Name:
Michele Holt, D.M.A.
Phone: 865-2209
Department: Music Department
EMail: mholt@providence.edu
Name: Catherine
Gordon-Seifert, Ph.D.
Department: Music Department
Phone: 865-1898
EMail: cgordon@providence.edu
Instructional Technology
Experience
Dr. Cichy
I
teach in several different areas at Providence
College: Music Education, Music
Theory/Ear Training, Music Appreciation, Ensemble Coaching,
and Studio Teaching (Oboe). While I foresee eventually
using the technology experience I will gain through
this proposal in all of my courses, I plan to focus
initially in the area of Music Education. My
responsibilities there as Program Director of Music
Education include teaching three courses: Introduction
to Music Education, Teaching General Music in
Elementary School and Lab Field Placement, and
supervising Student Teaching: Elementary (and
the accompanying Student Teaching Seminar), in addition
to advising music education students.
I have integrated technology into my
courses in some of the following ways:
-
Use
of electronic journal submission by students
during their student teaching and field
placements.
-
Use
of on-line periodicals for article reviews
on a variety of topics, including special
needs, multicultural music education, technology,
and assessment.
-
Introduction
and use of a many resources in lesson planning.
-
Technology
Projects include using Sibelius to create
an original composition unit integrating
song, instruments, and movement.
-
Student
teachers use the internet to access SALT
Reports and other district statistics in
writing the School Description for the
district in which they are placed.
-
Student
teachers use internet resources as they
create their units.
-
Ear
Training students use a CD-Rom based text.
-
In
Theory, students have an arranging project
and an original composition project using
Sibelius.
I have attended workshops at Providence
College in PowerPoint, Angel, and Bannerweb. I
have also attended PowerPoint workshops provided by
other educators. I have not used PowerPoint in
my classes as we do not have the technology in Siena
Hall to support this. I currently use Sibelius
for music notation. I use both Mac and PC computers.
Dr. Holt
I
teach in both the Choral and Music Education programs
of the Music Department at Providence College. In the Music Education program, I am
currently responsible for the secondary vocal portion
of the Music Education sequence. The courses
that relate to this area are Teaching Music in the
Secondary School: Vocal with the corresponding field
placement and Student Teaching: Secondary along with
the corresponding seminar.
At
some level, I have integrated technology into all
my classes. Some
examples are:
-
Use
of electronic journal submission by students
during their field placements
-
Use
of on-line periodicals i.e. Music Educator's
Journal, for article reviews on assessment
and technology
-
Use
of internet resources in lesson planning
-
Use
of web-based repertoire data bases to search
choral repertoire
-
A
Final Technology Project:
-
Students
arrange a piece of music for the
specific voices from their field
placement and print out new parts/score
on music software (Sibelius, Cakewalk)
-
Students prepare part-learning
tapes using sequencing software (Cakewalk,
Master Tracks Pro or other sequencing software)
for use in the field placement.
-
Students prepare an arrangement
using Band-in-a-Box for teaching improvisation
to students in their filed placement.
-
Student teachers use the internet
to research SALT Reports and other district statistics
for the school district where they are placed.
-
Student teachers use the internet
to access the latest research concerning student
challenges for work in their case studies.
In
addition, I use Access, Excel and word processing
for every phase of administrative work concerning
the choirs (music library, student data, mailing
lists, student spreadsheets for touring, etc.). As
State President of RI Music Educators and National
President-Elect of American Choral Directors Association,
I am interacting and using technology on some level
on a daily basis.
Dr. Gordon-Seifert
I teach
music history and theory classes at Providence College
(Music of the Middle Ages and Renaissance; Music
of the Baroque Era; Music of the Classical Era; Twentieth-Century
Music; Music in the United States; Music Theory III
and IV; and Ear Training III and IV). Eventually I plan to utilize technology
in all my classes, but I would like to begin by preparing
MSC 305 (Music of the Baroque Era), which I will teach
this fall, 2003. This would involve creating
a web site that would include: syllabus, primary
and secondary source materials, art works, listening
guides and scores, links to important sites that provide
related materials or information, links to on-line
journals and research sources, and most important,
musical pieces on CDs that students are required to
listen to and study. I would need to be able
to access my own web site in class to use when teaching.
I have integrated technology into my
courses in some of the following ways:
-
Students
are asked to refer to various on-line journals
to conduct research
-
Use
of many on-line resources in preparation
for any given class
-
All
listening assignments are on CDs made up
of a compilation of pieces from a variety
of sources created through CD write programs
-
Students are asked to compose pieces
by using Sibelius
-
Students are asked to transcribe
pieces and must notate their works by using Sibelius
-
Ear-Training students use a CD-Rom
based text
I use word processing programs for
all my lecture notes and handouts. I also have
compiled mailing lists for professional use as well
as a means to communicate with students via e-mail,
and I am frequently sending information to colleagues
and students through attachments. I also use
the web as a means of conducting my own research (particularly
through on-line bibliographies and library catalogs)
Resources Requested
ElementK: $70.00; We
will share this.
Software: $1463.00. Details $119
Band in a Box Lab 5-Pak; $749 Cakewalk Sonar 2 Lab 5-Pak; $595
Music Office for Windows Lab 5-Pak
Equipment: $5570.00. Sharp Projector CG45s w/ 2400
Lumen Output; $2170 Compaq EVOO N800C Laptop Computer System (with
Zone 1 and 2 DVD capacity)
Total: $7,033.00.
