It is now time for me to share with you the website of probably the most important living composer today - David Maslanka. Maslanka is a very spiritual composer who meditates daily and draws his inspiration from higher powers. One link to the higher powers for Maslanka has been the Chorale Preludes of J.S. Bach, which he plays daily on his own piano. To him they are a "channel" into another world, into the subconscience. Maslanka's music is often intense in rhythm, emotion, range, difficulty, and texture. It borrows from many styles of music, but when it is complete he has a musical language all to himself. I believe he is the greatest musical prophet the world has seen since Gustav Mahler, and it is so exciting because he is actually living!
When you visit his website, you will come to know a very humble man not afraid to list his actual street address and phone number. He loves talking with people that are excited about his music, and he is not afraid to share with you his ideas concerning it. There is an official list of compositions from each genre, but it should be pointed out right now that he has seemed to find his calling composing for the wind ensemble, and for wind instruments in general. There are abstracts from some of the greatest talks on his own music, including what the composer had to say in his own words about the inspiration or content of a particular piece. And last but certainly not least, there is a discography which in itself is quite extensive for a living composer.
I first heard the music of David Maslanka in 1998 as I was attending Interlochen in the summer. I shall never forget the spirit of the music I felt that day. I knew in the back of my mind that this was one composer I would need to remember for the rest of my life. Over ten years later, I am familiar with almost every composition he has available to the public. That little glimpse into the world of Maslanka eleven years ago has fostered a passion that keeps growing every day. I would encourage everyone to go to his website and check out his music. I promise you will not be disappointed!
http://www.davidmaslankaonline.com
Friday, September 25, 2009
Friday, September 18, 2009
My PLN - WCLV 104.9 FM
I couldn't go another week without posting a link to my favorite radio station! WCLV, formally 95/5, and now 104.9, is Cleveland's premiere classical music station, presenting the best in classical music from Gregorian chant to Cage. But this is not all! There are many wonderful programs that this station offers every day for the education, enjoyment, amusement, and entertainment of its audience. I will list some of my favorite programs and explain why I think they are so fantastic.
Every day of the week, you can tune in at 7:00 pm and delight yourself with "Symphony at Seven," a program that offers the best in traditional repertoire from the world's greatest orchestras. This program has been around since the 60s and is still going strong today!
If regular symphonic music is not your cup of tea, don't switch to the country music station! Just wait an hour and chances are you will be in for a great surprise! Some people prefer contemporary music. For them I would recommend "Not the Dead White Composer's Hour." This is a program dedicated especially to promoting new compositions from great composers all over the world. For those who want to learn about African American culture, tune into "The Black Arts," a weekly show highlighting famous black musicians from a variety of genres, and showcasing their contributions to music. Do you like music and comedy? Then PDQ Bach might be the program for you. Airing on Saturday nights, this program highlights some of the funniest stories in all of music history, and is full of musical satire.
WCLV is famous for simulcasting concerts from all over the world. The only thing better than listening to a great symphony is getting to listen to it live from the great concert halls all across the world. In a given week, WCLV will take you around the world and across our great nation. Additionally, WCLV often broadcasts music from the Cleveland Institute of Music, Case Western Reserve University, and the Museaum of Art. I remember when I was in high school, WCLV broadcasted live the 10th Anniversary Concert of the Cleveland Youth Wind Symphony from Severance Hall. This was and will remain one of the most exciting musical experiences of my life.
If you don't have a good radio connection, try connecting to WCLV live on the internet 24/7.
http://www.wclv.com
Every day of the week, you can tune in at 7:00 pm and delight yourself with "Symphony at Seven," a program that offers the best in traditional repertoire from the world's greatest orchestras. This program has been around since the 60s and is still going strong today!
If regular symphonic music is not your cup of tea, don't switch to the country music station! Just wait an hour and chances are you will be in for a great surprise! Some people prefer contemporary music. For them I would recommend "Not the Dead White Composer's Hour." This is a program dedicated especially to promoting new compositions from great composers all over the world. For those who want to learn about African American culture, tune into "The Black Arts," a weekly show highlighting famous black musicians from a variety of genres, and showcasing their contributions to music. Do you like music and comedy? Then PDQ Bach might be the program for you. Airing on Saturday nights, this program highlights some of the funniest stories in all of music history, and is full of musical satire.
