On the learning curve … DREAM

Julia Fountain’s Teacher Blog: November 2014. Please comment!

“DREAM? I’m old fashioned. I have an iPad, but I don’t use that computer stuff in my lessons.”

I’ve only recently discovered that many –  perhaps all – of my local ORMTA branch colleagues have somehow missed out on hearing about the Music Tool Suite, and DREAM in particular. I chatted with that “old fashioned” colleague recently, and as I waxed poetic about the wondrous, stress-saving apps and links, she remained lukewarm. I suspect her response sums up a common sentiment: “What’s in it for me?”

DREAMMany parents and teachers see their children and the children they work with surrounded, perhaps smothered, by technology, and feel that music lessons and practice are the activities they feel should remain untainted by the lure of the technology sirens. Fair enough. However, that doesn’t mean there’s no value to be found online. Even if we teachers prefer to keep the cute little apps out of our day-to-day teaching, there’s still useful content out there that can be used during and between lessons.

PROBLEM: I’m sure we’ve all had a student who, no matter how many times we suggest, demonstrate, explain, remind, and demand, just will not practice slowly. Week after week, we might see small improvements, but we KNOW it could be better, and we KNOW the problem: the student is practising too fast. They’re playing the piano version of “pin the tail on the donkey” – 10 times terribly, perhaps 3 times DREAMcorrectly, in quick succession and ALL played much too fast.

SOLUTION: Sad but likely true, the famous people on YouTube could be more believable than we teachers. Welcome to a quick DREAM search – I clicked “browse,” then “practising” from the list of options, and came up with several suggestions, including these.

An engaging fellow with information pacing suitable for most kids 10+ http://www.dreammusictool.ca//can-slow-practice-improve-your-piano-playing-piano-techniques

A younger (thus cooler?) speaker, appropriate for later-intermediate to advanced students. http://dreammusictool.ca/efficient-piano-practice-lesson-josh-wright-piano-tv

For older students, Angela Hewitt has a brief but teacher-supportive “it’s not easy, but I do it anyway” message.   http://dreammusictool.ca/angela-hewitt-importance-slow-practice

Up next – looming January exams, and more DREAM content for app lovers and haters.

Stories from Scotland

ScotlandMembers of the MEDA team have just completed five successful days of meetings and conference sessions in Scotland. One of the highlights was the opportunity to showcase the tools in the Music Tool Suite to colleagues at the Royal Conservatoire of Scotland in Glasgow. There, we met with Andrew Comrie, Director of Academic Innovation, and Stephen Broad, Head of Postgraduate Studies and Research. We described and demonstrated the tools in the Suite, focusing mostly on DREAM. We also shared preliminary results from the Canadian teacher, parent, and music student surveys. We anticipate that there are some exciting possibilities in store for us with or Scottish colleagues.

ScotlandLater in the week, the Scottish Educational Research Association (SERA) met in Edinburgh in conjunction with the World Educational Research Association (WERA). We reported on the transnational artistic co-creation, facilitated through iSCORE, that took place in LTTA classrooms in Canada and Germany during this past school year.There were many questions about the work, particularly from our American and German colleagues.

Posted in Conferences, DREAM

Questions About Resources

music resourcesThis is the final post in our Frequently Asked Question Series. We’d like to once again thank the thousands of students and teachers who took the time to respond to our surveys.  This post highlights some of the questions people had about resources.

Questions About Resources:

Q. How can I access concerts?

A. It is possible for students to go to concerts at a discounted rate. Many orchestras and opera companies have student rates and an under-30 or under-35 program, where young people under these ages can purchase last-minute tickets for a small charge (usually $10 or $15). Some organizations also allow the public to watch dress rehearsals for a nominal fee. Go to the website of your favourite orchestra or opera company and see if these programs are available to you.

You can also watch concerts virtually. The Met in HD, for example, is a program of the Metropolitan Opera; it broadcasts many of its Saturday afternoon performances to movie theatres. Check out the schedule and participating theatres.

YouTube also has many channels that broadcast concerts, such as: CBC Radio 2; NPR Music; or the BBC Radio 3 Channel.

You can also check out DREAM to find a variety of live recordings.

Q. I need a teacher specializing in music theory and would like to receive a list of names of some teachers.

A. You can find music teachers specializing in theory, history, composition or other musical disciplines or specific instruments by going to your provincial registered music teachers’ association website or by going to the website of The Royal Conservatory’s National Teacher Directory. At either site, you can enter your postal code and find relevant teachers in your area.

