whiteboard, a computer loaded with the appropriate software allows you to easily incorporate multiple types of digital media such as graphics, audio and video, along with text and web links, into a single document. Using a program like Microsoft’s PowerPoint or Apple’s Keynote, you can create stimulating instructional materials that can easily be edited, saved, and reused multiple times. In addition, a PowerPoint or Keynote presentation can be saved as a QuickTime movie or web page and easily posted on your music department web site, allowing students and parents to have access to the materials your are teaching outside the classroom.

A Recording and Archival Tool. Back in the “old” days, cassette recorders made it easy to record and archive student performances. Enabling students to hear and evaluate their performances exponentially increases the opportunities for musical understanding and growth. Unlike the cassette recorder, digital recordings made with a computer and a good microphone offer superior sound quality and the ability to edit and store the recordings in a more manageable way. Be sure you are aware of any copyright issues regarding recording material that is not in the Public Domain if you intend to put it on a CD or the school web site. If you aren’t sure what’s legally included under Fair Use, visit MENC’s Copyright Center or the “Copyright and Fair Use Guidelines for Teachers” web page for more information.

Practice and Accompaniment Tool. Many commercial curriculum materials, such as those published by Silver Burdett Ginn, McGraw Hill, or Alfred, now come with MIDI or digital audio accompaniment files that can be played using most sequencing or notation programs. In addition, MakeMusic’s SmartMusic software comes with literally thousands of accompaniment files that can be used with all of the standard beginning band and string method books, a broad variety of solo and jazz repertoire, and numerous technical exercises. If you don’t own or have the budget for any of these commercial materials, you can use any notation or sequencing program to customize or create your own accompaniments. The big advantage of using a computer with a sequencer or a notation program as a practice and accompaniment tool lies in the ability to easily and quickly change the tempo and key of any MIDI file (note: this is not true for audio). And while you most likely won’t use the computer as the accompanist for a concert, it will obey and play for you as often as needed during any class or rehearsal!

Resource Creation Tool. Armed with a word processor, you can easily create worksheets, quizzes, exercises, and homework assignments that can be edited, saved, printed, and reused multiple times (just like those PowerPoint presentations). In addition, music notation programs like Sibelius and Finale give teachers the ability to easily create worksheets and exercises from templates within the program that can be saved and printed. Beyond text-based resources, the ability to create digital resources such as pictures and graphics, audio and video recordings, web pages, and electronic portfolios makes the computer an invaluable resource creation tool.

The Computer as Administrative Assistant

Perhaps the most common way teachers begin to use a computer to support their teaching is in the area of administrative tasks. Communication is vitally important to the success of any music program, and the use of email, word processors, spreadsheets and databases make mundane and repetitive tasks easier and more efficient. Newsletters, budgets, instrument and music libraries, concert fliers and programs, to-do lists, class and attendance lists, and grade books are some of the many administrative documents that can be created with the appropriate software and a computer. It’s important to note that having an organizational and backup scheme is paramount to keeping your documents safe and in order. Just as you organize and file paper documents in a filing cabinet, so should you organize, store, and backup your digital files using some kind of dedicated storage device or the school’s server. When the inevitable, catastrophic computer crash occurs, you’ll be glad you made regular backing up of your files part of your administrative activities.

Where Do I Begin?

There is no question that the use of technology requires training, time, energy, flexibility, and creativity. There are avenues music teachers can take to learn about music technology and how to use it in the classroom. First, take a summer course. There are many professional development courses offered across the country every summer that focus on using music technology in the classroom. Organizations like TI:ME (the Technology Institute for Music Educators – offer a wide variety of classes. Second, take an online course. Berkleemusic, the online extension school of Berklee College of Music, offers many online courses for credit as well as CEUs, that will help you build a solid foundation in music technology. Another avenue is to read magazines like Music Education Technology magazine. MET is a professionally produced magazine that is filled with lesson plans, tutorials, and timely and pertinent information for music educators interested in incorporating technology into their teaching. Just go to the MET web site and click on “Subscribe to MET” for a free subscription. Lastly, talk to other music educators who are using technology creatively and successfully. One-on-one support from colleagues and the sharing of ideas, lesson plans, and resources will go a long way in helping you get started.