WCLV is famous for simulcasting concerts from all over the world. The only thing better than listening to a great symphony is getting to listen to it live from the great concert halls all across the world. In a given week, WCLV will take you around the world and across our great nation. Additionally, WCLV often broadcasts music from the Cleveland Institute of Music, Case Western Reserve University, and the Museaum of Art. I remember when I was in high school, WCLV broadcasted live the 10th Anniversary Concert of the Cleveland Youth Wind Symphony from Severance Hall. This was and will remain one of the most exciting musical experiences of my life.
If you don't have a good radio connection, try connecting to WCLV live on the internet 24/7.
http://www.wclv.com
Sibelius, Creative Thininking, Vermont Midi Project, etc.
In the article "Creative Thinking and Music Technology," we are presented with a multitude of ideas on how to maximize our technology for the use of music education. One of my favorite ideas was the "Electronic Kiosk." What a great idea to use or reuse an old computer that has been sitting around for years, and make it into something that will be useful for teachers and students alike. By using a simple word processor program or another similar type of software, teachers and students can share an interactive space and communicate with each other and view or make important announcements. Especially in this day and age when the world is going through some difficult economic times, this is an electronic way to "go green." It would be nice if they had a "Cash for Clunkers" program for computer hardware! I might be able to get a $4,000 credit and purchase a new computer!
Obviously mp3 players, new music software of all kinds, and multimedia support in the classroom have gone a long way in the last decade in enriching students' minds. I hardly go anywhere without my iPod these days, and I often take for granted that just ten years ago I did not have this special luxury. I keep all my favorite music on a tiny device that is able to store weeks of all different genres of music. What an amazing thought! As a future music educator, this is one tool that must be imperative for the serious student studying music, music education, music theory, and musicology. This technology is so wonderful and relatively cheap, it would be ridiculous not to take advantage of it. Similarly, I believe that we have reached the age where the use of multimedia support in the classroom is vital and in most areas expected. I understand that funding will vary from district to district, but for children of all ages to have this sort of technology in their classroom will change the very way they learn. I have always benefited from multimedia support, even when it was in its early stages. And where will it be twenty years from now? The prospects are very exciting!
I liked reading about the "Vermont MIDI Project" mainly because as a composer myself it affords children the special opportunity to create and display their own unique musical compositions. I think that this is a great idea, and I like the idea of receiving feedback from music teachers and peers alike. Don't we do the same thing in regular English composition class? As a student in the past, I remember revising, editing, and commenting on my peers' papers - I still do these things as a student today. Music composition is the same thing, only we are dealing with a different language. Fostering and nuturing support of this beautiful language in a supportive atmosphere is a fantastic idea for students. The only word of cautionary advise I would give is to make sure the technology is only being used as a tool, and not taking place of creativity and the brain. Musicians have created masterpieces for years without MIDI technology, and we live in the day of some of the worst pieces of music ever composed. Technology should never replace inspiration and creativity. But if we know why the technology is there and how it is helpful, it can be a powerful tool.
I loved reading chapter 14 in "Sibelius," and learning fun and innovative ways that this software can be used for pedagogical purposes. I think that certain aspects of music theory, especialy that of ear-training will become easier with Sibelius. One is able to create special worksheets, excercises, and games that make learning fun and exciting. I know I would use it to teach students about intervals, chords, and use the extra features to color notes and provide fun, new mnuemonic devices that will help them with melodic and harmonic dictation. I also like the prospect of this technology when it comes to the world of error detection. One notable person said, "If you truly want to understand how something works, try and change it." Nothing helps me learn more than understanding why something doesn't work, than why it does work. I think that this will go a long way in perpetuating music education into the future.