Q. Are there apps or games to help me learn music? Where can I find them?

A. Yes, there are digital apps and games that can help you learn some musical concepts and help you with your practising. You can find a list of these resources at the Music Tool Suite Website.

Posted in DREAM, iSCORE, Research

Questions About Pedagogy And Music Learning

We’re here with oPedagogy and Music Learningur second post in our Frequently Asked Question series.  We took the commonly asked questions from our last survey and put them all on a page for you to see. This post addresses questions that people had about pedagogy and music learning.

Questions about Pedagogy and Music Learning:

Q. How do you motivate students to return to music after taking a break for their post-secondary studies, especially if these students have completed more advanced levels of performance (e.g., Grade 8, Grade 9, etc.)?

A. Most young adults are focused on starting their careers, but they may be motivated to continue playing their instrument or singing as a means of balancing their professional obligations with some fun and relaxation. If they have less time to commit to practising, they may be attracted to repertoire that they can learn more quickly or that they find inherently motivating to learn. They may be less interested in preparing for exams and more interested in exploring music for its own sake. Choosing contemporary repertoire, playing duets, and participating in a variety of ensembles may motivate young adults to continue making music. If they wish to use their musical skills to earn some extra money, they can be encouraged to work up some repertoire to play at weddings, Seniors’ Centres, or various events that require background music.

Q. Is it beneficial for children to continue with lessons when they do not seem to enjoy them? Will the enjoyment come later as the child matures?

A. This is an interesting question. The role of enjoyment in music study is a subject we intend to examine as we analyze the survey data.

 Q. Can you give me advice on stage fright, or my fear of making mistakes?

A. Stage fright or performance anxiety is something that many performers have to learn to manage. The best way to handle stage fright is to tackle it head-on. You may find it helps to practise performing; you can even increase your heart rate on purpose by running around the block, for example, before you play. You can try a variety of relaxation exercises. And you can try to build your confidence—you’re going to perform, so believe in yourself. There are many resources to help you overcome your fears. 

Q. Is there a correlation between the study of music and success in academic pursuits? Is this something you will be looking at in your research?

A. This interesting question has received a great deal of attention. Many researchers have found that those who take music instruction also experience high achievement in various academic pursuits. (For more information, see “The Benefits of Music Education” ). Our research will explore different characteristics of music learners.

Posted in DREAM, iSCORE, Research

Bringing DREAM To ICEEPSY

ICEEPSY StudyWe had the pleasure of presenting DREAM (Digital Resource Exchange About Music) at the International Conference on Education and Educational Psychology in Kyrenia, North Cyprus. Dr. Phillip Abrami and  Dr. Rena Upitis shared information about how DREAM was developed and about the tool itself, which allows users to browse various apps, websites, and recordings, as well as to add resources of their own. Users can also comment on the resources in DREAM – think of it as a Trip Advisor for music teachers!

DREAM Usability StudyThe usability study involved 50 music teachers of varying technological skills to use DREAM. These teachers responded to questionnaires and provided feedback about the different aspects of the site. We analyzed their responses in terms of usefulness, efficiency, effectiveness, and satisfaction. Through four rounds of testing, we improved on the user experience and have developed a wonderfully useful tool to help musicians keep abreast about digital technologies. Keep an eye out for the full study in the conference proceedings as well as in the European Journal of Social and Behavioural Sciences.

 

 

 

Posted in DREAM, Events

Questions From Survey Respondents

Questions From Survey RespondentsWe wish to thank the thousands of studio music teachers, music students, and parents of music students who took time to complete our surveys over the past year. We are grateful to all of you for your willingness to share your perceptions and experiences with us.

The last question of each survey invited comments. Many people took this opportunity to offer their ideas about music education. Others asked questions. Since we know it is likely that many people have similar questions in their minds, we wish to share our responses in this public forum.

Questions about the Surveys:

1. Q. What was the purpose of these surveys?

A. The purpose of these surveys was to conduct research about the perceptions and experiences of studio music teachers, their students, and the parents of these students. Ultimately, we wish to develop ways to support studio music instruction, so we need to improve our understanding of the current context. We created these surveys for teachers, students, and parents to learn about who they are, why they do what they do, and what they hope to learn.  We will share our findings with academic, professional, and general audiences so that they can use this information to make studio instruction even more effective.

2. Q. All my students do extremely well at both exams and competitions. Why change a good thing?

A. Our intention is not to change a good thing. We want to support success. Our goal is to find out what activities are successful and support those. In addition, we want to find out what types of structures or activities are impeding music learning and try to help change those things. 

