Music Education Content Area Resources!!!!

This page is one I refer to for ideas when writing lesson plans for ED classes here at the college. It;s interesting to observe the different structures and flow of each plan as well as the topic and material included. I love it!


New Media Literacies

I argue that Distributed Cognition, the ability to interact meaningfully with tools that expand mental capacities, is the most important new skill. Meaning-making is essential to all human experience and the root of all knowledge-seeking. Absorbing facts, performing, or regurgitating without a sense of purpose or perspective is meaningless and lacking in value.

Conversely, the least important among the list of skills in new media literacy is Collective Intelligence. Collective Intelligence is defined as the ability to pool knowledge towards a common goal. Indeed, it was difficult for me to decide which was of less value because all of the skills are very important and essential to comprehension. However, I feel that collectiv eeintelligence can only occur after all the other skills are mastered first. An individual must understand and synthesize information from texts before engaging with others in a more communal, collective sphere.

Literacy Skills in Order of Relative Imortance

Tier 1- Play, Distributed Cognition, Simulation, Visualization, Negaotiation

Tier 2- Performance, Transmedia Navigation, Judgement

Tier 3 - Networking, Collective Intelligence, Appropriation

Neves, Victor Russel Tarbet. "Instrumental Music as Content Literacy Education: An Instructional Framework Based on the Continuous Improvement Process." Educational Resources Information Center: USA Department of Education. (2007). 4 January 2009 <http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/38/e4/04.pdf>

Content area literacy in music encompasses reading musical notation and the use of texts about music’s historical and cultural contexts. The author of this article posits that teachers must respond to the increased call and standardization on literacy not only through greater interaction with texts about music, but also greater emphasis on decoding musical notation. Furthermore, the author developed a direct implementation plan for reaching music literacy, specifically with instrumental performance ensembles. I hope to discuss the efficacy of his proposed methods and standards for the “desired results for students learning” with my former High School orchestra conductor, Erin Freeman.

Jabberwocky Revisted

Twas crisp, an the the crackling leaves
Did rattle and wriggle in the breeze;
All twisted were the knotted groves
And the mangled trees outstretched.

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

He took his mighty sword in hand:
Long time the trecherous foe he sought-
So rested he by the Tumtum tree,
And stood a while in thought.

And, as in ponderous though he stood,
The Jabberwock, with eyes of flame,
Came weaving through the gloomy wood,
And burbled as it came!

One, two! One, two! And through and through
The mighty blade cut with a smack
He left it dead, and with his head
He went triumphant back

"And hast thou slain the Jabberwock?
Come to my arms, my beamish boy!
O glorious day! Hurrah! Hooray!
He chortled in his joy.

Twas crisp, an the the crackling leaves
Did rattle and wriggle in the breeze;
All twisted were the knotted groves
And the mangled trees outstretched.

Reactions and Reflections

I was unsure as to which words were nonsense and which were not. Sometimes I was confused about whether to leave what seemed to be proper nouns as they were. Therefore, I've kept the nonsense bits that were names of animals or plans in. This exercise was really fun, but I certainly find the product less entertaining. I tried to retain some of the magic, but much is lost in "translation". Also the rhyme scheme got completely messed up, sorry. My personal interpretation of this poemvcentered around a fairy tale-like story of slaying dragons and creepy, spooky forests (Disney cartoon movies). Making meaning out of this poem has a lot to do with spoken inflection and the atmosphere or emotional tone that results from the phonology (actual sounds) and syntax (order). Also chortled and beamish are really awesome words, I wish we still talked like that in everyday conversations.

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