Obviously mp3 players, new music software of all kinds, and multimedia support in the classroom have gone a long way in the last decade in enriching students' minds. I hardly go anywhere without my iPod these days, and I often take for granted that just ten years ago I did not have this special luxury. I keep all my favorite music on a tiny device that is able to store weeks of all different genres of music. What an amazing thought! As a future music educator, this is one tool that must be imperative for the serious student studying music, music education, music theory, and musicology. This technology is so wonderful and relatively cheap, it would be ridiculous not to take advantage of it. Similarly, I believe that we have reached the age where the use of multimedia support in the classroom is vital and in most areas expected. I understand that funding will vary from district to district, but for children of all ages to have this sort of technology in their classroom will change the very way they learn. I have always benefited from multimedia support, even when it was in its early stages. And where will it be twenty years from now? The prospects are very exciting!
I liked reading about the "Vermont MIDI Project" mainly because as a composer myself it affords children the special opportunity to create and display their own unique musical compositions. I think that this is a great idea, and I like the idea of receiving feedback from music teachers and peers alike. Don't we do the same thing in regular English composition class? As a student in the past, I remember revising, editing, and commenting on my peers' papers - I still do these things as a student today. Music composition is the same thing, only we are dealing with a different language. Fostering and nuturing support of this beautiful language in a supportive atmosphere is a fantastic idea for students. The only word of cautionary advise I would give is to make sure the technology is only being used as a tool, and not taking place of creativity and the brain. Musicians have created masterpieces for years without MIDI technology, and we live in the day of some of the worst pieces of music ever composed. Technology should never replace inspiration and creativity. But if we know why the technology is there and how it is helpful, it can be a powerful tool.
I loved reading chapter 14 in "Sibelius," and learning fun and innovative ways that this software can be used for pedagogical purposes. I think that certain aspects of music theory, especialy that of ear-training will become easier with Sibelius. One is able to create special worksheets, excercises, and games that make learning fun and exciting. I know I would use it to teach students about intervals, chords, and use the extra features to color notes and provide fun, new mnuemonic devices that will help them with melodic and harmonic dictation. I also like the prospect of this technology when it comes to the world of error detection. One notable person said, "If you truly want to understand how something works, try and change it." Nothing helps me learn more than understanding why something doesn't work, than why it does work. I think that this will go a long way in perpetuating music education into the future.
Friday, September 11, 2009
My PLN - Cleveland Orchestra Blog
So what could be better than being right down the street from the number 1 orchestra in the world? Being right down the street and getting the latest information through their official blog! As musicians teaching at or attending Case Western Reserve University, we cannot take for granted the world-class orchestra that just happens to permanently reside on campus. We have the opportunity of seeing this group live, attending their rehearsals, listening to them on WCLV, and so much more. It would only make sense that we be aware of their latest activities!
Naturally, this blog follows the major activities of the orchestra and its music director, Franz Welser-Most. As Welser-Most is an international figure with two of the most important jobs in the world (Music Director of the Cleveland Orchestra and the Vienna Opera), he also frequently makes guest conducting appearences all over the world. In the latest blog entry, the author describes how Welser-Most is in England conducting at the Proms. It provides information as to the repertoire he conducts, as well as links to live and archived performances.
Ever wonder about new CD releases from the Cleveland Orchestra? Wonder no more! This blog keeps enthusiastic Cleveland Orchestra fans up-to-date with the latest releases, and what's to come. Ever wonder about the Orchestra's residence in Miami? Wonder no more! There are frequent updates as to how the musicians and public are enjoying this important residency. Recently, a select group of Cleveland Orchestra musicians went down to Miami to coach members of "The New World Symphony." You can read about this, as well as people like Michael Sachs, (the orchestra's principle trumpet player). He is especially excited to be in Miami this time of year, and you can bet that he will get in a lot of tee time.
This blog also informs the general public about the upcoming subscription season with links to articles about featured soloists and premiere performances of new works. Interested in more of the Arts? You can find out different collaborations the Cleveland Orchestra has with groups like the Joffrey Ballet, and other important artistic organizations. Do you have enough to do with your summers? Come to this blog to see what the Cleveland Orchestra is doing at Blossom. As if all this wasn't enough, numerous articles are posted about other major events in classical music around the greater Cleveland area.
