Learning Artifacts from Music Tip 1B
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CBT
Another name for this technology is "Instructional Software". There are four basic categories that CBT can full under based on the purpose they serve
1. Drill and Practice
reinforces content
2. Tutorial
teaches new content
3. Games
similar to Drill and Practice,
games reinforce content
but in a less formal way
4. Discovery and Simulation
teaches new content through
exposure and experimentation
Two websites that I found extremely versatile can be found below. Alternatively, you can access this PDF document that contains ideas for implementation as well as the same annotations below.
Additional online resources worth noting:
Computer Based Training
MusedLab lends itself to the CBT categories of Drill/Practice, Games, and Discovery/Simulation. In truth, it really just depends on how you choose to use these tools. Available on this website are interactive tools that could be used as a “filler” discovery activity while other students are finishing up work or they could be used . The structured usage determined by the teacher will define its ultimate role.
The Music Interactive falls under the CBT categories of Drill/Practice and Games. Specifically, Staff Wars is an incredible program that allows students to practice their music literacy on all three clefs that are used in orchestra. The game part is really just a disguise for the practice… but overall the content on this website is fun and useful!
Text
Text is a fundamental building block in the way we communicate with one another. It is used to relay directions, record thoughts, make announcements, code websites, fill pages in books, and so much more. It is interesting, then, how little people actually know about the underlying purpose and intended use of text. Below is a brief description of key concepts related to text and its implementation.
-Typeface refers to a collection of characters
-Font refers to the style of characters at hand
-Serif refers to typeface that has ticks
- Sans-serif refers to "sreamlined" typeface
-Proportional typeface varies the horizontal
distance between letters in order to improve
fluidity while reading
-Non-proportional typeface has uniform horizontal
distance between letters
With the above in mind, there are four possible combinations of typeface;
Proportional sans-serif;
-an example is [Arial]
-often seen as web titles and body text, online text
Proportional serif;
-an example is [Times New Roman]
-most popular in the earlier days of web design, printed on physical matter
Non-proportional sans-serif;
-an example is [Lucida Sans]
-computer code
Non-proportional serif;
-an example is [Courier]
-typewriters, older-style physical matter
Display fonts are "artsy" fonts that are used to convey a certain atmosphere. Display fonts tend to be larger as well. A few examples of display fonts can be found below.
Amatic sc Avenida Belinda Coquette
Fredericka the Great Geotica Four Open
Lobster Reklame Script Sarima Trend
Italicizing text is a common feature that allows for emphasis, however there are different ways to "slant" text. Some are created as a separate typeface, while others need to be manipulated manually through a word processor. Below are the differences between techniques compared to a "typical" text.
-Oblique text is slanted and maintains the shape of
the original characters
-"Slanting" a character does not make it italicized
-Italic text is slanted and may change the shape of the
original characters (check the I, H, A, and L)
Original work is not typically shared in its initial file format. For example, a professor would not share a word document that contained a rubric for an assignment, rather a PDF document. It is important to understand how to save a file in a way that allows for editing in order to make future changes as well as how to save a file that is "solid" for professional and share-able purposes.
Example file formats that allow you to revisit and edit
-.docx
-.xml
-.rtf
Example file formats that typically do not allow you to edit, but you can revisit
PDF files are the most commonly shared among digital platforms because they are professional and do not allow editing.
Below are two artifacts I have created that display different implementations of typeface
Additional Content-Related Resources Containing Text
Typeface
Manipulating Typeface
Resources
Images
Technology and online communication has encouraged the use of images in everyday proceedings. Logos, art, videos, television, texts, and even fashion utilizes images to better connect with consumers and convey emotions to all.
"Pixel" is a contraction for "picture element" and refers to the individual pieces of an image. The vertical and horizontal organization of pixels creates what we know as the resolution; how detailed or 'blurry' a picture is.
Bitmap images, also known as digital paintings or raster
images, are made out of individual pixels. To edit a bitmap
image, you music edit each individual pixel. Because it is
constructed of a specific quantity of pixels, when you zoom
into a bitmap image, it becomes less detailed and more...
bumpy.
Vector images on the other hand, are composed of lines,
shapes, colors, and other mathematically-proportioned
entities. They tend to be less detailed, like logos are, but
do not lose clarity when manipulated. If you zoom into a
vector image, it will remain clear because it is mathematically
generated and is not made up of individual pixels like bitmap
images are.
Bit depth describes the number of colors found in an
image. The word "bit" is a contraction for "binary digit" and
refers to a digit in the binary number system. The number
value increases by a power of 2 with the addition of each bit.
