Betsy

New Media Literacy Skills

High Importance:
Play
Multitasking
Distributed Cognition
Visualization

Mid:
Performance
Collective Intelligence
Judgment
Negotiation

Low:
Transmedia Navigation
Networking
Simulation
Appropriation

As I know it was for all of you, it was difficult for me to differentiate between the mid to high important and especially within the high importance to determine which was most important. It is so easy to get wrapped up in all the promising qualities these skills can create, but I really had to look deeper to think about which are the most important in all music classrooms and for all students. I decided that 'Play' is the most important. Students need to feel free to explore all the corners of music; they should not be intimidated by music so much that they only stick to what they know. If students get the chance to both practice and explore their music they will never grow or improve. The least important factor to me was 'Simulation'. While creating a real world situation can be useful, it does not always apply in the musical classroom. It can be helpful to make the story of a song applicable to current world happenings, but there is not many other things that real-world situation application will help.

Content Area Specialist article:
Linking Music Learning to Reading Instruction

Annotated Bibliography:

Hansen, Dee, and Elaine Bernstorf. "Linking Music Learning to Read Instruction." Mar. 2002. JStor. Music Educators Journal. 26 Jan. 2009

<http://www.jstor.org/action/showBasicSearch>.

This article discusses the relationship between reading regular texts and the various forms of musical texts. They seperate students into emerging, decoding and fluency levels; each of these levels build upon the next until the student gains fluency and the ability to draw meaning from a text themselves. The article discusses two ways in which music is addressed with text. There are music texts, which are used in the choral setting and must be addressed in terms of correct style, pronunciation, and manipulation of the letter combinations on the page. There are also music-symbol readings. These concerning interpreting the various musical symbols tht may appear in a piece. Students need to be able to look at the note-heads and interpret them on sight (just as this fluency must come in regular reading) and students need to be able to see the music symbols and interpret what they mean stylistically. With my content area specialist, I would like to discuss if he has ever implimented something like this or if he would suggest something different. I would also like to discuss what other parts of music literacy he thinks can help regular reader comprehension.


Jabberwocky:

It early dawn, and the slimy creatures
Were crawling in the low forest;
The trees and plants were flowing,
As the wind solemnly cried out.

"Beware of the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware of the Jubjub bird and shun
The dreadful Bandersnatch!"

He took his heavy sword in hand;
Long time passed as he sought his foe—
So rested he by the Tumtum tree,
And stood awhile in thought.

And, while he stood motionless in thought,
The Jabberwock, with eyes of flame,
Came tumbling through the tangled wood,
And shreiked as it came!

One, two! One, two! And through and through
The blade went "snicker-snack!"
He left it dead, and with its head
He went galloping back.

"And you have slain the Jabberwock?
Come to my arms, my beaming boy!
O wonderful day! Hooray! What great news!"
He sang and declared in his joy.

It was early dawn, and the slimy creatures
Were crawling in the low forest;
The trees and plants were flowing,
As the wind solemnly cried out.

  1. As a lot of the words in this poem are made up it would be difficult for two people to be so connected that they read a nonsense word and decide it means the exact same thing. Furthermore, if one very important word is 'translated' differently, the following sentences in the text (even if they use normal language) may have a different meaning. This in turn affects the rest of the entire poem.
  2. I cannot know if my translation changed the intended meaning of the poem because I cannot discern the author's true purpose in writing it. I attempted to not deviate from what I believed to be the story but one cannot know in a poem so stuffed with words that don't make any sense.
  3. No they do not affect my enjoyment except in the sense that the differences make it better in my mind. I do not feel skilled in assigning meaning to nonsense words and do not enjoy not understanding a poem's first stanza.
  4. I knew that the poem was from Through the Looking glass and that, as such, it would probably be somewhat crazy. I also knew that you had told us to re-write it in our own words so I thought it may have parts that are hard to understand.
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