Naturally, this blog follows the major activities of the orchestra and its music director, Franz Welser-Most. As Welser-Most is an international figure with two of the most important jobs in the world (Music Director of the Cleveland Orchestra and the Vienna Opera), he also frequently makes guest conducting appearences all over the world. In the latest blog entry, the author describes how Welser-Most is in England conducting at the Proms. It provides information as to the repertoire he conducts, as well as links to live and archived performances.
Ever wonder about new CD releases from the Cleveland Orchestra? Wonder no more! This blog keeps enthusiastic Cleveland Orchestra fans up-to-date with the latest releases, and what's to come. Ever wonder about the Orchestra's residence in Miami? Wonder no more! There are frequent updates as to how the musicians and public are enjoying this important residency. Recently, a select group of Cleveland Orchestra musicians went down to Miami to coach members of "The New World Symphony." You can read about this, as well as people like Michael Sachs, (the orchestra's principle trumpet player). He is especially excited to be in Miami this time of year, and you can bet that he will get in a lot of tee time.
This blog also informs the general public about the upcoming subscription season with links to articles about featured soloists and premiere performances of new works. Interested in more of the Arts? You can find out different collaborations the Cleveland Orchestra has with groups like the Joffrey Ballet, and other important artistic organizations. Do you have enough to do with your summers? Come to this blog to see what the Cleveland Orchestra is doing at Blossom. As if all this wasn't enough, numerous articles are posted about other major events in classical music around the greater Cleveland area.
Thursday, September 10, 2009
Notation Software
Reading these three articles have been both nostalgic for me, and inspirational. I use the word nostalgic because I was probably the first person in the neighborhood to buy the first music notation software when it came out. Aspiring to be a composer like Beethoven or Schubert, I loved to compose from an early age, and I was used to composing from the piano and writing things out on manuscript paper. I was overjoyed to learn that music notation was a means for me to enter my music into a program that would play it back for me automatically and allow me to orchestrate and make important decisions that would be impossible without this technology. I think it really trained my ear to be sensitive to certain instrumental timbres, and it helped me later in life when I took ear training.
The first notation software I ever bought was called "Music Time." I enjoyed it because it was very easy to use and offered quick playback. I could brainstorm around a theme or a motif and two hours later be looking at a completed composition. I'm grateful for the MIDI technology that Floyd talks about in his article, and I'm happy that this technology continues to serve the world today. One thing that I would say as a cautionary note pertaining to music notation software is that it does not fundamentally teach the basics of proper orchestration and instrumentation. Just because I could create a "violin concerto" or even a "symphony" on my computer did not necessarily mean it could be performed. As a child, I had no idea about issues like range, string properties, instrumental tendencies, and so much more. Even though my compositions may have sounded good on the computer, it took me a long time to come to the realization that instruments have limitations. In other words, I was enjoying a digital paradise while neglecting almost everything practical. As music educators, we must also be aware of these dangers.
Rudolph's article may have the solution. He spoke about extremely practical ways to utilize notation software to be a tool to the educator. It is important to know how to re-write parts, transpose, transcribe, and create exercises that teach students how to do these tasks faster and with more accuracy. I love how Rudolph asks his middle school students to compose duets. Technology would be a great way to bring these compositions to life. The software would be useful not only for creating music, but for sharing it with fellow classmates.
Finally, Watson's article is stimulating in many ways, showcasing an endless amount of uses for music technology software. I'm not exactly sure how "innovative" they are, but it is a good standard list of 11 things you can do with notation software. I assume that most people already know a good deal about simple features like playback, scrolling, creating individual compositions, sharing PDF files, ear-training, etc... I'm not exactly sure why Watson thinks that these are "innovative," even if this article was written in 2003. I knew about these features in 1995! But I digress. Altogether, Watson does put together informative thoughts about exciting things that students and educators can do alike. It is worth the read and may even prove to be inspirational.
