Stacey Barnes

Barnes Main Picture.jpeg

Return to: ETAP 623 Fall 2016 | Blended Learning in the Music Classroom

Introduction page

My name is Stacey Barnes and I live outside of New Paltz, NY. I just started the CDIT program this summer. I received a Bachelors in Music Education from SUNY Fredonia in May 2015. I recently started a long term leave replacement for the entire school year as a 5th grade band and general music teacher at Otisville Elementary School in the Minisink Valley CSD.

In my spare time (which is non-existent lately), I love to draw, paint, hike, and kayak.

Topic/Purpose

Blended Learning in the Music Classroom

Blended Learning in the Music Classroom

I have noticed throughout the last two months as a first-year teacher that technology plays an important role, especially in the music classroom. Smartboards, iTunes, YouTube, Garageband, Finale, and many other tools can be used to enhance learning in music class. I would like to use this opportunity to create a space for music teachers to learn about google classroom, google sites, Garageband, and Smartboards and all of the ways that they can be utilized, specifically for music. In other words, I would like to learn more myself and can create almost like a blog/course for others to use as a guide. There is so much that can be done with each of these tools that I would like to cover just beyond the basics of each and ways to find more information to learn more after the course as well.

Learning Outcomes

At the end of this course, you will be able to:

  • Create a Google site for your music classroom
  • Utilize Google Classroom for assignments and announcements for your students
  • Create songs on Garageband for students to practice along to
  • Utilize the Smartboard in your music & band room and find resources already created

Needs Assessment

1. Instructional Problem As a new music teacher, "it appears many music educators are not actively utilizing technology in a manner that could potentially facilitate and enhance musical experiences for students" (Bauer). It seems as if teachers are taught briefly how to use certain technologies and then are expected to learn on their own how to implement them in their current classrooms without much guidance. I know that at orientation and faculty meetings, I personally heard many different apps and sites used being discussed that I had no clue about. I then went on to find out some information about each of them on my own.

2. Intended Setting This course was created to be completed on an individual setting for teachers looking for some extra help and resources, while at home or at school.

3. Participants This course is designed for all educators or teaching staff, but will be specifically geared towards music educators. It provides anyone who wants to develop understanding and technological supports in their music classroom with some handy tools and resources.

4. Intended Change After completing this course, participants will have resources and a "tool box" in order to supplement their lessons. They will apply strategies to their current lesson plans so that it supplements the classroom environment.

Analysis of the Learner and Context

The Learners Participants will be music teachers from a variety of experience levels. This course is designed for teachers that wish to learn more about incorporating technology into their music classroom.

Learner Analysis

Context for Instruction Participants will learn the provided content online throughout this mini-course. An internet connection and device with access to the internet is essential and beneficial for completing the course. Access to google classroom, google sites, garage band and a smartboard would be helpful. However, access to a smartboard or electronic device with garage band is not essential at all times.

Exploring the Instructional Problem & Solution Learners will pursue modules within this course that will explore the basics of these programs and how they will benefit their classrooms. Learners will engage in activities that will give them the knowledge to create more engaging lessons in their music classrooms.

Goals for this Mini-Course This course is to help other new teachers or not so technology-savvy teachers be able to implement technology as a supplemental resource in their classroom.

Performance Objectives

Participants who complete this course will be able to:

  • The learner will be able to explain the importance & advocate for technology in their music classroom.
  • The learner will be able to utilize google sites to create a website for their music class.
  • The learner will be able to utilize google classroom to create assignments and manage projects for their students.
  • The learner will be able to create recordings on garage band that students can listen to & play along with at home.
  • The learner will be able to create interactive smart board lessons to increase students' engagement & interaction.

Task Analysis

Unit 1: Google Sites for the Music Room

  • Why should I create a Google Site/Website?
  • Basic steps to creating a site
  • Topics to include in your site
  • Managing your site & Control Access/Permissions

Unit 2: Google Classroom Projects & Assignments

  • Google Sites v.s. Google Classroom
  • Classroom features and benefits
  • Tasks that can be completed using Google Classroom
  • How to set up your Google Classroom

Unit 3: SmartBoard interactive Lessons

  • How to get smart by using your SMARTboard
  • Things you didn't know you could do
  • Lesson plans & Resources

Unit 4: GarageBand Help

  • GarageBand Basics
  • How to record play-a-long songs for your band
  • Recording your band rehearsals
  • Ease of recording -- using your iPhone/iPad

Curriculum Map

Barnes Curriculum Map.png

References & Resources

Bauer, W. (n.d.). Music Learning and Technology. New Directions, 1(1). Retrieved November 7, 2016, from http://nd.music.msu.edu/music-learning-technology-william-bauer/

Bauer, Harris, & Hofer (2012). Music Learning Activity Types. Retrieved November 7, 2016, from http://activitytypes.wm.edu/MusicLearningATs-June2012.pdf