The
additional $33 will come out of the
departmental budget.
Project Info
Equipment Use in the Future
Since
all the courses listed in this proposal are part
of a permanent course sequence in both Music and
Music Education, the equipment will continue to be
of use every semester by a variety of courses. In
addition, the equipment will be transferred to the
new arts building currently in the planning stage.
Start
Date: May
15, 2003
End Date: May 15,
2004
Deadlines
-
Phase
1: Summer, 2003 Installation
and Preparation
-
Phase
2: Fall, 2003 Implementation into
Intro to Music Ed and Baroque Music with end
of the semester assessment of projects;
-
Phase
3: Spring, 2003 Implementation into
Teaching Elementary General Music, Secondary
Music: Choral, and 20th Century Music with
end of the semester and final assessment.
Deliverables
Angel
Course: A course web site
(probably using Angel) will be created for Baroque
and 20th Century Music classes where materials
usually provided through course packets and CDs
will be posted, cutting down on paper usage and
necessity of making individual CDs, providing
easier access to materials.
Change
in Practice: Enhancement
to your professional and instructional practices.
After training and support, we will feel confident
in the use of the new equipment and software. We
anticipate that after presenting several topics
in a Power Point presentation, we will be more
inclined to use this type of instruction in other
classes we teach, as well as be able to mentor
our colleagues in its usage.
-
Our
enthusiasm for the new technology will encourage
our students to use this software fluently in
their own music classrooms.
-
Course
web sites will facilitate easy access to necessary
course materials for all students.
-
Course
web sites will save on the cost of paper (used
for course packs that contain reading examples,
handouts, listening guides, and scores).
-
Course
web sites with musical examples (enabling student
to download required listening) will solve the
problem we have with a music library that is
too small to accommodate the large number of
students who take music history and theory courses.
-
Course
web sites with musical examples will also cut
down on the cost of making and copying CDs of
listening requirements
-
Technology
in the classroom will facilitate access to web
sites used as teaching aids.
Training and Support
Needs
Training
PowerPoint: Yes
Excel: Yes
Access: Yes
Angel: Yes
DreamWeaver: Yes
Photoshop Elements: Yes
Audio Software: Yes
Classrooms: Yes
Support
PowerPoint: Yes
Excel: Yes
Access: Yes
Angel: Yes
DreamWeaver: Yes
Audio Software: Yes
Video Software: Yes
Classrooms: Yes
Project
Objective
The
primary objective of this proposal is to improve
the instruction in the Music Department through
the use of technology. Currently the only computer
access we have (besides our offices) is in the Music
Library, which is too small in which to hold a class. Currently
we cannot access the internet or any software in
our classrooms, so this would allow us to greatly
enhance our presentations. In terms of
satisfying the Rhode Island Beginning Teacher Standards,
especially indicators regarding technology, we are
at a disadvantage because of the lack of technology
in our department. We need to continually
enhance the use of technology in our classes to
help meet these standards.
We
will not be collaborating in the teaching of one
course. We will be collaborating in learning
the use of technology that we are not currently able
to use in the Music Building. This proposal
impacts five courses during the 2003-2004 academic
year.
We
see the grant as a means to help enhance our instructional
practices through improving our skills, which will
enable us to improve the skills and teaching strategies
of our students, which will influence the teaching
of their students . . . ripple effect!. The
following are the primary objectives of the grant:
-
To
give students hands-on experiences with music
software (specifically Sibelius, Cakewalk and
Band-in-a-Box, Music Ace 2) in the classroom
where discussion and demonstration can be facilitated.
-
To
encourage students to become proficient with
music software as evidenced through their lesson
development.
-
To
present several topics covered in Intro to Music
Ed, Teaching General Music, Teaching Secondary
Music, Baroque Music, 20th Century Music through
Power Point lectures and develop stronger resource
materials for students.
-
To
demonstrate administrative duties through Music
Office software, allowing students to have a
better understanding of developing budgets, planning
lesson and course schedules, managing a music
library, etc.
-
To
access internet resources during class to discover
and explore resources in our courses.
-
To
encourage student proficiency and comfort with
software and internet usage.
-
To
use web sites prepared for various classes as
a means to make available to students pertinent
course materials.
-
To
allow students to access course web sites to
listen to and download all musical examples,
which are required listening
-
To
facilitate research and access important information
not included in the course web site
Project
Details
While
we would enjoy writing an article and presenting
at a conference in the area of Technology in Music,
what we are proposing here will really only bring
us up to where we should be in comparison to many
other schools. In the future, we will work
towards developing articles and presentations in
the various areas of our discipline.
Assessment
Plan
We
will meet at least monthly to discuss our progress. Since
we teach in a very small department, we will have
very frequent opportunities to meet informally with
one another for support.
The following are ways
in which we will assess the success of our objectives:
-
Students'
projects integrating technology will be richer
and will produce a greater impact on their teaching
experiences in their field placements. Projects
will be compared to projects from previous semesters.
-
Students'
lessons will be either proficient or distinguished
as a result of hands-on experiences leading to
richer lesson development.
-
Adopting
a greater use of music software and increasing
our knowledge base in it will augment our overall
pedagogy and facilitate instructional techniques
in our classes.
-
Success
will be partially determined by increased scores
on tests and quizzes and by an increase in the
richness of the lessons produced by the students.