The first notation software I ever bought was called "Music Time." I enjoyed it because it was very easy to use and offered quick playback. I could brainstorm around a theme or a motif and two hours later be looking at a completed composition. I'm grateful for the MIDI technology that Floyd talks about in his article, and I'm happy that this technology continues to serve the world today. One thing that I would say as a cautionary note pertaining to music notation software is that it does not fundamentally teach the basics of proper orchestration and instrumentation. Just because I could create a "violin concerto" or even a "symphony" on my computer did not necessarily mean it could be performed. As a child, I had no idea about issues like range, string properties, instrumental tendencies, and so much more. Even though my compositions may have sounded good on the computer, it took me a long time to come to the realization that instruments have limitations. In other words, I was enjoying a digital paradise while neglecting almost everything practical. As music educators, we must also be aware of these dangers.
Rudolph's article may have the solution. He spoke about extremely practical ways to utilize notation software to be a tool to the educator. It is important to know how to re-write parts, transpose, transcribe, and create exercises that teach students how to do these tasks faster and with more accuracy. I love how Rudolph asks his middle school students to compose duets. Technology would be a great way to bring these compositions to life. The software would be useful not only for creating music, but for sharing it with fellow classmates.
Finally, Watson's article is stimulating in many ways, showcasing an endless amount of uses for music technology software. I'm not exactly sure how "innovative" they are, but it is a good standard list of 11 things you can do with notation software. I assume that most people already know a good deal about simple features like playback, scrolling, creating individual compositions, sharing PDF files, ear-training, etc... I'm not exactly sure why Watson thinks that these are "innovative," even if this article was written in 2003. I knew about these features in 1995! But I digress. Altogether, Watson does put together informative thoughts about exciting things that students and educators can do alike. It is worth the read and may even prove to be inspirational.
Friday, September 4, 2009
Noteflight - "Bicycle Built for Two"
http://www.noteflight.com/scores/view/df4e9bc7f4ad80dfbfb596d602227b3b923b37fd
Although at times annoying and confusing, "Noteflight" is a great notation program for being free and always available on the internet. Providing you are working with a fast server and a computer with adequate RAM, this program is a very useful tool for music education. Music educators can teach from the program, encourage their students to experiment with composition, arranging, and learning about the basics of music notation - all for free! The program was fairly intuitive, but slow response and a limited capacity to perform basic functions easily was often frustrating.
Although at times annoying and confusing, "Noteflight" is a great notation program for being free and always available on the internet. Providing you are working with a fast server and a computer with adequate RAM, this program is a very useful tool for music education. Music educators can teach from the program, encourage their students to experiment with composition, arranging, and learning about the basics of music notation - all for free! The program was fairly intuitive, but slow response and a limited capacity to perform basic functions easily was often frustrating.
My PLN - Classical Archives
Before taking this class I had always heard of RSS technology, but never done anything with it. After creating an account with Google Reader, I was instantly amazed how easy it is to search for different RSS feeds relating to subjects, associations, and professional groups pertaining to my field of interest.
While searching for archives of various musical genres, I discovered "Classical Archives," which is a giant collection of classical composers, their music in MIDI format, their music in mp3 format, comprehensive biographies, and other tools for the music educator, musician, and amateur alike. Although you must pay a modest annual fee to have unlimited access to this giant network, the site does allow five free downloads a day. You can create a temporary account by signing in as a "limited member." This will allow you to peruse the website, and gain access to five new midi or mp3 files of your choice each day.
The MIDI files can be downloaded and entered into most music notation programs. This has many benefits. Depending on the software, you should be able to view the full score, and keep it on your computer or flash drive for easy access. Although these are not "official" scores, you can learn a lot about a particular composition, and how the MIDI sequencer went about making the file. This in itself is a great free way to supplement classes like music theory, form and analysis, orchestration, and ear-training.
This website also contains the latest information on the newest recordings available, and the "hottest" composers, musicians, and scholars of our time. On my Google Reader, I have been sent fantastic articles such as, "Video Games Exposing Teens to Classical Music," "Maazel, Mahler, and The New York Philharmonic," "The Wall Street Journal - New Ways to Buy Bach Online," and countless others.
