Week 4 Publishing Leadership Project

My project tested the effectiveness of a music software called Smartmusic to engage students in proper practice methods and increase motivation.

This is a summary of my Action Research Project.
In order to reverse recent declines in the music student population, educators must learn how to teach students instrumental skills quickly, efficiently, and in an engaging manner.  The review of literature found a strong connection between effective practice methods and motivation.  The ARP tested the effectiveness of SmartMusic (a music practice software) by measuring the quality of its practice methods and the degree of motivation it provides for students. Thirteen band students from Paulding Middle School in Arroyo Grande, California, participated in 2 cycles. The results of the data collected after both cycles confirmed that SmartMusic is an invaluable tool for instrumental music educators because it improves students’ practice methods and increases their motivation.

I have chosen to publish either at the Journal of Research in Music Education or Update: Applications of Research in Music Education.

My paper can be found at the following link:
https://docs.google.com/document/d/1iaFbQjGkRXKppuP1f1Mk98JTX80XdarV-uyzP7cR5QY/edit?hl=en_US#

The presentation is here: https://docs.google.com/document/d/1iaFbQjGkRXKppuP1f1Mk98JTX80XdarV-uyzP7cR5QY/edit?hl=en_US#

My 2 Think outloud blog posts are here:
TOL Blog Post 1:
http://emdttkbach.blogspot.com/2011/05/week-1-blog-post-4-leadershippublicatio.html
TOL Blog Post 2:
http://emdttkbach.blogspot.com/2011/05/week-2-blog-post-4-publishingleadership.html

My Journal exploration Think Out loud is here:
http://emdttkbach.blogspot.com/2011/05/week-3-blog-post-4-publishingleadership.html

Week 4 Blog Post 4: Freebie

http://mrg.bz/Fj9sNF By: robertwetzlmayr

This is my week 4 Blog post Freebie ...

I decided to write a song that would help me remember what to post.
I goes a little something like this ...  Sing along if you want to!


Free free freeeee this is my free post
I don't have to talk about anything specific
As long as I talk about things in education
Free free freeeee this is my free post
This is week 4 and there's nothing really more
And it's a weekend when we have 3 days
Free free freeeee this is my free post
oh how it's great that this is about nothing
I bet you are thinking now how's this education?
Remember we sing and we learn it much better!
Free free freeeee this is my free post
Free free freeeee this is my free post!

Sing it again!

Thanks for a great month!  Hope I don't lose any points for this post!

Week 4 Blog Post 3: Response to Meghan Bassett

tkbach said...

Meghan, This is a thoughtful and sincere post regarding how you could apply the practices in the book to your own teaching and life Bravo. I don't think it's wrong of you though to restrict a project's requirement in the attempt to teach concepts and skills. You should actually turn it around on them because the reality of it is life is full of restrictions. They need to learn how to be creative within the parameters of a project. So if they have something in mind how can they think outside of their own box to come up with their idea. This is going to always happen both in their schooling and as they venture out into the professional world. To me you are not limiting their creativity, only allowing them to really invest into their creative spirit. As far as the last paragraph. This is probably the reason why we always just drove through the south and never really stopped there! It's sad and a bit scary to think that people can still be so closed minded. The sadder thing is you really can't blame the students because this is what is taught at home. Tolerance and acceptance is a long slow road. Not just in the U.S. but everywhere in the world. Your perspective about what the book brings is absolutely right.

May 28, 2011 5:32 PM

Meghan said ...

