User:Chris Mandato


Return to: ETAP 623 Spring 2014 Home | Chris' Personal page | Chris' mini-course

Topic/purpose (consider Gagne's 5 outcome types)

Through this course, I will show teachers that the added use of a distance learning model will be an excellent means to furthering student achievement of musical concepts on their musical instruments. Tools such as online practice/listening journals, recordings, podcasts, video/skype lessons, youtube, and programs such as Smartmusic are all great additions to the music classroom for student advancement.

Needs Assessment

Instructional Problem

Music education is traditionally thought of as instruction that occurs face-to-face in an instrumental, vocal, or general music classroom. Additionally, the subject matter taught to these students has generally fallen into a narrow category of rote learning of written music, theory, and facts about music. While this model of instruction has been effective for years, we must now look at trends outside the school walls to direct our teaching.

The internet has created what has been coined as a “participatory culture”. Henry Jenkins (2009) has defined participatory culture as "A culture with relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing creations, and some type of informal mentorship whereby experienced participants pass along knowledge to novices. In participatory culture, members also believe their contributions matter and feel some degree of social connection with one another (at the least, members care about others opinions of what they have created)”. p.12

A recent issue of Music Educator’s Journal highlights the implications that this participatory culture has on the ways in which we can interact in our music classrooms. Author, Evan S. Tobias (2013) discusses how the use of online learning should become an integral part in the music classroom; “adopting participatory cultures where students communicate and collaborate with other musicians via web-based media can and ought to coexist with student’s face-to-face communication in physical environments” (p.33). In addition to the traditional music learning of the past where students rehearsed and performed music in a classroom and on a stage, this newer model seeks to engage students through covering, arranging, or parodying songs along with creating mash-ups or remixes of existing songs, all on web based programs. For example, “websites such as and foster musical collaboration: there are now opportunities for anyone with internet access to interact with and share his or her music or perspectives with each other” (Tobias 2013, p.31).

Through this model of participation, students work with contemporary music styles and artists and are able to upload their own product for critique by the instructor and enjoyment by their peers. Including current music styles and allowing students to showcase their creativity will encourage self motivation to practice music making on their own. “Motivation to learn in ad hoc communities is often internal and activities are defined by the members” (Salavuo 2008, p.128). This way of thinking is true for both distance learning as well as the face-to-face instruction. Without internal motivation a student can only achieve a certain degree of mastery, regardless their age. But if an online platform can give students what they seek to learn, they will be motivated to learn on their own.

What is to be Learned

Through this course, students will be exposed to different possibilities of incorporating technology to enhance the music classroom. Different programs, websites, ideas and techniques will be explored.

The Learners

The target audience for this course will be K-12 music educators in both classroom and private studio settings.

Instructional Content

The instruction will take place online through a series of articles, videos and hands-on activities.

Exploring the Problem and Solution

Students will will experience first hand the ways in which they can substantiate their teaching through internet resources and technology. Through various assignments, students will develop a repertoire of tools to enhance their classroom strategies.


The goal of this course if for students to be exposed to the possibilities of integrating technology and internet resources in their teaching practice and develop ways in which to utilize these tools to their teaching advantage.

Performance Objectives

Students will be able to:

- Demonstrate understanding of music educational trends that are developing at a distance when given prior research and online resources in an online discussion board with peers.

- Compare and Contrast online music education tools and discern their effectiveness in their teaching through when provided with a list of URLs in an online discussion board with peers.

- Construct a supplemental curriculum to their classroom teaching by using tools from the internet and provided materials with %90 accuracy .

Task Analysis

Lesson 1 What is Distance Education? -Learners will explore background information on what it means to learn at a distance.

Lesson 2 Distance Education and the Music Classroom. -Learners will explore different tools that can be used to enhance their teaching in the music classroom.

Lesson 3 Music Education and a Participatory Culture. -Learners will explore how music education can be used to educate students about and contribute to the growing participatory culture.

Assessment Learners will develop a music education lesson plan that utilizes different tools of distance education.

Curriculum Map

Chris curriculum map.jpg

References and Resources

Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., Robison, A. (2009). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Cambridge, MA. The MIT Press.

Salavuo, M. (2008). Social media as an opportunity for pedagogical change in music education. Journal of Music, Technology & Education. 1(2/3), 121-136. doi:10.1386/jmte.1.2 and 3.121/1

Tobias, E. S. (2013). Toward Convergence: Adapting Music Educatino to Contemporary Society and Participatory Culture. Music Educators Journal. 99(4), 29-36.