3. Q. Can I see the results/conclusions of your study?

A. Absolutely. We are currently in the process of analyzing our data, and we will be disseminating our findings through our research website. We will also be sharing our findings through Twitter (@musictoolsuite) and Facebook (Music Tool Suite). We will keep you up-to-date through email, and we will be writing articles for various music teacher magazines. 

4. Q. When will you tell us who won?

A. We announced the winners of the iPad mini packages in June, 2014. Congratulations to these winners!

Posted in DREAM, iSCORE, Research

DREAM – By musicians, for musicians

DREAMIf you were stranded on a WIFI-enabled desert island and could only access one digital resource, what would it be? Seriously, how many can you think of? Perhaps you’re new to the digital-resources world and feel fortunate just to have navigated this far. No worries, help is near. Or perhaps you’re a seasoned “digiphile” and have loads of online resources at your fingertips – your expertise is needed!

I’ve been working, with some success, to link my students together into a small studio community through iSCORE. Those efforts will soon be shifted to its in-the-works, smoother-handling sibling, “Cadenza”, but that’s for a future blog. My current community-building attention is actually focused on DREAM – Digital Resource Exchange About Music. You may have heard about it already. The wonderful folks on the joint Queen’s/Concordia/RCM project have created something quite unlike anything else on the net. DREAM is an ever-growing clearinghouse of everything music: music teaching, music study, music writing, and music enjoyment and play. The brilliant thing about DREAM is that it’s a well-designed creature that’s fed by its users’ contributions of comments and content.

 Performance recordings

Though you won’t yet find the sheer volume of material here as on YouTube, you will have a significantly easier time locating a good professional-calibre performance without having to scroll through loads of amateur recordings. Granted, amateur recordings are excellent for exercising students’ critical-listening skills, but when I want a demonstration of “how the big kids play it,” I want to find it quickly!

Apps – for Android AND iOS

Once again, this is a huge time saver. Android or Apple, I can find my music-specific applications here without having to sift through loads of general content. For instance, in a 30-second search, I found an app from the ABRSM to save me having to make play-along recordings for my elementary-level students who find the so-important hands-separate work tedious (Piano Practice Partner). Another 30 seconds found me downloading a much anticipated but temporarily forgotten music-notation app that lets you “write” music with your finger on your device’s touch-sensitive screen, and translate it into professional-looking type face (NotateMe Now).

Lectures and inspiration

I’m guessing music is a hobby, passion, livelihood or all of the above for most of us here. We all need inspiration, though, at one time or another. My advanced students and I have already found fuel in many of the entertaining and inspiring lectures and masterclasses that are already uploaded to DREAM. A current favourite is “Norton Lecture: Herbie Hancock: The Ethics of Jazz,” which sounds a little dry but is actually loaded with insights about really personalizing and improvising in our playing. And there is ample encouragement for students to learn keyboard (or written) harmony. To say nothing of the entertaining and inspiring stories from Hancock, involving several jazz icons and his own experiences – real music history. “Remember, don’t play the butter notes!”

DREAMAs young as it is, DREAM is an ever-growing, ever-evolving entity and I can’t give enough thanks to the contributors who have nurtured it to this point, and to the current and future contributors! If you come across something that catches your attention, please take a moment to add to the DREAM database yourself, even if it’s simply to rate a resource. Enjoy!

DREAM is a bilingual tool, and can be found at www.dreammusictool.ca.

Posted in DREAM, Julia Fountain's Teacher Blog | Tagged CSLP, digital resources, DREAM, music education, music learning, music teaching, Queen's University, RCM | 3 Replies

Queen’s Gazette article on DREAM

Click here digital databaseto read an article in the Queen’s Gazette about this week’s release of the digital database called DREAM. Read what one of our teacher advisors, Jodie Compeau, a Kingston  music teacher who uses DREAM, has to say!

Posted in DREAM, Media, Suite of tools

Happy birthday, DREAM!

dreamToday is the official virtual launch of DREAM (Digital Resource Exchange About Music).

DREAM is now available at www.dreammusictool.ca. Take a look at the amazing resources there — websites, apps, recordings — save your favourites, and add comments and resources of your own. There are well over 3,000 resources to explore.

DREAM est en français, aussi. S’il vous plaît changer la langue française quand vous arrivez sur le site!

Posted in DREAM, Suite of tools

DREAM 2478 …

DREAM2478 … that’s the number of resources waiting for you on DREAM at this very moment — and we’re hoping for close to 3,000 when we officially launch on September 1. Stay tuned… for updates as the countdown continues!

Posted in DREAM