![1) offering information and illustrating materials
Keeping Score: open US multimedia environment with score, recordings and historical
background information on famous composers, its useful to listen to the music while tracking the
score in realtime; The Violin Site: open English language all around the violin and teaching
2) offering interactive problems and practices
AnaVis: closed German learning environment for formal analysis and games, MILAN: closed
German music theoretical education portal, Good Ear, MusicalMind: open English online
solfege training websites, Music Theory Net open music theory website; Audiosauna: open
English full-featured online audio workstation with an easy-to-use and straightforward user
interface. It enables using several advanced polyphonic synthesizers, samplers and live effects
in real-time in the browser. Notefligth: closed online notation portal, Musescore: free music
composition and notation software with online tutorial and online sharing possibilities, Audacity:
free audio and recording software with Wiki pages
3) dynamic pages built by web communities [most of software websites offers forums for
developing their products]: Freesound: partly open collaborative database of Creative Commons
Licensed sounds; WHOLENOTE: partly open English online community devoted to the learning
and sharing of all things guitar, Rada7: partly open Estonian blog/website for pop and alternative
music criticism
4) introducing teaching and course syllabi and curriculum
Finnish, Estonian, English, Austrian, US (open and partly open environments)
MOVE, Koolielu, Primary Resources (music), Music at school, EDUHI.AT,
Vermont MIDI Project, MIT-OPENCOURSEWARE
Estonian, US (closed environments)
IVA, Moodle, Blackboard](https://image.slidesharecdn.com/e-learning-lecture-lock-belgrade-2012-121223051719-phpapp02/85/E-learning-lecture-Lock-Belgrade-2012-19-320.jpg)
![University of Arts, Faculty of Music Belgrade
What e-learning environments capacitate in music education?
References
Beaudoin, Paul (2009). iTunes, YouTube and me: integrating media technology in the music
classroom. Music and Environment: The Changing Face of Music Education (eds. T. Selke &
G. Lock). Tallinn: Tallinn University, 30–34.
Juvonen, Antti & Ruismäki, Heikki (2009). The new possibilities of music technology in music
education. Music and Environment: The Changing Face of Music Education (eds. T. Selke &
G. Lock). Tallinn: Tallinn University, 98-104.
Lock, Gerhard [2012]. Muusikakriitika erikursus / Music criticism course (MuKriErikursus).
http://www.tlu.ee/muusikaarvustaja/muusikakriitika/MuKriErikursus.html
Morehead, Patricia (2009). Teaching composition in the new world of the technological
revolution. Music and Environment: The Changing Face of Music Education (eds. T. Selke &
G. Lock). Tallinn: Tallinn University, 188-194.
Ojala, J.; Salavuo, M.; Ruippo, M. & Parkkila, O. (2006). Muusiiikasvatusteknologia (Music
education technology), Otava: Suomen musiikkikasvatusteknologian seura, Keuruu.](https://image.slidesharecdn.com/e-learning-lecture-lock-belgrade-2012-121223051719-phpapp02/85/E-learning-lecture-Lock-Belgrade-2012-20-320.jpg)
E-learning lecture Lock Belgrade 2012
- 1. University of Arts, Faculty of Music Belgrade What e-learning environments capacitate in music education? With examples from Estonia, Finland, Germany, USA Lecture following the Pedagogical Forum Performing Arts December, 17, 2012, Belgrade (Serbia) Gerhard Lock Musicologist, Composer, Educator MA, PhD candidate: Estonian Academy of Music and Theatre, Department of Musicology; Lecturer: Tallinn University, Institute of Fine Arts, Department of Music Tallinn University, Head of Arts Subject Field Council Tallinn/Estonia
- 2. University of Arts, Faculty of Music Belgrade What e-learning environments capacitate in music education? With examples from Estonia, Finland, Germany, USA Lecturer Gerhard Lock (Tallinn Estonia) Sound example accompanying the metaphorical picture of the lecture – „A boater needs to know and understand...“
- 3. University of Arts, Faculty of Music Belgrade Requirements for establishing e-learning environments I What do we need? II What does it requires to know? III What skills are useful?
- 4. University of Arts, Faculty of Music Belgrade Requirements for establishing e-learning environments Computer Internet Software Hardware 1) basic skills in all realms mentioned 2) experience how to use them together 3) motivation and ability to learn individually 4) ability to concentrate and organize your time in accordance to the requirements established by the e-learning environment
- 5. University of Arts, Faculty of Music Belgrade How to categorize e-learning environments? I What kind of environments you know? II What does they enable/what does they require? III What is the role of the internet there?