Wk4 Reading: Art of Possibility Chapters 9-12

Lighting a Spark This chapter reminded me to let my kids go with flow a little more. I’m an art teacher, as most of you know by now, which means a few things. Number one, I have to give some set of instructions to make sure students are learning what they need to learn from my curriculum. However, sometimes I make them do a few specific things, but leave the rest up to their creativity. For example, we do two clay projects a semester in my class. The first, I require the students make a rattle. This is so they learn a few basic techniques like slipping and scoring to attach clay, how to create a hollow shell without letting the clay explode, and how to form objects out of clay. I have a few students that ask me to make certain objects that aren’t hollow, and I usually shoot them down. This is to try to keep everyone on the same page and make sure they are learning the same things. In reality, I should probably hear them out, see what they want to make, verify they know how to do what they are being taught, and let them run with their ideas. Let the spark of passion come and flow! Being the Board I like the idea of this chapter more than I comprehend its complexity. It is much harder to say you’re the board and to take responsibility for everything that happens in your life than to actually do it. At the end of the day, it is easier to point fingers than to accept that you are responsible for everything that happens in your life. A good thing to try, but I’ll admit, going to be tough to implement and remember. Creating Frameworks for Possibility I like the quote, “She vowed not to say anything that she could not stand as the last thing she ever said.” I love the notion here, but in the heat of the moment how hard is it to live by? Setting a framework for possibility seems more of a change in mental state than something you think about. I liked the story of the teacher who shaved her head. Instead of trying to get the kids to stop making fun of the little girl with cancer, she made the baldness something she owned instead of lived with. Telling the WE Story The idea of telling stories and looking at everything from all angles and looking out for the best interest of all people involved is tough. I teach in the South, and my students still fly the rebel flags and talk about the South vs the North in the Civil War. It seems ridiculous to me that so many people want to put a gap between us, but also making everyone else feel like an outsider. Being from the North, I get comments about being a Yankee and trying to make everyone think like me. I think it would be beneficially to try to see things from all perspectives here. What can we do to get over this gap? Why do we all feel the need to keep this barrier between us?

Posted by Meghan Bassett at 11:40 AM

Week 4 Blog Post 2: Response to Lionel Jacques

tkbach said...

I was also inspired by Zander's stories of "doing things in person". As we become more digital and in a way more distant to each other (humanity) it becomes so important to reach out and make connections with others. As we distance ourselves to each other we become indifferent, less responsible to each other and selfish. This does not lend itself to the cooperative spirit that has allowed humanity to thrive. There have many times in this program that I really did not want to be on camera nor be heard but this is a reminder that as we enter into a period in which distance education is going to become the norm, it will be ever so important to maintain those connections and have face to face interactions. So with that said I should comb my hair, brush my teeth and welcome the video camera!

May 28, 2011 7:59 AM

 

 

 

Lionel said...

Wk4 Reading – Art of Possibility [9-12]

What a great read this week!  The Zander’s manage to remind us about positive things in such a delightful manner.  This week we cover passion, apologies, blame and a host of other heavier type aspects of discussion but shared with stories and a refreshing view.

The start of this weeks reading grabbed me – mainly because the story about Some things are just better done in person was one of my childhood memories as well!  Great to see some thing echoed throughout the world.  It really covers engaging others with the possibilities.  They key trait to this though is not cajoling them into joining in, but by opening up the doors to share the way.  One of the stories Ben shares is great in the way it unfolded – the trip to London to get a company on board with his companies desire for sponsorship turning into Ben enrolling into their plan for education! 

This truly comes up a lot in education, especially as we move up into possibly more administrative/political arenas – you cannot always insist on the way things may be carried out – but by really being committed to what we do we can get others on board supportively more readily!  Ben’s school tale in London is the best example of this – awesome things happen if we share our passion and share possibilities with others.

We move on later to discuss being the board – seeing ourselves as the framework for all that happens in our lives.  This was a great twist – as almost universally I think folks view themselves as pieces on the board – moving around in response to stimuli and such.  What a refreshing change to take the active role and understand that our life itself is the stage upon which all things happen instead of just reacting to the moves of others.

They also cover the whole aspect of blame – of apologizing – but in a refreshing manner that is also a different approach than we may do out of habit.  It is not to say that others have no fault in things that go wrong – but that a kernel of all faults lay within us as well.  What could we have done differently to avoided getting into the conflicting situation?    Making the act of apologizing not being a sign of our remorse over an action, but instead taking it as responsibility in our part.  These are all great things to remember when we interact with others throughout our lives and open up doors of possibility!

I am grateful for the chance I’ve had this month to read The Art of Possibility – it is not the normal sort of book I delve into as I am an avid non-fiction fan in the form of history books.  This pushed me outside of that and was a wonderfully refreshing reminder of things we can keep in mind in OUR lives and enjoy more satisfaction. 

