Tuesday, March 24, 2009

The Partnership for 21st Century Skills (click here to view their website)

While researching methods for integrating technology into the classroom, I was directed to the Partnership for 21st Century Skills (2004), an organization devoted to improving the use of technology in US K-12 school systems. My initial reaction to this website is that there is much to see. It has taken several days to sift through the information on the website and determine its usefulness to me as a teacher. One item which is helpful is that news items are not updated several times a day, so it is possible to keep up with the knowledge provided and it is an obvious sign that careful thought is put into what is displayed.
Miners and Pascopella (2007) discuss the testing mandates required by the No Child Left Behind Act as inclusive of technology by the end of eighth grade. However, since little or no federal funding supports the integration of technology in classrooms, it goes largely untested and unobserved (Miners and Pascopella, 2007 p.28). Fortunately, even though each state has its own unique standards, the Partnership is active in encouraging more growth through its initiatives.

One of the pieces of information on the site (http://www.21stcenturyskills.org/) that surprised me was the section for "State Initiatives" on the site(2004). This served as proof that this is much more than an individual or group of people spreading an idea. They are involved, helping to bring 21st century skills into classrooms around the US and willing to work with states to promote technology education. As Levy and Murnane (2006) suggest, this involvement is key to the success of the movement and will lead to the “complex communication” we need as 21st century learners (Levy and Murnane, 2006 p. 58). I was also surprised how few states were on the list, currently, and hope more will be added soon.
As I reviewed the information today, I found one aspect with the site (2004) which I disagreed with was the use of politics on the website. There is a certain amount of lobbying which this site is used to promote. I believe this issue is strong enough on its own merits and does not require political commentary. That being noted, I do also see the unfortunate need our society has imposed upon people to use the political arena to accomplish goals.
The implications for us as educators are varied - we will require training (which can be assisted with the "professional development" page on the site (2004)), we will be required at some point to publish these works for the benefit of our students and we will be held accountable for the implementation of 21st century skills in our classroom. Students will be required to use this technology productively to prepare them for the global economy in which they will be employed. Hopefully, the mission can be realized to help both teachers and students increase awareness and capability in using learning technologies.

References:
Levy, F., & Murnane, R. (2006). Why the changing American economy calls for twenty-first century learning: Answers to educators' questions. New Directions for Youth Development, 2006(110), 53–62.

Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34.

Partnership for 21st Century Skills. (2004). Retrieved March 25, 2009 from http://www.21stcenturyskills.org/

Monday, March 16, 2009

Augmented Sixth Chords

AP Music Theory Discussion: How are Augmented Sixth chords used? When is their use appropriate, and why might you need to use different types to accomplish your compositional desires? Give examples of when an Italian (also called European), German or French chord would be employed.

Wednesday, March 11, 2009

How this blog is being used

Good morning to all!

This blog's purpose is to develop interaction outside of class with AP music theory students and teachers. It is meant to specifically discuss and develop ideas for the further application of theoretical techniques mastered in the classroom, and to provide a written forum for the expression of those ideas.

This week, my students have been asked to post comments related to a project we spent the past three classes creating. They are high school Advanced Placement students (Juniors and Seniors) who are now preparing to take the AP exam in May.

The blog is a great learning tool for this group - they are motivated and willing to participate in this pilot program. Also, it gives an outlet for discussion that we do not have time to hold in class.

What ways are others using this tool which could streamline the process for us?

(Theory Students - do not respond to this post for the project assignment - respond to "The Project" using the comments section)

Wednesday, March 4, 2009

The Project

Hello Theory people!

Our part writing project for the "Caribbean Mass Project" is now under way. How have you used your knowledge of theory and aural skills to create parts which work with this setting? Please comment here.

My main influence in composing this Mass was the desire to incorporate Afro-Cuban style music into the contemporary Catholic Mass. I am fortunate to work with a parish which encourages creativity and with a talented choir who enjoys a challenge. The use of syncopation reflects my percussion background heavily, and the tenor voice parts get all the great suspensions at the end of each piece (guess which part I sing?) while the alto parts (also usually sung by second sopranos) are laden with suspensions within the cadential six-four areas.

So, post your comments on what drove you to write the parts you wrote during this project. The goal is to publish this material, and you will receive part writing credit for your work!

Tuesday, March 3, 2009

Welcome aboard

Hello to all!

This is a place to discuss all things music theory related. In particular, we will focus on concepts used in traditional Advanced Placement in Music Theory courses, including AP Theory Exam questions. Please post frequently to generate discussions!