I think that this is a great resourse for music educators everywhere. Because classical music is the backbone and foundation of so much material music educators teach, it is imperitive that they take advantage of websites like these to expand their digital library with an almost endless resource. I'm glad I found this link, and I hope it will be beneficial to many of you. I encourage everyone to add it to their PLN!
http://www.classicalarchives.com
While searching for archives of various musical genres, I discovered "Classical Archives," which is a giant collection of classical composers, their music in MIDI format, their music in mp3 format, comprehensive biographies, and other tools for the music educator, musician, and amateur alike. Although you must pay a modest annual fee to have unlimited access to this giant network, the site does allow five free downloads a day. You can create a temporary account by signing in as a "limited member." This will allow you to peruse the website, and gain access to five new midi or mp3 files of your choice each day.
The MIDI files can be downloaded and entered into most music notation programs. This has many benefits. Depending on the software, you should be able to view the full score, and keep it on your computer or flash drive for easy access. Although these are not "official" scores, you can learn a lot about a particular composition, and how the MIDI sequencer went about making the file. This in itself is a great free way to supplement classes like music theory, form and analysis, orchestration, and ear-training.
This website also contains the latest information on the newest recordings available, and the "hottest" composers, musicians, and scholars of our time. On my Google Reader, I have been sent fantastic articles such as, "Video Games Exposing Teens to Classical Music," "Maazel, Mahler, and The New York Philharmonic," "The Wall Street Journal - New Ways to Buy Bach Online," and countless others.
I think that this is a great resourse for music educators everywhere. Because classical music is the backbone and foundation of so much material music educators teach, it is imperitive that they take advantage of websites like these to expand their digital library with an almost endless resource. I'm glad I found this link, and I hope it will be beneficial to many of you. I encourage everyone to add it to their PLN!
http://www.classicalarchives.com
Thursday, September 3, 2009
Reflections On TPACK
As I read this article by Dr. Bauer, I had the opportunity to reflect upon my own life experiences, both with technology and with music. One of the most interesting things I considered was the privilege and opportunity I have to live in an era where technology is booming across the earth, and playing a major role in the lives of millions. It is strange to think that only a decade ago, the Internet was just starting to become a worldwide phenomenon. It seems so commonplace today, that sometimes I take it for granted. But at twenty-seven years of age, I can easily remember a time when "email" or "web browser" were foreign terms.
Dr. Bauer refers to the youth of today as "Digital Natives," meaning they were born into a world of rich technological advances. He then talks about adults who have more or less "adopted" a life of Blackberries, iPods, and Twitter. Reflecting upon this, I would consider myself somewhere in the middle. I was definitely not born into a world of technological breakthroughs like today, but I'm not so ancient as to never have known what a floppy disk was. I consider myself lucky to be born in the age of a great technological revolution. I was able to see in my life the progress of the first Macintosh to the latest in computer innovation. I therefore think I have a greater appreciation for this technology then someone born a decade later. On the other hand, by my high school days, the internet WAS available to me, and I experienced the privilege of "google," "yahoo," and "hotmail." It is my strong belief that being a young, firsthand witness to this progression will enable me to use technology in a fantastic way as a future educator.
Before I comment on "TPACK" itself, I want to mention a few things by way of my history with music notation technology. As a high school student, I loved to compose my own music and I was always aware of the latest and greatest music notation software. One of the earliest programs I ever purchased was notation software entiteld "Music Time." Although primitive in outlook, and lacking basic fundamental abilities to print a "professional" looking score, this software allowed me to compose music and hear playback. It introduced me to the world of MIDI, a world I have loved ever since. Being able to compose and orchestrate my own music, (as well as that of others) was a real treat and taught me valuable lessons that would prove vital in my college years of theory and ear-training. I was able to share my compositions with others via the internet, and download the files of other budding composers. This was a great supplement to my musical training on saxophone and piano, and I believe that many young people can benefit from the use of such technology. What would the young Beethoven have thought?