Black and White drawings have 2 colors... therefore only 1 bit
per pixel. Low resolution pictures can have up to 256 colors...
therefore there are 8 bits per pixel. As you continue to increase
photo quality, the bits per pixel will also increase.
Common aspect ratios (related to photo resolution) that are used today are 4:3 and 16:9.
It is important to save your files as both an editable original as well as a "final" copy that can be shared via the internet.
File formats for editable originals:
-acorn
-affinity
-photo booth
File formats generally shared via the internet as "final" copies:
-PNG (supports millions of colors and transparency)
-JPG/JPEG (supports millions of colors, high resolution)
-GIF (supports transparency and multiple frames for animation)
-SVG (supports resolution independent images for things like logos)
To save an image on your hard drive that you find on the internet, you can either take a screen capture, copy the image onto your clipboard and paste it to a separate destination and save it, or right click and select "save as".
To effectively share an image on the internet, you will want to first save the file in its native format so that you can edit it at a later date. Then, you can save the file in a flattened format PNG, JPG/JPEG, GIF, or SVG. Alternatively, you can save the image as a PDF or TIFF file so that it has a higher resolution.
The same process applies to saving a score from Sibelius or NoteFlight. To edit those files, simply put the image into an image editing software and save it as that native file.
Below are a series of images I created to conceptualize the basics of image editing and various file formats;
Transparency and Cropping
Exporting from PDF to PNG, Cropping, Inserting Text/Vectors, Collages
Creating Vector Images, Filling, Shading, Layers
(ROARchestra LMS new logo)
Additional Content-Related Resources Containing Images
Basics
File Formats
Resources
Sound
As a music educator, sound is an integral part of the content I teach. It is important to know how to save, create, and edit sound. Additionally, it is important to understand how to share your creations as well as save or present sound creations you find online.
Sound waves can be transduced, meaning converted to another form, using a microphone. The changes in air pressure are recorded and changed into electrical voltage readings using an electromagnetic field. This is how sound is read!
Sampling rates refers to the number of voltage measurements read per second and is measured in hertz (Hz). If an audio sample has a sampling rate of 10 kHz, that means it is measuring the recorded voltage at 10,000 times per second. However, this is only part of what makes up an audio recording. Sample resolution is the degree of precision within each measurement. These individual amplitude levels allow for a more full dynamic range and more clear sound. Common sampling resolutions today are 8-bit, 16 bit, and 24 bit. Each resolution is 2^x power, x being the bit measurement. Higher bit resolutions will also keep more sound decibels, meaning less sound will be clipped or distorted compared to the original performance or sample. It is sort of like a ruler; the more precise the ruler is, the more precise your measurement will be.
WAV (Waveform Audio File Format) and AIFF (Audio Interchange File Format) files are the most common uncompressed audio file formats. These files are larger because they are uncompressed, meaning you will likely never share these files. They are most commonly kept as native files on your computer!
Audio file compression can be tricky because you do not want to distort sounds but you also do not want to have large file sizes. Lossless compression basically means that the file was reconstructed... but it hardly lowers the file size by at most, 50%. Lossy compression is the better alternative because there is minimal sound distortion/loss but has a smaller file size. To get the best results, you should start with the highest resolution original; anywhere from a 44.1 kHz to 96 kHz sampling rate and 16-bit or 24-bit resolution. When you convert the file, you end up getting better quality if you start with a higher resolution sample. The two most common compressed audio file formats are MP3 or AAC.
Audio files are so widely accessible it is also important that companies and artists have the ability to limit file sharing, downloading, and reproduction. MP3 files are typically the file that best supports digital rights management.
Using the information above, you can effectively save files depending on their intended usage. Files that typically constitute your editable original are garageband, audacity, logic, or I-files. File formats that are generally shared over the internet are MP3's,
Below is an audio file I created to serve as an artifact from this learning experience.
Additional Content-Related Resources Containing Audio
Sampling
Resources
File Formats
Video
Video, similar to audio, is very useful to use in educational settings. Not only is it an engaging tool, but videos can be used as learning artifacts as well. Therefore, it is important to have a basic understanding of how to save, share, and create video.
Frame rate refers to the number of frames, or still images, captured per second (fps). The higher the fps, the more fluid a video will be! 24 fps is common in film productions, but digital video is typically 30 (29.97) fps. Frame rate for high quality videos can go all they way up to 60 fps, but keep in mind that more basic animation, such as slide shows or basic cartoons, do just as well with smaller fps. This is important to note because it saves data later on!
