Kristina's Portfolio Page

From KNILT
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Proposal of Project

Developing Music Listening Skills

  • A course for music instructors focusing on the development of music listening/analysis skills in high school music theory students through authentic learning tasks and formative feedback.
  • Use of the web based music notation software "Noteflight" to assist with teaching music theory.
  • Instructors will learn how to navigate this software and use it to create original compositions for analysis.

Topics to be considered

  • Developing essential skills for listening and analysis
  • Providing feedback into specific skill deficiencies
  • Combining multiple listening components
  • Use of technology
  • Creating compositions for listening/analysis

Needs Assessment

Instructional Problem

The need for music instructors to provide specific feedback, choose music compositions for analysis and to use technology to develop analysis skills in music theory students.

Nature of What is to be Learned

Instructors will learn how to develop criteria for evaluating music analysis, choose compositions that target specific music concepts and use technology to create original compositions.

About Learners

The participants will be music teachers at the high school level. Both teachers who devote part of their curriculum to theory and aural instruction and those who teach AP music theory courses to students wishing to study music at the college level are included. Participants will have experience with traditional activities of analysis and listening and will also be experienced users of computers and technology. Participants will have experience providing right or wrong answers to assess student dictation skills and will express a desire to learn new ways of incorporating technology into the music theory classroom. Participants will also express a desire to providing more in depth feedback into student dictation performance.

Instructional Content

Units for this course will include:

  • Using feedback in developing analysis skills.
  • Choosing compositions and developing criteria for feedback
  • Using technology to create examples for analysis

Exploring Instructional Problem and Solution

Participants will have a chance to explore types of feedback used to provide insight into specific skill deficiencies revealed by incorrect music analysis. Participants will also develop specific criteria for evaluating student music analysis. Participants will use technology to create compositions that integrate specific music skills. Participants will also explore ways to prepare students to listen to and analyze real music compositions using specific skills related to melody, rhythm, harmony while considering such musical components as phrasing, meter, timbre, register, repetition and contrast.

Goals

Rationale: Traditional music listening/analysis activities serve as a way to test students’ existing abilities. Students rely on repetition, there is very little, if any, actual instruction and students are often times left to figure out on their own how to find correct answers. Through authentic learning that connects student listening and analysis skills with real compositions, music educators can teach students to make connections between specific musical concepts such as rhythm, melody, harmony and voicing and major musical works that utilize them. In addition, formative feedback into music analysis allows students to reflect on their work, further develop their skills and provide instructional opportunities based on students correct/incorrect responses.

The goals for this course are:

  • To learn how to provide insight into music analysis through formative feedback.
  • To learn how to use real compositions to create authentic learning activities in music analysis.
  • To learn how to use technology to assist with teaching music analysis.

Performance Objectives

Goal #1

  • To learn how to provide insight into music analysis through formative feedback.

Objectives

In a music theory class, educators will be able to...

  • Identify, through research and discussion, different kinds of feedback.
  • Describe, through discussion, which kinds of feedback are most suitable for a music theory class.
  • Generate criteria for evaluating student analysis.

Goal #2

  • To learn how to use real compositions to create authentic learning activities for music analysis.

Objectives

In a music theory class, educators will be able to...

  • Choose real music compositions that include individual music elements.
  • Identify musical concepts by analyzing them within a musical composition.

Goal #3

  • To learn how to use technology to assist with music analysis.

Objectives

In a music theory class, educators will be able to...

  • Adopt the use of technology by incorporating the use of "noteflight" into music analysis.
  • Demonstrate the use of technology through the creation and use of original music analysis compositions.

Task Analysis

Purpose

Upon completion of this course, educators will have an understanding of how to provide formative feedback, how to implement musical compositions into the theory classroom and how to use technology to supplement instruction of analysis.

Learning Outcomes

After this course, educators will understand....

  • how to use the web-based music notation software "noteflight" to enhance music analysis
  • how to navigate and create musical examples on "noteflight"
  • how to create and choose musical compositions that incorporate a variety of previously learned music theory skills
  • how to provide specific feedback into student work
  • the importance of why quality feedback is necessary for student success

Prerequisite Skills

Essential Prerequisites:
  • Ability to demonstrate on piano for instructional purposes
  • Importance of feedback into students work
  • Basic knowledge of computers
  • How to create musical examples for instructional purposes
Supporting Prerequisites
  • Knowledge of what music notation software is and what some kinds of software are available
  • Willingness to learn about music technology
  • Desire to implement music technology into instruction
  • Knowledge of a wide repertoire of music for instruction and analysis

Units

1. Incorporating feedback to develop music theory skills

2. Choosing music compositions and developing criteria for evaluating music analysis

3. Using technology to enhance the development of music analysis skills

Curriculum Map

File:Revised Course Map Kristina.doc

Unit Sequencing/Objectives

Unit 1: Incorporating feedback to develop music theory skills

Target Objectives

Participants will:

  • Identify, through research, different kinds of feedback
  • Choose and discuss effective forms of feedback

Activities

  • Unit readings
  • Discussion reflection questions

Unit 2: Choosing compositions and developing criteria for evaluating music analysis

Target Objectives:

Participants will:

  • Analyze and choose music compositions that incorporate individual musical concepts
  • Understand how to develop criteria for evaluating music analysis compositions

Activities

  • Choosing music compositions to aid with instruction
  • Developing criteria for evaluating compositions used in music analysis
  • Reflection questions

Unit 3: Using technology to enhance development of music analysis skills

Target Objectives

Participants will:

  • Navigate and become familiar with noteflight software
  • Create original "mini" compositions for analysis and feedback

Activities

  • Create a profile on noteflight
  • Become familiar with software
  • Create a composition for analysis

Methods of Learning

For this mini-course, the use of discussion among participants creates an interactive learning environment where all can share thoughts, ideas and learn new ideas and perspectives about the topic of feedback. Having participants develop criteria for evaluating music analysis allows for individualized learning while reflection on the process/product creates opportunity for interactive activities. The use of music notation software adds opportunities for participants to create digital compositions and also allows them to collaborate with other users of the software to exchange music/ideas related to composition, music listening and analysis.

Resources

Hantsweb

Feedback in Music

Ideas on Teaching

Practitioner Research in Music Education

Music Analysis

Solomans Music Theory

Noteflight


Course: Developing Music Analysis Skills Using Feedback, Composition And Technology

Home: Kristina Lattanzio

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