Music Technology Resources

If you are just beginning your journey into the world of teaching with technology, remember to start small. Buy only what you need and have enough time to learn, and make sure you have access to reliable tech support. There are some companies that can help you make decisions about appropriate technology for your teaching situation. The following companies have solid track records working with music educators. Their web sites contain articles, lesson plans, tips and tricks, and other valuable resources that will help you see how other music educators are using technology in their classrooms and rehearsal rooms.

SoundTree

Kelly’s Music and Computers

Lentine’s Music

Successful technology integration often requires teachers to re-think and re-tool their teaching methods. Choose an area that you would like to focus on and incorporate one strategy at a time. Trying to learn and incorporate too many applications at once can be frustrating and ultimately lead to a lack of interest or vision. Start small, and use only those technology tools you feel comfortable with. Over time your arsenal of skills and strategies will grow and your teaching methods will evolve. Using technology can be very rewarding for you and your students. The educational return far outweighs the initial time and energy investment.

Stefani Langol is a music educator, clinician, author, and consultant. She is currently Assistant Professor of Music Education at Berklee College of Music and also serves as the technology coordinator for the department. In addition, Stefani is a member of the Technology Institute for Music Educators (TI:ME) Advisory Board and served as editor-in-chief of the TI:MEs newsletter from 1997-2004.

Top 25 Web Sites for Music Education

admin — Sun, 23 Jul 2006 13:48:36 -0700

Top 25 Web Sites for Music Education

The Internet has become an indispensable educational tool, but finding and evaluating safe, reliable, educational Web resources can sometimes be a daunting task. A search for “music education” using any search engine literally yields hundreds of thousands of links. Are you looking for teaching resources such as lesson plans, downloadable media materials such as MIDI and audio files, Web sites that can be used in the classroom to demonstrate musical concepts, or information on specific music-related topics? To get you started, here are 25 Web sites that represent some of the best music education resources online.

Teaching Resources

The following sites contain comprehensive collections of music education-related links, media files, and lesson plans.

K-12 Resources for Music Educators

http://www.k-12music.org/

This carefully researched and commercial-free site, created and maintained by public school teacher Cynthia Mazurkiewicz Shirk of Mankato, Minnesota, has been recognized as an outstanding site by many universities, school districts and music organizations throughout the world. In existence for over ten years, this site is a continually growing and updated collection of links, categorized by teaching focus: band teachers; vocal/choral teachers; orchestra teachers; classroom teachers; music research; general resources; and much more. If you are looking for something specific, check this collection of links first. You are bound to find useful materials here.

The Internet Resource for Music Educators

http://www.cmeabaysection.org/resources.html

This site is maintained by the California Association for Music Education and is another comprehensive collection of links for music education. While some of the sites listed on this Web site duplicate what is found at the K-12 Resources for Music Educators site, there is plenty here to explore.

ARTSEDGE

http://artsedge.kennedy-center.org/

The mission of ARTSEDGE — the National Arts and Education Network — is to “advocate creative use of technology to enhance the K-12 educational experience.” This site offers free, standards-based teaching materials for use in and out of the classroom, as well as professional development resources, student materials, and guidelines for arts-based instruction and assessment.”

Classical Music Archives

http://www.classicalmusicarchives.com

Started in 1994, Classical Music Archives contains over 38,400 full-length classical music files by 2034 composers in MIDI, MP3, or WMA streaming file formats. This site is subscription-based, however you may join the site for free. To download files you must have a login and a password. Users with a free membership account may download up to five files per day. In addition, the site contains many illustrated biographies and an historical timeline. All the MIDI files are in Standard MIDI file format, and can be opened in any MIDI-based software program. It is certainly worth signing up for a free membership!

