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Annotated Bibliography of Selected Sources that Aided in the Development of this Site
Criswell, C. (2010). The shape of things to come. Teaching Music, 17(6), 24-25. Retrieved from http://search.proquest.com/docview/753587643?accountid=14553
Assessment is both essential and a potentially powerful positive force. Music teachers need to provide assessment evidence to survive in today's data-driven school environment. However, the more important reasons they must assess are to improve their professional effectiveness as teachers, to improve student learning, and to help them advocate for excellent music programs. In this article, the author examines some of the key roles that assessment should play in every music teacher's work.
Crochet, L., & Green, S. (2012, March). Examining progress across time with practical assessments in ensemble settings. Music Educators Journal, 98(3), 49-54.
This article from the Music Educators Journal, the preeminent publication of the National Association for Music Education, discusses various assessment tools for performance ensembles using both teacher-centered and student-centered instruction. It provides the rationale for effective music assessment that tracks individual progress across time and offers examples to illustrate assessment of a range of music-learning goals. Gauging progress across time helps students become more mastery-oriented, while showing more effort and positive attitudes. Examples based on current strategies used by practicing teachers illustrate these practices. Of particular interest is an example of educators using the program SmartMusic to record and archive student assessments.
Gustafson-Hinds, M. A. (2010, January 1). The Effectiveness of a Unit Study-Technology Approach within the High School Band Rehearsal Setting. ProQuest LLC. Retrieved from eric.
The purpose of this research study was to investigate the usefulness of implementing a Comprehensive Musicianship (CMP)--Unit Study within a high school band rehearsal setting, using music technology as a supplementary tool. Using qualitative and quantitative methods, this study examined student learning and assessment achievements through individual performance, student engagement during band rehearsals, and individual responses to the CMP experience. This quasi-experimental study was implemented at a Midwestern high school which has a band program of over 200 members, who take part in one of three ability-based concert bands. The middle-level Symphonic Band served as the experimental group, whereas the bottom-level Concert Band and the top-level Wind Ensemble served as control groups. Data included student performance pretests and post tests of all three bands.
Manfredo, J. (2008, March). What to Teach from Literature. Music 344—Teaching Secondary
Instrumental Music. Lectured conducted from University of Illinois, Urbana, IL.
This lecture covered material on what kind of comprehensive musicianship topics good educators should cover with their students. It also outlined ideas for integrating graphics, printed music, sound, and video into a PowerPoint presentation that could be used to teach a class.
Nielsen, L. (2013, February). Developing musical creativity: student and teacher perceptions of a high school music technology curriculum. Music Educators Journal, 31(2), 51-62.
doi: 10.1177/8755123312473610
Music technology classes designed to use the latest in music software to develop music compositional skills within high school students are becoming more prominent in K–12 education. The purpose of this case study was to describe the development of creativity in high school students through their participation in a music technology course at one Midwest high school. The central research question for the study was the following: How do music teachers and students describe the students’ development of creativity through their participation in a music technology course? Two teachers who were instructors of the course plus high school students enrolled in the class were surveyed and interviewed. A set of four themes illustrated the creative process of the music students using technology.
Nielsen, L. D. (2011). A study of k-12 music educators' attitudes toward technology-assisted assessment tools. (Doctoral dissertation, University of Nebraska), Available from Digital Commons.
This study examines K-12 music educator’s attitudes towards using technology in the assessment of music learning. The researcher designed a survey that was administered to a stratified, random sample of 2,211 K-12 music educators. The survey determined the number of teachers using technology-assisted assessment tools and they types of assessments tools used. The research found that music teachers more often utilize technology for daily instruction than to assist with assessment strategies. Factors for this included time and resources.
Russell, C. (2011). SMART Board in Music Education. PowerPoint presentation at the
Minnesota Music Educators Association Convention.