Week 4: Blog Post 1: Reading Ch. 9 -12 Art of Possibility

http://mrg.bz/Wb4kqx By: kevin_p

I really like the ending of the book, especially how it ties all the practices together in the sense that the theme that runs through these chapters I believe are about establishing and being part of a community.  One of the major themes we have learned discussed and practiced in this program is the idea that we are better together than as one.  It only makes sense that we read about this type of theme in a book such as this.  Chapter 9 is a continuation of the thoughts and lessons of 7 and 8.  Chapter 9 however speaks about extending those ideas to the point that everybody has the potential to be creative.  To see growth in our own potential we need to think that every interaction with others is an opportunity to help others find their possibilities.  I found the story about the at-risk school in London very heartwarming and a perfect example of this concept.  Just providing the opportunity to create music for those students opened a new experience and potential musicians.  This idea is not new and it brings to mind Rick Warren’s book, The Purpose Drive Life.  By making connections with each other, helping others to find their own potential, we expand our own potential.  Another analogy I see in this idea is the Internet phenomena.  We’ve seen rapid growth in many areas of society in recent years because the Internet has allowed individuals to share ideas and concepts easily and more rapidly than ever before.  Connections with other individuals have opened up exponentially because of the Internet which can explain the reasons for the rapid growth.

Week 3 Blog Post 4: Publishing/Leadership Journal Exploration

Here is a possible Journal I could submit a publishing request and the requirements.

Journal of Music, Technology and Education

ISSN: 17527066

Description: The Journal of Music, Technology and Education (JMTE) explores the issues concerning the use of technology in music education. It examines pedagogy at all levels and across genres such as composition, musicology, performance and music production. It is the only journal specifically dedicated to the educational aspects of music technology and the technological aspects of music. Peer-reviewed, with an international editorial board, JMTE aims to draw its contributions from a broad community of educators, researchers and practitioners who are working closely with new technologies in the fields of music education and music technology education.  The Journal is Publish by Intellect which publishes over fifty journals in the fields of art, cinema, media, music, theatre and cultural studies.

Can Submit online

Style Requirements:  Publishing company provides a style guide for the numerous Journals that they publish.  The Style guide is located here: http://www.intellectbooks.co.uk/journals/page/index,name=journalstyleguide/

Reference Requirements: Havard Style References Strongly Recommended

Length: No Length is specified.

Thoughts: I like how this journal specifically deals with pedagogical uses of technology in education.  I feel that this area is lacking in my field.  I think I would be really interested publishing to this Journal.  I find one downside to this Journal however and that is the fact that since they are a U.K. publishing company their style requirements are a little bit different and I may need to reformat the paper to fit their expectations.  One of them is U.K. spelling like Realisation as opposed to Realization.  Also I may need to reformat the sources to match their Harvard Style Reference requirements.  Although Harvard Style is similar to APA regarding author, date and title, the publishing information seems to be different.

Journal of Research in Music Education

ISSN: 0022-4294

Description: The Journal of Research in Music Education (JRME) is a peer-reviewed journal that publishes research reports that enhance knowledge regarding the teaching and learning of music. An essential objective of the JRME is to communicate research results to active researchers as well as to a broad spectrum of other individuals with interest in music education. Authors should be especially clear in reporting their purpose, procedures, and conclusions, and they should suggest implications for and applications to the profession.

Publisher: The Journal is published by Sage Publishing.

Can Submit online

Style Requirements:  APA, Chicago or A Manual for Writers of Term Papers, Theses, and Dissertations.

Reference Requirements: APA, Chicago, A Manual for Writers of Term Papers, Theses, and Dissertations.

Length: Should not exceed 20 pages.

Deadline: Deadlines are December 1 for the April issue; March 1 for July; June 1 for October; and September 1 for January. All copy must be sent to the chairperson of the Editorial Committee.

Thoughts: This Journal seems to fall more in line with the style and purpose of my paper.

Update: Applications of Research in Music Education

ISSN: 0022-4294

Description: Update: Applications of Research in Music Education, a peer-reviewed online journal published that brings research in music teaching and learning close to everyday practice to help teachers apply research in their music classrooms and rehearsal halls. The journal presents reviews of the literature and findings of individual studies without research terminology or jargon. Manuscripts must be comprehensible to music teachers untrained in research methodology and statistics. Thus, writing should be as free of research jargon and statistical terminology as possible. A quantitative manuscript that eliminates specialized jargon associated with statistics must be accompanied by a not-to-be-published addendum that provides complete statistical information. Reviewers must have access to all relevant data and analyses in order to assess appropriateness, accuracy, and interpretation.

Publisher: The Journal is s a publication of MENC: The National Association for Music Education.