- 6. University of Arts, Faculty of Music Belgrade How to categorize e-learning environments? Open environments - thematic websites/portals - (self-)learning websites/portals - open e-learning courses - community websites/forums - upload environments Partly open/closed environments Closed environments - password protected payment or The Internet as non-centralized special e-learning environments/ environment software - link-based, wiki structures - intranets of institutions - constantly developing, growing, changing ... → meta-meta-meta
- 7. University of Arts, Faculty of Music Belgrade What characterizes good e-learning environments? Symbols should 1) evoke rememberance 2) be visually attractive 3) soundingly attractive Structures need to be 1) clear, simple A need for crasping, to 2) as much as self-explaining 1) evoke interest, 2) be exciting 3) flexible 3) be dynamic, 4) be interactive 4) pragmatic
- 8. University of Arts, Faculty of Music Belgrade What are e-learning environments today/in future? Music technology - becomes more and more familiar for people 1) who have no formal music education 2) who don't play any instrument (Juvonen & Ruismäki 2009) Internet is changing into www + social networks: 3) social and user-based Google, Facebook, Wikipedia, community media product, YouTube, TeacherTube, Myspace, participating & interaction, Soundcloud, Freesound etc. sharing and free creation
- 9. University of Arts, Faculty of Music Belgrade What are e-learning environments able to today/in future? Internet is useful 1) for independent music learning 2) information retrieval in any moment of time 3) requirements/needs based learning environments (Juvonen & Ruismäki 2009) 4) mediator for buying-offer In public debate Internet users - dangers and disadvantages of the - become content producers Internet has been underlined, especially for children
- 10. University of Arts, Faculty of Music Belgrade What are e-learning environments able to today/in future? Students use the internet 1) to find solutions to musical problems 2) visualization and sharing of knowledge 3) creating constantly new information just appropriate (Juvonen & Ruismäki 2009) for them In Internet communities one uses 1) simples solutions, services and tools ... 2) … to support, create, share, teach, learn, communicate
- 11. University of Arts, Faculty of Music Belgrade What are e-learning environments able to today/in future? Future environments: 1) blogs, wikis, podcasts, clouds 2) research and science based networks The door is open, you just have to step in (Chinese proverb) Be aware, that to much personal (Juvonen & Ruismäki 2009) information sharing online may lead to become transparent and controllable in the Internet. Integration of media technology in the classroom 1) music teachers are on the frontline to integrate media technology 2) variety of recordings enlarge the experience of interpretation (Beaudoin 2009)
- 12. University of Arts, Faculty of Music Belgrade What e-learning environments capacitate in music education? Todays technology 1) support learners 2) enables to experience interpretations of famous performers 3) observe and yourself shape the development of composing --> with best and worst examples Computernotation-, digital audio workstations (sequencer programs) 1) enables young composers to listen to the exact representation of their creation, no matter weather it is electronic or orchestra music (Beaudoin 2009)
- 13. University of Arts, Faculty of Music Belgrade What e-learning environments capacitate in music education? Teachers 1 1) can supplement their courses with lectures of famous specialists 2) the complete work of famous composers is already online (Bach, Mozart, Schönberg etc.) 3) scores, MIDI and free sound Musicians portals one find also elsewhere 1) private teaching isn't local any more, because one can share it via video 2) may play together via webcam and Skype (Beaudoin 2009)
- 14. University of Arts, Faculty of Music Belgrade What e-learning environments capacitate in music education? Teachers 2 1) can use blogs to teach 2) blogs may become recognized environments 3) through YouTube become aware, what their students do 4) find on YouTube historical recordings YouTube 1) established first online-orchestra (2009), where you can download your instrument's part (Tan Dun's new piece), record it via video upload in You Tube (Beaudoin 2009)
- 15. University of Arts, Faculty of Music Belgrade What e-learning environments capacitate in music education? Contemporary technology - offers new versions of old tools and goals (Ojala et al 2006) - is important, but useless if we are unable to use it Applications In Pedagogy and education - monitoring learning - to develop pedagogically useful and working solutions for teaching and learning - sufficiant integration into curriculae and school culture - new means of communication change the field of music as well as related processes of enculturalization (Juvonen & Ruismäki 2009)
- 16. University of Arts, Faculty of Music Belgrade What e-learning environments capacitate in music education? Music technology (Juvonen & Ruismäki 2009) 1) Support for instrument learning a) video mediated teaching b) accompaniment programs, interactive software 2) Enables creative activities like a) children's composition projects b) barrier-breaking projects (e.g. pic2sound - Coagula, data2sound - Audacity) 3) Network teaching and learning 4) Use of multimedia materials a) CD-ROM, b) Internet 5) Integrating music technology into curriculum and National standards
- 17. University of Arts, Faculty of Music Belgrade What e-learning environments capacitate in music education? Internet as learning environment (Juvonen & Ruismäki 2009) Enables you to learn on your own and easily at home. Categories of websites/portals: 1) offering information and illustrating materials (is included also in the next categories) 2) offering interactive problems and practices 3) dynamic pages built by web communities 4) introducing teaching and course syllabi and curriculum They may be (partly) open/closed or include software to download etc. These categories seldom appear solely on just one category, they do mix.