This PowerPoint presentation explores the use of SMART Boards in the music classroom. It describes how to set up the SMART Board for use with performance-based classes, such as choirs or bands, as well as general music classes. The presentation demonstrates how a teacher can display sight-reading examples, teach basic music literacy concepts interactively, supplement his/her music theory lessons by using the highlighter, magic pen, camera tool, various, colors, etc., and complete dictation examples. It further explores ways to use the tool for practical tasks in a rehearsal setting by displaying music details, announcements, plans, and warm-ups.
Shuler, S. C. (2011). Music Education for Life: Music Assessment, Part 1--What and Why. Music Educators Journal, 98(2), 10–13.
Assessment is both essential and a potentially powerful positive force. Music teachers need to provide assessment evidence to survive in today's data-driven school environment. However, the more important reasons they must assess are to improve their professional effectiveness as teachers, to improve student learning, and to help them advocate for excellent music programs. In this article, the author examines some of the key roles that assessment should play in every music teacher's work.
Technology in Music Education. (2013). Recommendations. Retrieved May 21, 2013, from
http://techinmusiced.wordpress.com/recommendations-apps-accessories/
This website was created and is managed by Christopher J. Russell, Ph.D., the Director of Choirs and Fine Arts Department Chair at East Ridge High School in Woodbury, Minnesota. The site explores current technology used in the music classroom. The entries focus particularly on the iPad, iPhone, iOS apps, and accessories for Apple devices. Included on the site is an app review section, a recommendations section (apps and accessories), info about the Minnesota State Arts Standards, links to past technology presentations given by the author, and a blog discussing current trends in music technology and its use in education.
Walls, K. (1997). Music performance and learning: The impact of digital technology. Psychomusicology - A journal of research in music cognition, 16(Spring/Fall), 68-76.
This is a survey of research literature of the development and utilization of music education technology. Walls believes that more research is necessary in this area to determine the relationship between music education and technology. Although it provides excellent opportunity, music educators must be aware of how to use the technology to its' fullest extent. If implemented in the right way at the right time, the author believes that technology can broaden and deepen students' music learning and performance experiences. Kimberly Walls is Professor of Music Education in the Department of Curriculum and Teaching at Auburn University. Her research has been published in many leading journals and periodicals.
Assessment is both essential and a potentially powerful positive force. Music teachers need to provide assessment evidence to survive in today's data-driven school environment. However, the more important reasons they must assess are to improve their professional effectiveness as teachers, to improve student learning, and to help them advocate for excellent music programs. In this article, the author examines some of the key roles that assessment should play in every music teacher's work.
Crochet, L., & Green, S. (2012, March). Examining progress across time with practical assessments in ensemble settings. Music Educators Journal, 98(3), 49-54.
This article from the Music Educators Journal, the preeminent publication of the National Association for Music Education, discusses various assessment tools for performance ensembles using both teacher-centered and student-centered instruction. It provides the rationale for effective music assessment that tracks individual progress across time and offers examples to illustrate assessment of a range of music-learning goals. Gauging progress across time helps students become more mastery-oriented, while showing more effort and positive attitudes. Examples based on current strategies used by practicing teachers illustrate these practices. Of particular interest is an example of educators using the program SmartMusic to record and archive student assessments.
Gustafson-Hinds, M. A. (2010, January 1). The Effectiveness of a Unit Study-Technology Approach within the High School Band Rehearsal Setting. ProQuest LLC. Retrieved from eric.
The purpose of this research study was to investigate the usefulness of implementing a Comprehensive Musicianship (CMP)--Unit Study within a high school band rehearsal setting, using music technology as a supplementary tool. Using qualitative and quantitative methods, this study examined student learning and assessment achievements through individual performance, student engagement during band rehearsals, and individual responses to the CMP experience. This quasi-experimental study was implemented at a Midwestern high school which has a band program of over 200 members, who take part in one of three ability-based concert bands. The middle-level Symphonic Band served as the experimental group, whereas the bottom-level Concert Band and the top-level Wind Ensemble served as control groups. Data included student performance pretests and post tests of all three bands.