Similar to sound editing, the file format for your native original (that can be edited) will be larger than that which you would share on the web. Common software you can save your native file in would be under iMovie, Techsmith Camtasia, Clip Champ, or Movie Maker. MP4 is the most common file format used to share video as it has a high compression quality and supports DRM (digital rights management) software. Other video file formats include MOV, AIV, and WebM.
To download a video off of YouTube for use in the classroom or in an offline presentation, you have a few options. The first would be to screen capture the video as it plays, however the quality of that video will likely be lower than you desire because the audio and video will not completely sync. Another option would be to use an online video converter and compressor that takes the video's link and creates an MP4 file. The final option would be to subscribe to YouTube Premium and select the "download for offline use" item on the video's menu.
I already use video files in my teaching. Typically, I begin every class with a video of an artist playing a related instrument. Some days I may use drum tracks (audio or video files) to accompany the orchestra, other days I have students reflect on a video while I work one-on-one with a student. Students would also video record their playing tests so that I could go back and reference their playing while they more or less built a portfolio. When we moved online due to COVID, I used videos in every lesson because it was more engaging, interesting to watch, and was a nice break from instruction. I see myself using videos in the future in similar ways, but in a more informed way.
Below is an video file I created to serve as an artifact from this learning experience.
Additional Content-Related Resources Containing Video
Absolutely Wonderful YouTube video... with wonderful musicality but questionable tone
Resources
Basics
Web
The "web," or internet, that we know today has not always been. The first computer was giant... basically the size of a garage. There were no images, websites were just text, and search engines weren't around. Up until 1964, there was no "public" computer because it was really just for scientists and mathematicians. Still, it was incredible because information was never so readily available and easily accessible. As time progressed, people began to create search engines and figured out how to embed images, format websites, and predict what content consumers would want to view. Now, we have ads, cookies, predictive text, videos, images, platforms, software, and so much more available at our fingertips.
By 1970, computers were connected via the "world wide web." Basically, computers are just communication devices that are connected through wires. As individuals, we do not have immediate access to the internet; instead we have providers like Verizon or Spectrum that connect us to various servers. Servers store information or documents. Examples of servers would be Facebook, a cooking website, an email, and so on. Servers do not "exist" separate of themselves. Personal computers are clients; meaning our computers receive information after connecting to a server. Some computers are both servers and clients. Personal computers all have their own IP addresses, giving the internet providers a way to identify who is accessing what.
In summary; a personal computer (client) is connected to the internet through a third party, which then gives that IP address access to servers.
The 3 core languages used to create content on the world wide web are HTML, CSS, and JavaScript. These languages are actually coding scripts that allow individuals to create content. The single most essential piece of software for creating a web page from scratch is a text editor! Text... not only is it a way to express yourself, but there is so much personality that comes with it.
An internet domain is an identification string that is owned by a particular individual. Some domain names are provided for free, like a wix.com or weebly.com domain, while you must pay for others. You may want your own domain because it is like a brand; it is yours and content you put out is representative of you. There is a difference of an internet domain and a website, however. See below.
Speaking of websites, a URL is the address for a web page on the world wide web. It is specific to that page. An internet domain is like the umbrella while URLs are like the wire bridging inside. Every URL is unique, even if you find a new page on the same website. DNS (Domain Name System), on the other hand, is sort of like the phonebook for the internet. Each internet domain and URL is unique, and the DNS is how you access domains.
Personally, I don't really use social media. For my students, social media is a huge part of their lives. I want to be relevant and my content to stay relevant, but I don't really like using social media alongside my work as an educator. This may feel a bit outdated, but I don't want there to be a million places for kids to search for information and I don't have the time to update a social media page frequently enough to make it more than just a lame attempt at being relevant. If I had someone who could take high quality pictures or format my social media for me, my opinion would be different, but I can't afford to hire anyone to do that and I'm not sure how I feel about letting a middle schooler run a social media platform for me. I'd have to monitor that, in which case I might as well do it myself. Yes, it may encourage professionalism and growth in students who are a part of running those pages, but at this current moment I am not confident in my ability to find time to monitor those interactions.
As far as technology integration in and outside of the classroom, however, I believe it is much more efficient than paper communications. Information can be centralized in an online platform, assignments are available in one place, you can share media, create practice recordings, and so much more. Technology is incredible, and really gives educators the ability to be available on an entirely different level! If a kid has a question at 10pm, they may not be able to ask you, but they can absolutely reference your website, blog, or other online platform that you use!
I would love to learn computer programing language because there have been so many times in my life that I have thought to myself "I wish that this existed." I can't imagine how amazing it would be to just make the thing that I need. Similar to how I create my own instrumental warm-ups and notation exercises, it would be so convenient to create something that was just what I needed instead of having to search for something that could sort of work.