As a musician and future educator, I'm very excited about the possibilities of technology and the classroom. However, In this article I learned that a mere knowlege of the technological advances of today and tomorrow will not be enough for me to be a successful educator. Rather, it will have to do with how I integrate the technology into the content I wish to teach, and how I wish to teach it (pedagogy). I believe this is what is at the heart of TPACK: The ability to succesfully integrate technology in such a way as to be informational and beneficial for each individual student, while holding true to the integrity of the "content," or material I wish to teach. I think half of the battle will be deciding on how to use technology responsibly in a way that does not take away from a successful class ciriculum, while the other half will be deciding how to best use the technology in a way where the students learn, feel good about themselves, are motivated to improve, and are excited about the futre.
One thing that this article did not go into great depth on was the practicality and availability of such expensive technology in the secondary school. While TPACK is a great ideology, I'm not certain that future students will have the money and resources to benefit from such a highly saturated diet of "Technology Soup." This is in great part due to the difficult economic times, and of course will vary from district to district; state to state. But I think it is worth noting that new technologies are wonderful, in as much as they are regarded as a means to an end and not the end itself. New technologies are exciting tools to help students and teachers alike enhance their daily musical experienecs, and open their minds to new ideas and possibilites. But at the end of a day, technology is still a tool, an instrument used in place of another approach to educate our students: the future teachers of tomorrow.
Dr. Bauer refers to the youth of today as "Digital Natives," meaning they were born into a world of rich technological advances. He then talks about adults who have more or less "adopted" a life of Blackberries, iPods, and Twitter. Reflecting upon this, I would consider myself somewhere in the middle. I was definitely not born into a world of technological breakthroughs like today, but I'm not so ancient as to never have known what a floppy disk was. I consider myself lucky to be born in the age of a great technological revolution. I was able to see in my life the progress of the first Macintosh to the latest in computer innovation. I therefore think I have a greater appreciation for this technology then someone born a decade later. On the other hand, by my high school days, the internet WAS available to me, and I experienced the privilege of "google," "yahoo," and "hotmail." It is my strong belief that being a young, firsthand witness to this progression will enable me to use technology in a fantastic way as a future educator.
Before I comment on "TPACK" itself, I want to mention a few things by way of my history with music notation technology. As a high school student, I loved to compose my own music and I was always aware of the latest and greatest music notation software. One of the earliest programs I ever purchased was notation software entiteld "Music Time." Although primitive in outlook, and lacking basic fundamental abilities to print a "professional" looking score, this software allowed me to compose music and hear playback. It introduced me to the world of MIDI, a world I have loved ever since. Being able to compose and orchestrate my own music, (as well as that of others) was a real treat and taught me valuable lessons that would prove vital in my college years of theory and ear-training. I was able to share my compositions with others via the internet, and download the files of other budding composers. This was a great supplement to my musical training on saxophone and piano, and I believe that many young people can benefit from the use of such technology. What would the young Beethoven have thought?
As a musician and future educator, I'm very excited about the possibilities of technology and the classroom. However, In this article I learned that a mere knowlege of the technological advances of today and tomorrow will not be enough for me to be a successful educator. Rather, it will have to do with how I integrate the technology into the content I wish to teach, and how I wish to teach it (pedagogy). I believe this is what is at the heart of TPACK: The ability to succesfully integrate technology in such a way as to be informational and beneficial for each individual student, while holding true to the integrity of the "content," or material I wish to teach. I think half of the battle will be deciding on how to use technology responsibly in a way that does not take away from a successful class ciriculum, while the other half will be deciding how to best use the technology in a way where the students learn, feel good about themselves, are motivated to improve, and are excited about the futre.
One thing that this article did not go into great depth on was the practicality and availability of such expensive technology in the secondary school. While TPACK is a great ideology, I'm not certain that future students will have the money and resources to benefit from such a highly saturated diet of "Technology Soup." This is in great part due to the difficult economic times, and of course will vary from district to district; state to state. But I think it is worth noting that new technologies are wonderful, in as much as they are regarded as a means to an end and not the end itself. New technologies are exciting tools to help students and teachers alike enhance their daily musical experienecs, and open their minds to new ideas and possibilites. But at the end of a day, technology is still a tool, an instrument used in place of another approach to educate our students: the future teachers of tomorrow.
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