- 18. University of Arts, Faculty of Music Belgrade What e-learning environments capacitate in music education? Some examples of websites/portals/environments: Keeping Score, The Violin Site, AnaVis, MILAN, Good Ear, MusicalMind, Music Theory Net, Audiosauna, Notefligth, Musescore, Audacity, Freesound, WHOLENOTE, MuKriErikursus, Rada7, MOVE, Koolielu, Primary Resources (music), Music at school, EDUHI.AT, Vermont MIDI Project, MIT-OPENCOURSEWARE, IVA, Blackboard, Moodle Check out these websites and find out 1)what kind of content they offer? 2)into what category they might belong 3)are they open/closed environments 4)in which context (formal/informal) they might be applicable
- 19. 1) offering information and illustrating materials Keeping Score: open US multimedia environment with score, recordings and historical background information on famous composers, its useful to listen to the music while tracking the score in realtime; The Violin Site: open English language all around the violin and teaching 2) offering interactive problems and practices AnaVis: closed German learning environment for formal analysis and games, MILAN: closed German music theoretical education portal, Good Ear, MusicalMind: open English online solfege training websites, Music Theory Net open music theory website; Audiosauna: open English full-featured online audio workstation with an easy-to-use and straightforward user interface. It enables using several advanced polyphonic synthesizers, samplers and live effects in real-time in the browser. Notefligth: closed online notation portal, Musescore: free music composition and notation software with online tutorial and online sharing possibilities, Audacity: free audio and recording software with Wiki pages 3) dynamic pages built by web communities [most of software websites offers forums for developing their products]: Freesound: partly open collaborative database of Creative Commons Licensed sounds; WHOLENOTE: partly open English online community devoted to the learning and sharing of all things guitar, Rada7: partly open Estonian blog/website for pop and alternative music criticism 4) introducing teaching and course syllabi and curriculum Finnish, Estonian, English, Austrian, US (open and partly open environments) MOVE, Koolielu, Primary Resources (music), Music at school, EDUHI.AT, Vermont MIDI Project, MIT-OPENCOURSEWARE Estonian, US (closed environments) IVA, Moodle, Blackboard
- 20. University of Arts, Faculty of Music Belgrade What e-learning environments capacitate in music education? References Beaudoin, Paul (2009). iTunes, YouTube and me: integrating media technology in the music classroom. Music and Environment: The Changing Face of Music Education (eds. T. Selke & G. Lock). Tallinn: Tallinn University, 30–34. Juvonen, Antti & Ruismäki, Heikki (2009). The new possibilities of music technology in music education. Music and Environment: The Changing Face of Music Education (eds. T. Selke & G. Lock). Tallinn: Tallinn University, 98-104. Lock, Gerhard [2012]. Muusikakriitika erikursus / Music criticism course (MuKriErikursus). http://www.tlu.ee/muusikaarvustaja/muusikakriitika/MuKriErikursus.html Morehead, Patricia (2009). Teaching composition in the new world of the technological revolution. Music and Environment: The Changing Face of Music Education (eds. T. Selke & G. Lock). Tallinn: Tallinn University, 188-194. Ojala, J.; Salavuo, M.; Ruippo, M. & Parkkila, O. (2006). Muusiiikasvatusteknologia (Music education technology), Otava: Suomen musiikkikasvatusteknologian seura, Keuruu.