The Choral Public Domain Library

http://www.cpdl.org

The Choral Public Domain Library is a free sheet music Web site which specializes in choral music. Started in December 1998, it is one of the largest free sheet music sites, with over 7,500 scores listed in the CPDL database. Most of the scores are in the public domain, but some scores are newly composed.

Home Practice Online

http://astro.temple.edu/%7eswatson/

This excellent site was established in March 1998 by Dr. Scott Watson. Dr. Watson teaches music in the Parkland School District and is an adjunct professor at several universities in the Philadelphia area. This general resource is for young instrumentalists and their teachers, with online practice accompaniments to concert music and resources such as warm-ups and scale sheets, downloadable sheet music, and useful interactive activities and drills. A must site for elementary band teachers!

The Rock and Roll Hall of Fame

http://www.rockhall.com/programs/plans.asp

The mission of the Rock and Roll Hall of Fame’s Summer Teacher Institute is to help educators use popular music to teach across the K-12 curriculum. This site contains about 80 lessons developed by participants in the program. In addition, you can find bios for all Rock and Roll Hall of Fame inductees.

Technology Institute for Music Educators (TI:ME)

http://ti-me.org

Founded in 1995, the Technology Institute for Music Educators is a national organization dedicated to helping music teachers incorporate technology into their teaching. Since it’s inception, TI:ME has developed many educational programs and resources covering notation, sequencing, instructional software, digital media, and the Internet. While you need to be a member to receive full access to the Web site, there are numerous articles and a sampling of materials from the “Members Only” section of the site, as well as information about conferences, workshops, and membership. TI:ME membership is $40 annually.

Music Tech Teacher

http://www.musictechteacher.com/

This award-winning site contains myriad resources for music technology teachers as well as many samples of student projects. Creator of the site, Ms. Karen Garrett, of Central Park Elementary in Birmingham, Alabama, bills the site as an “extension” of the school’s music technology lab, where third-grade students learn to read, write, compose and publish their own music. In addition to student projects, the site also features numerous online quizzes, worksheets, games, sample music technology lesson plans, and much more. Ms. Garrett was the recipient of the 2006 TI:ME (Technology Institute for Music Educator’s) Teacher of the Year award.

Music Theory and Ear Training

There are several good instructional software products on the market for teaching music theory and ear training. However, if your budget is tight, or you want your students to be able to practice from their home computers (assuming they have a computer and are connected to the Internet), the following Web sites present effective alternatives to commercial software.

Ricci Adam's musictheory.net

http://www.musictheory.net

Ricci Adam's music theory site focuses on beginning music fundamentals, from staff basics to major and minor scale construction. The site is well-designed, visually engaging, and very easy to use. In addition, if you don’t have Internet access on all the computers at school, the entire musictheory.net Web site is available for download in a free offline edition that allows the Web site content to be viewed without an Internet connection.

Music Theory Web

http://www.teoria.com/

Jose Rodriguez Alvira’s Music Theory Web is another free music theory site with many interactive tutorials and exercises. The content of Music Theory Web is geared more toward intermediate music theory concepts and is available in English and Spanish. For a fee of $20.00, the site can be downloaded in its entirety and used offline.

eMusicTheory

http://www.emusictheory.com

This is a subscription-based site that is highly suitable for use in a music lab or the school library. The teacher can use pre-existing exercises or customize them to suit the needs of the students. The subscription also provides the ability to track student progress. Subscriptions are based on a low, monthly fee and may purchased up to 10 months at a time.

Music Theory Online

http://www.music-theory.com

Music Theory Online is another fee-based music theory course designed to help high school students prepare for college theory placement exams. For a fee of $139, students have access to 70 lessons online. In addition, students accepted into affiliate college programs are eligible for a $50 scholarship toward the cost of the course.

Big Ears

http://www.ossmann.com/bigears/

Big Ears is a simple, easy to use ear training Web site that drills the user on intervals.

