Technology for the Music Classroom K-12

Christina Barrett - 02/29/2020
MUE 360 N - Technology for the Music Classroom K-12
Video Presentation - Lesson Plan & PowerPoint Presentation 

I am introducing the instruments of the orchestra as important in the present to be able to play in the future.  I had hoped it would work with kindergarten through 8th grade or if it fits in a high school class setting, too.  “It’s never too late!”  (It would be informative to adults, too, who want to go back and learn music on an instrument, eventually for the orchestra and solo.)  I made the lighting in my video show the most important parts of the video well... as the glare makes it hard to see at different angles.  In a classroom with a projector, I wouldn’t have this problem.  I already turned in a link to the PowerPoint presentation, as well, but added a few things.  In the assignment last week I also gave out a handout that has pictures of all the instruments by themselves without people holding them in the picture, to distribute to the class. 

Here is a link to the actual assignment of the video of me giving the lesson plan with the PowerPoint presentation. 

https://youtu.be/szIdw_XCOFI 

Here is a clearer version that shows most of the presentation better I did, in case you need to see it. 

https://youtu.be/n5CKJki8DFw 

If you want to see the actual PowerPoint presentation, here is the link, like to enjoy the add-ons at the end. 

https://baptistcollege-my.sharepoint.com/:p:/g/personal/christina_barrett_baptistcollege_edu/EXA6sfsUUvdDvTO3yzUIHU8Bu7yQxhvmjvq5HAzopdpV9Q?e=37WteS 

Intermediate College Composition

Christina Barrett - 02/28/2020
ENG 152 N - Intermediate College Composition - Christian Sidney Dickinson
Toulmin Essay - Outline


Introductory Paragraph

Sources
     1. Article 1 - “Globalizing Music Education: A Framework by Alexandra Kertz-Welzel (review)” by Amy Jackson
     2. Article 2 - “A Return to Amateurism in Music Education” by Joh Kratus

Credibility
     1. Article 1 – It is a review of a book by a German girl who is an expert in music education. She seems very poised and doesn’t veer off the main idea into petty frustrations.
     2. Article 2 – He is an experienced music educator talking about the realities of the world of professional music and filing in students’ heads about being the best to no avail in the professional world.

Toulmin Model
     1. Claim – Music education is a heated issue. Some people think there is too much music in schools, and in some schools they do not have a complete music education.
     2. Support – People are antsy about the comparison globally between different countries or areas in regards to music education. Music education is a proud cause, but students are finding it is too hard to get a job after high school or college.
     3. Warrant – If we don’t make music good around the world, it could cause a lot of hatred and disagreement, as music is an important part of entertainment in life. If we don’t find a way to satisfy the need for people to feel they have music in their lives after high school and college is over, people will become agitated and restless and waste time feeling bad.

Claim
Music education may not seem important to some students, but it is important to others. There are credible sources affirming the supposition that the state of music education is an important figure, and it is a global competition.


1st Section – Article 1

     1. The English Language and Power
          1. The author of the book being reviewed is German.
          2. One big thing about music education being considered pertinent is that Germans know in the end they want to be the best at music and therefore need power.
          3. Americans sometimes fall asleep and think they have it easy but wake up challenged in music education. Anglo-American power is German music education's barrier to world dominion in things such as classical music.

     2. Tactics
          1. Music education is a desired proficiency but takes work.
          2. Music education needs to meet the needs of the local people, not just be globally equal, if they want their issues to be addressed.
          3. Music Educators need to learn politics to apply their specific, personal needs; so, music is important in politics and people don’t even know it. That’s a real wake-up call on how important Music Education is.


2nd Section – Article 2

     1. People are so ignorant about music, they don’t even realize it needs to be played for fun and not for money, and it’s important in music education.
          1. “Hell is full of musical amateurs.” - George Bernard Shaw
          2. Amateur music from classical to pop is all about having fun because there aren’t enough opportunities for everyone who wants to be a professional classical musician in an orchestra and often not even in small groups.
          3. P.E. is more important, and it’s also an “up in the air” issue like music education.

     2. Teachers are creating egotistical, dysfunctional snobs in music education.
          1. All these people are signing up for high school orchestra and band and majoring in music, but there’s not enough jobs out there for them all to be professionals, like in an orchestra if they wanted. That means even people who think music education is important have problems with it being functional for success.
          2. People used to promote their students to be amateur musicians, apparently long ago according to the author. Today, in music education, this is not always the case.
          3. People will end up in community orchestras like me that are filled to the brim or hanging up their instrument. They should have known before they started in their music classes.


Conclusion
     1. Music education is an important issue.
     2. People think music education is okay, but you’ll find it’s become a global issue and musicians can’t easily find employment.
     3. People need to realize how important it is that people learn to use music for enjoyment rather than money, or they can try to make more jobs.

Intermediate College Composition

1. The five types of claims for analytical argument are the following:
     1. Claims of Fact – stating what is or what happened
     2. Claims of Definition – explaining the claim
     3. Claims of Cause – the reason for the claim
     4. Claims of Value – why the claim is morally correct and significant
     5. Claims of Policy – saying how things should be


2. Examples of each of the give claims are the following:
     1. Claims of Fact – Penguins are a type of flightless bird that lives in cold weather and slides on its belly and jumps into the freezing cold water of the Antarctic.
     2. Claims of Definition – Penguins can’t fly because their bodies are not made for flying. They are big birds with wings made for paddling water.
     3. Claims of Cause – Because penguins can’t fly, they just waddle and swim. There are other animals in the Antarctic, but penguins can’t fly away from their enemies because their bodies were not made to fly.
     4. Claims of Value – Penguins shouldn’t be hunted to extinction because they are a living species like in Noah’s Ark, filled with animals. They may not be everyone’s favorite animal, but they are mine!
     5. Claims of Policy – Penguins should be observed and enjoyed because that is what people do with animals at the zoo and in the media.


3. The value for claim types and questions for reading, viewing, and writing argument are that it can help answer questions in your argument for your audience. The audience needs to be comfortable with the validity of your presentation.


4. Knowledge I have outside of this article is that people tend to dream away the future and think they don’t need to worry about school to get a good job. Yet, this article says people now long to get higher degrees, like they planned to surprise us all along. They point out that dark ethnic statistic groups want higher education. The sad fact is less people in community colleges get 4 year degrees.