Manfredo, J. (2008, March). What to Teach from Literature. Music 344—Teaching Secondary
Instrumental Music. Lectured conducted from University of Illinois, Urbana, IL.
This lecture covered material on what kind of comprehensive musicianship topics good educators should cover with their students. It also outlined ideas for integrating graphics, printed music, sound, and video into a PowerPoint presentation that could be used to teach a class.
Nielsen, L. (2013, February). Developing musical creativity: student and teacher perceptions of a high school music technology curriculum. Music Educators Journal, 31(2), 51-62.
doi: 10.1177/8755123312473610
Music technology classes designed to use the latest in music software to develop music compositional skills within high school students are becoming more prominent in K–12 education. The purpose of this case study was to describe the development of creativity in high school students through their participation in a music technology course at one Midwest high school. The central research question for the study was the following: How do music teachers and students describe the students’ development of creativity through their participation in a music technology course? Two teachers who were instructors of the course plus high school students enrolled in the class were surveyed and interviewed. A set of four themes illustrated the creative process of the music students using technology.
Nielsen, L. D. (2011). A study of k-12 music educators' attitudes toward technology-assisted assessment tools. (Doctoral dissertation, University of Nebraska), Available from Digital Commons.
This study examines K-12 music educator’s attitudes towards using technology in the assessment of music learning. The researcher designed a survey that was administered to a stratified, random sample of 2,211 K-12 music educators. The survey determined the number of teachers using technology-assisted assessment tools and they types of assessments tools used. The research found that music teachers more often utilize technology for daily instruction than to assist with assessment strategies. Factors for this included time and resources.
Russell, C. (2011). SMART Board in Music Education. PowerPoint presentation at the
Minnesota Music Educators Association Convention.
This PowerPoint presentation explores the use of SMART Boards in the music classroom. It describes how to set up the SMART Board for use with performance-based classes, such as choirs or bands, as well as general music classes. The presentation demonstrates how a teacher can display sight-reading examples, teach basic music literacy concepts interactively, supplement his/her music theory lessons by using the highlighter, magic pen, camera tool, various, colors, etc., and complete dictation examples. It further explores ways to use the tool for practical tasks in a rehearsal setting by displaying music details, announcements, plans, and warm-ups.
Shuler, S. C. (2011). Music Education for Life: Music Assessment, Part 1--What and Why. Music Educators Journal, 98(2), 10–13.
Assessment is both essential and a potentially powerful positive force. Music teachers need to provide assessment evidence to survive in today's data-driven school environment. However, the more important reasons they must assess are to improve their professional effectiveness as teachers, to improve student learning, and to help them advocate for excellent music programs. In this article, the author examines some of the key roles that assessment should play in every music teacher's work.
Technology in Music Education. (2013). Recommendations. Retrieved May 21, 2013, from
http://techinmusiced.wordpress.com/recommendations-apps-accessories/
This website was created and is managed by Christopher J. Russell, Ph.D., the Director of Choirs and Fine Arts Department Chair at East Ridge High School in Woodbury, Minnesota. The site explores current technology used in the music classroom. The entries focus particularly on the iPad, iPhone, iOS apps, and accessories for Apple devices. Included on the site is an app review section, a recommendations section (apps and accessories), info about the Minnesota State Arts Standards, links to past technology presentations given by the author, and a blog discussing current trends in music technology and its use in education.
Walls, K. (1997). Music performance and learning: The impact of digital technology. Psychomusicology - A journal of research in music cognition, 16(Spring/Fall), 68-76.
This is a survey of research literature of the development and utilization of music education technology. Walls believes that more research is necessary in this area to determine the relationship between music education and technology. Although it provides excellent opportunity, music educators must be aware of how to use the technology to its' fullest extent. If implemented in the right way at the right time, the author believes that technology can broaden and deepen students' music learning and performance experiences. Kimberly Walls is Professor of Music Education in the Department of Curriculum and Teaching at Auburn University. Her research has been published in many leading journals and periodicals.