Musical Intervals Tutor

http://www.musicalintervalstutor.info/

Like Big Ears, the Musical Intervals Tutor also focuses exclusively on ear training. In addition to interval training, the site also drills the user on modes and scales.

Good Ear Online Ear Training

http://www.good-ear.com/

Good Ear Online Ear Training is another easy to use ear training Web site. In addition to intervals, it also drills the user on chords, scales, cadences and jazz chords.

General Classroom Music Sites

The following Web sites are colorful and fun-to-use resources that are great for classroom research projects. These sites are filled with sound, animation, interactivity, and historical information. One caveat: because these sites use a lot of Flash animation, it is important to have the appropriate browser plug-ins and a fast connection to the Internet.

The New York Philharmonic KidZone!

http://www.nyphilkids.org/

Sponsored by the New York Philharmonic, this site is packed with games and activities, information about composers, performers, and instruments, and ideas for composition projects.

PlayMusic

http://www.playmusic.org/

Built by the American Symphony Orchestra League and funded by New York State Council on the Arts, this Web site is a great place to learn about the instruments of the orchestra.

Dallas Symphony Orchestra Kids

http://www.dsokids.com/

The Dallas Symphony Orchestra Kids site gives students a great introduction to music history, the opportunity to hear and learn about the instruments of the orchestra, and tips on how to practice.

SFS Kids Fun with Music

http://www.sfskids.org/

The San Francisco Orchestra Kids site provides students with the opportunity to experiment with music composition. The basic elements of music (tempo, rhythm, pitch, harmony, and timbre) are introduced in a fun and interactive environment.

Nashville Symphony Orchestra

http://www.nsokids.org/

NSO Kids supports the mission of the Nashville Symphony Orchestra to provide a wide range of educational programming and resources that will support classroom instruction. This site provides students with information about the NSO and its musicians, as well many short biographies and musical examples of orchestral composers from the Baroque period through the 20^th century.

PBS Kids Jazz

http://pbskids.org/jazz/

PSB Kids Jazz introduces students to the history of jazz. There are several biographies of important jazz artists, an informative historical timeline, and video clips of interviews with jazz musicians. The site is also linked to the PBS Ken Burn’s Jazz site that features a more in depth history of jazz, a timeline that includes social commentary, and more detailed biographies. While these sites do not include information on the history of jazz after the 1960’s, the material is extensive and informative.

Classics for Kids

http://www.classicsforkids.com/index.asp

Classics for Kids is the online component to the Public radio show with the same name. Listen to current or past shows, hear demonstrations of various instruments, visit the musical dictionary, and play musical games. In addition, the Classics for Kids® lesson plans and teaching resources give teachers practical, effective materials and activities that address the national and state standards.

Podcasts and Blogs

Podcasting and blogging is becoming commonplace in the wide world of education, offering teachers and students new and creative ways for interacting and sharing information and opinions on just about any topic. While the following sites are just a small sampling of the many podcasts and blogs posted on the Internet, they provide a glimpse into how these powerful technologies are impacting education.

Education Podcast Network

http://www.epnweb.org/

The Education Podcast Network is a centralized directory of podcasts that have been produced by teachers and students in many disciplines. If you are new to podcasting and are interested in how it can be used as an educational tool, this is an excellent place to start.

A Music Education Blog Collective

http://collective.musiced.net/

The Music Education Blog Collective was started by a group of music educators whose goal is to “stimulate, expand, provoke and revitalize discussion in [the] field [of music education].” The site also contains links to many other blogs and Web sites of like-minded musicians and educators.

There are numerous other sites that are valuable resources for music educators. If you know of a site that you would like to share, please submit it to me at slangol@berklee.edu. I will compile them and publish them in a future article. Happy surfing!

Stefani Langol is a music educator, clinician, author, and consultant. She is currently Assistant Professor of Music Education at Berklee College of Music and also serves as the technology coordinator for the department. In addition, Stefani is a member of the Technology Institute for Music Educators (TI:ME) National Advisory Board and served as editor-in-chief of the TI:MEs newsletter from 1997-2004.