Can Submit online

Style Requirements:  APA

Reference Requirements: APA

Length: Should not exceed 20 pages.

Frequency and Deadline: Bi Annually, May and November. Could not find deadline

Thoughts: This Journal seems to fall more in line with the style and purpose of my paper.  I may have a greater chance to be accepted in this Journal than others and so it may be one of my top choices.  I like it’s more relaxed approach.

 

Week 3 Blog post 3: Response to Sue Parlor

Sue,

I find it completely funny that after I had just finished responding to Anne Alsup about how I relate teaching music and performing as an ensemble to that of sports teams, I immediately clicked on your post to see your metaphor of what you do coaching softball to that of an orchestra!  Of course as I see it, this makes perfect sense and in no way serendipitous. Life has many correlations and connections.  The more connections we make the deeper an understanding of life we will develop.  But what is important is for our students to see these connections as well and to teach them to make these connections.

I also really appreciated your foray into nature and it’s connection with the book.  I too saw this in the chapters we read.  In fact it reminds me so much of the great transcendentalist writers, Emerson and Thoreau, who often wrote about elevating ones self by being fully immersed with nature.  Taking the time to soak in its beauty and acknowledging nature for what it is.  Doing this will Give way to Passion.

I love your thirst for knowledge and passion to continually improve yourself.  Through this program I think I have developed the passion to learn and may flirt with more education in the years to come.  Right now I think my pocketbook may not share this same passion!

Sue Parlor said ...

MAC Week 3: "Art of Possibility" Reading

8:09 AM | Posted by Sue Parler

“…his true power comes from making other people more powerful.”


As a softball coach, I often use the orchestra conductor metaphor to create an image that I can explain to others. I realize that my team is a collection of highly talented athletes (metaphorically, musicians); and my job is to make them play in perfect harmony – each feeling comfortable enough with her own contribution to be able to praise the skills of another. In so doing, I can see tangible evidence of engagement; through which we can achieve tangible evidence of progress in terms of better play. Wins and losses are never a barometer of our greatness – simply ask the question, “Are we a better team after the game, than we were when we started?” If so – we win, regardless of the score.


Because of their comfort in contributions to the team, I often have players step up and lead. Rarely is it the same player twice in a row. They lead by example and by words. Rarely is it the best player – it is simply one who perceives a need and steps in to fill it. They do not usurp my position as coach – they empower it.


That being said, the fifth principle, “Lead from any Chair” presents a conundrum. The book is written from the perspective of the leader. What if I’m in some other chair? Other than presenting him with the gift of this book, how do I get my leader to shed his/her calculating self? How do I draw him from his competitive measurement world and allow others to lead? Hmmm… ‘tis a puzzlement.


I gave him the book.


With regard to the seventh principle, “Be present to the way things are”, since I started at Full Sail last June, I have made this a practical goal. I have much to do and much in my head. But I owe it to those in front of me at that precise moment to be present to and with them. The glass half full metaphor crystalized this even more for me; as the full portion of the glass is the only thing tangible – real. Do not waste energy on the imagined – too much energy is already required in the real world, so be present to it.

Last Sunday, a friend of mine and I went to a farm – 32 acres of beautiful flowers, trees, gardens, and animals. It was a dismal day – gray and damp, with an occasional downpour. When we made the decision to go, we both said the worst that could happen is that we’d get wet, so what.


I adore nature. If I had to narrow it down to a single passion, I would say that the outdoors tops the list. I invest every Sunday morning in reconnecting with nature. I have often said that if I had my life to live over again, I’d be a Landscape Architect.


I walked around those gardens, jumping puddles, for two hours. Then we stopped at a little rustic deli for a good country lunch and headed home. It was a glorious Sunday.


Then I revisited my “If I had my life to live over” thought. Why live it over? I am who I am today by virtue of every experience I’ve had up to this point. I’m still here living. And I can pinpoint my passion. So I made a choice. Once I have finished the program at Full Sail, I’ll be returning to school once more – for Landscape Design. I’ve put in inquiries to several local schools and several online schools. I’m excited to see what develops.


Then I sat down on Sunday afternoon and read chapters 5 and 6 of the “Art of Possibility”. Imagine my surprise Monday night when I reached Chapter 8 – Give Way to Passion.


Serendipitous, wouldn’t you say?