I was checking my gmail account this morning and decided to read my ZDNet tech update.  That lead me to an article about Google Reader which lead me to Digg which lead me to a silly “Cool Moms” site which lead me to a google search for twitter tools which lead me to THIS article about tools that can be used to integrate Twitter with WordPress.

Call me immature (well, it’s true), but the idea of Twitter “Sharts” really made me giggle.

Those of you who turned in homework for Chapter 9 noticed that I didn’t make any comments about 9.2.  It’s just easier to provide the answer key for you.  Some of you caught a couple of things, but really all of you should work to improve your error detection skills!  Expect an error detection exercise on your final exam!

Successes:

• doing well with your chorale projects; yay you!
• know the basic rules when it comes to part writing and how to resolve “sensitive” tones (LT, 7th)
• know some chord progressions
• write good melodies
• getting more facile with RN analysis
• some knowledge of basic form

Not so successful:

• on-line components; some of you have been great and keeping up with journaling, but I haven’t been good enough about following through; those of you who have consistently journaled this semester will be rewarded!
• texture - what’s the big mystery?
• NHTs - you’re pretty good about recognizing them, but you don’t seem to know what they are
• modulation & secondary dominants - work in progress; hopefully you’ll feel confident by the final exam!!!

We’ll spend most of next week reviewing and refining, as long as you all come to class prepared and ready to be active participants in the classroom.

Since I am home with a sick toddler, I’m making use of my day at home by doing more anecdotal research on using Web 2.0 tools such as Twitter for educational purposes.  I’m wondering what your thoughts are on the matter, especially if you are a twitterer.  I myself was skeptical of opening myself up to this potentially fast-paced form of engagement, but so far I am having fun and pleased to receive tweets about my students’ scholastic pursuits. 

From EdVentures in Technology:

Now, integrating technology into the classroom experience at the higher ed level can be challenging and often means more preparatory work, and yet it has the potential to be far more engaging than the relatively static experience of lectures, overheads and PowerPoint presentations. Consider the opportunities for learning we could create if we tap our students’ affinity for technology by challenging them in class to find and share appropriate and timely references, news briefs, videos or lectures on our subject matter. Imagine if we showed our students how technology can serve them, rather than the other way around.

Absolutely.  I really like how this blogger frames the benefits of utilizing technology for the classroom.

Here are some of the benefits I see at present:

1. It can help break down barriers - between classmates who are in different performance areas, between the class and the Professor
2. It helps build community - with classmates you wouldn’t necessarily otherwise interact with, and again, it’s a way to interact with your Professor, hopefully!
3. You can, as you are experiencing something or reflecting about something relevent (or not), easily and quickly share your thoughts with others using your cell phone, for instance
4. It’s fast, efficient, fairly immediate
5. You might actually learn something!
6. You already text like mad, so why not text about theory?
7. We don’t need everyone’s cell phone numbers to twitter with them!

Of course I do see some shortcomings as well.  Perhaps I’ll let my students (or others who wish to respond) address this in the comments . . .

Hey, did you know that you can learn languages using Twitter?

I am posting this nearly a year after the awards were given, however, if you are looking for the best of the best in any Web 2.0 category, have a look here.

I happened upon this site in a recent search for the best group editing Web 2.0 interface.  Google is still the winner, so it seems.

Thank you to ATMI for providing the opportunity and venue for my Web 2.0 presentation.  Thank you to the participants for taking the web 2.0 roller-coaster!  I’m sure my fellow presenters can attest to this following statement - my presentation only scratches the surface!

There were several things that did not get thoroughly discussed in my presentation-workshop:

• How on-line learning improves educational outcomes (based on Bloom’s taxonomy)
• Hybrid sites such as http://www.terapad.comwhich may be more useful to those of you who want ONE site for weblog, content management, and easy widget integration
• What’s next for the web?
  • Web 3.0
  • Mashups!
• What’s next for us educators and performers as we seek to find ways to make technology relevant and expand our artistic boundaries to incorporate more technology?
  • Artography and other hybrid media?
  • Teaching and performing through Second Life and similar applications?

Remember that my presentation files are available through http://www.slideshare.net/msovoice.  Consider adding your presentations at SlideShare and “joining” the ATMI group.

I am out of town for the Association for Technology in Music Instruction (ATMI) and College Music Society (CMS) national conferences from Wednesday, November 14 through the weekend.  Here’s what’s coming up for you!

Wed, 11/14- meet with Schuberg’s section in 205; Species I draft due

Thurs, 11/15 - no class; be working on stuff for upcoming assessments!

Fri, 11/16- with Schuberg

Mon, 11/19 - Species II draft due

Tues, 11/20 - AP assessment (scale ID, interval ID, triad ID for grade; rhythmic & melodic dictation for participation credit)

HAPPY THANKSGIVING

Chapter 4 written theory homework will be due on Monday, Nov 26!!

Don’t forget your species counterpoint “duets” that I’ll be hearing on Nov 27 & 29!!

I am looking forward to the ATMI and CMS conferences next week.  This weblog will be used as a “jump off” point for my Web 2.0 in Music Education workshop which will be presented on Saturday, November 17 at 4:00pm.  My presentation continues to evolve, and I am certain that additional changes will be made as I continue to learn about Web 2.0 tools and the justification for using the technology in the classroom.

Check this out!  You can download free ear-training software that will help you with your the following:

The software is available from http://www.solfege.org.  Might be a good thing to check out before your next assessment, eh?  If you don’t have a personal computer, I recommend going to the music lab and working with Auralia.

Look what I can do, Ma!  Here’s a neat tool I’ve been playing around with called diigo!  I can annotate webpages and share these notes with you.  I don’t exactly know what YOU will see if you click on the links, but give it a try.  Will someone post a comment and give me some feedback?  I plan to discuss diigo next week at a conference.  Thanks!

~*~*~*~*~*~*~*~*~*~*~*

Introduction 2  Annotated

• This is a good overview of the basic distinguishing features of each species of modal counterpoint. 

we concentrate on consonant harmonic intervals and begin to develop a sense of melodic purpose.

passing tone

problems of creating a goal-directed line with increased possibilities for dissonant configurations

suspension figure

Cantus Firmus  AnnotatedDon’t worry! You’re not expected to compose a cantus firmus for this class. =) Keep in mind, though, that the rules for the CF do generally apply to the CP. - post by msovoicemsovoice  Annotated

The cantus firmus begins and ends on the tonic of the key or the final of the mode

This range is occasionally stretched as far as a 10th.

Conjunct (stepwise) movement

If the leap is greater than a 3rd, it must be followed immediately by motion, preferably by step, in the opposite direction to that of the leap.

• NB: nota bene! - post by

Two successive leaps in the same direction are to be avoided

First Species Counterpoint

• I recommend doing all of the species exercises. You’ll likely do better on your counterpoint “project” and come to the table more prepared for lectures on chords and 4-pt writing! - post by msovoice

• Keep in mind what Prof. Williams had to say about transposition for cantus firmi! - post by msovoice

The line of counterpoint should be written for an adjacent voice; that is, if the cantus firmus is in the alto, the line of counterpoint can be written for either soprano or tenor (example 1).

• Well, I know you would all prefer to write in bass or treble clef. It won’t always be possible because you have to consider the appropriate vertical distance between parts! - post by msovoice

In those modes which lack a natural leading tone, like Dorian, Mixolydian, and Aeolian, a leading tone can be created by raising the mode’s 7th degree chromatically.

The Phrygian mode is a special case. Although it lacks a natural leading tone just as the Dorian, Mixolydian, and Aeolian modes do, it contains a sort of upper leading tone in its 2nd note — a note one half-step above the mode’s tonic, or final, rather than below it. This upper leading tone is one of the Phrygian mode’s distinctive characteristics. Because of it, and the tension that it creates, this mode doesn’t need a leading tone on the 7th modal degree at all.

• Interesting! Does anyone remember Prof. Williams saying anything about this? - post by msovoice

There are four types of motion by which one may progress from one interval to another: parallel, similar, oblique, and contrary.

Direct or hidden 5ths and 8ves