Virginia Music Educators Association, Hot Springs, Virginia.
Click here for the digital handout.
Virginia Music Educators Association, Hot Springs, Virginia.
What types of music learning and making can technology mediate? Come explore answers to this question in this interactive and discussion-based session. You will see example projects that use affordable technologies which encourage inclusive and interdisciplinary student thinking, learning, and making through the use of microcontrollers and coding. You will engage with student technology-based projects and have chances to look under-the-hood as you create your own technology-mediated products. We hope you will leave feeling capable of engaging playfully with students to create projects using technology. To help with this, we offer a wealth of resources including examples, tutorials, and adaptations.
Click here for the digital handout.
IMPACT 2017 at New York Universtiy
Rathgeber, J., Stringham, Hoye, J., S., Stapleton, J., Bross, L., Childs, N., Foote, A., Florimonte, I., & Vaughn, E. (2017, August). Making, Participation, and Community: JMUke and Places of Music Learning. Two-Hour interactive session presented at the Interactive Multimedia Performing Arts Collaborative Technology (IMPACT) Conference, New York University, New York, NY.
Description: In this session, faculty and students involved in the JMUke project will: (a) review relevant research literature related to informal and participatory learning as well as the intersection of maker culture and music learning; (b) facilitate a truncated JMUke session in which participants build and play ukuleles; and (c) facilitate a discussion exploring possibilities for integrating participatory and/or community-based experiences into music courses (and other arts-based courses). Throughout, presenters will discuss elements of experience design and social impact related to JMUke project (drawing on data generated at actual JMUke events hosted by students).
At JMU and in the surrounding community, most opportunities for individuals to experience music are presentational in nature. While these may be meaningful experiences for some, the prevalence of presentational music may limit music-making opportunities for community members. Recent research indicates that existing presentational music groups engage only 10-20% of K-12 students nationally, and just 5% of American adults identify as participants in community presentational music making. JMUke, a project funded by a JMU Faculty Senate Mini-Grant, attempts to address this problem by engaging undergraduate music students through using technologies and pedagogical techniques heretofore underrepresented in their pre-service teacher education. Students participating in this project build ukuleles and plan participatory music making/learning events at various locations in the community, addressing various populations (e.g., children, adults, families).
Stapleton, J., & Rathgeber, J. (2017, May). Inside the sandbox: Learning/playing with music-making technologies. Interactive session presented at the Mountain Lake Colloquium for Teachers of General Music Method, Pembroke, VA.
DESCRIPTION: In this open sandbox session, participants will be encouraged to playfully engage with digital and electronic music-making tools and experiences, as well as discuss possible pedagogical uses of technology-mediated music-making.
O’Leary, E. J., & Rathgeber, J. (2016, August). Where your creativity at?: Exploring and understanding creativity through music and technology. Two-Hour interactive session presented at the Interactive Multimedia Performing Arts Collaborative Technology (IMPACT) Conference, New York University, New York, NY.
Creativity is a popular buzzword in current educational discourse, but what does it really mean? Not only that, but how can you foster creativity in your classroom and work? This session explores creativity through music and technology using research-based theories of creativity to highlight how the creative process has been envisioned, explained, and understood throughout the last century. Through a series of music- and arts-based problems, participants will create, respond, and perform using processes and conventions developed by creativity scholars such as Wallas, Guilford, Csikszenmihalyi, and Sawyer. As a closing activity, participants will be asked to envision ways in which creativity can be fostered in their teaching and learning contexts and provide solid links to praxis.
What assumptions have teacher educators made about music, technology, and the current generation of pre-service teachers? How do pre-service teachers think about the uses of technology in their pedagogical practices?
Rathgeber, J., & Stauffer, S. (2015, May). Just when we thought they were digital natives: Apping up!. Paper presented at the Mountain Lake Colloquium from Teachers of General Music Method,
This interactive session features collaborative currere to reconceptualize, analyze, and synthesize accounts of transformative work. We describe themes of design, experience, and iteration in relation to traditional and innovative practices.
Tobias, E., Bickmore, I., Bledsoe, R., & Rathgeber, J. (2015, May). Design & iteration for
transformation. Plenary session presented at the Mountain Lake Colloquium from Teachers of
General Music Method, Pembroke, VA.
Click here for the companion website/interactive handout.
Tools like Scratch and Makey-Makey afford us new ways to think about and create music. With these tools, we can construct new controllers and interfaces that allow us to play with our own sounds on our own terms. We can craft motion controllers that let us interact with sound through gesture. We can design touch interfaces that power interactive art installations. The possible outcomes of our interaction with these tools are diverse and imaginative. Yet, these creative products are but artifacts of intense, complex, and often meaningful creative processes.
This session explores curricular applications of using Scratch and Makey-Makey to create interactive sound installations with a focus on the process of creating the works. We will explore a pedagogical framework for crafting such works that embraces pilot-testing, iterative design, and collaborative problem solving. Through hands-on engagement with these tools, we will uncover how such a framework can empower students to engage in dialogue with one-another, the potential users of their of their works, and even the works themselves.
Rathgeber, J. (2014, August). Dialogue with a controller: Projects, pilot-testing, and pedagogy. Two-Hour interactive session presented at the First Interactive Multimedia Performing Arts Collaborative Technology (IMPACT) Conference, New York, NY.
Illinois Music Educators Association Summer Learning Series 2014
Click here for the interactive handout/companion website
Description: Having a quality website that can help you extend the reach of your teaching is easier than ever! In this session, you will explore some of the tips and tools for creating a powerful website that will act as a hub of learning in your classroom. While you create or work on your own class website, you will be introduced to concepts of Blended/Flipped learning, TPACK, and other techie buzz words that can really open up learning in new ways for your students. You will learn how to select and create tutorial/lesson videos, how to assess student learning using tech tools, and explore ways of making your class website into a high-traffic learning space that students will clamor to explore in class and on their own. You will walk away with either a brand new website shell or a new and improved learning space, as well as a slew of tips and tricks for integrating technology into your classroom in easy and useful ways. Please bring a Wifi ready computer.
Illinois Music Education Association Conference, Peoria, IL
Presentation Companion Website (filled with at lot of helpful tools)
Have you heard of “Flipped” or “Blended” educational technology and wondered what such pedagogy could do for you and your students? Do you want to increase technology’s presence in your music classroom but don’t want to invest hours upon hours searching for tools and sites? Do you want to find new ways to reach each of your students’ specific needs in exciting ways? If so, then this session is for you.
During this session, music educators will experience first-hand how they can make use of “Flipped” classroom techniques for use in a music classroom where technology and traditional styles of teaching are blended together. In such “Blended” classrooms, teachers can provide specific and clear instruction with a high level of differentiation for their students. The session will cover ideas of website organization for use during class time and at home, Web 2.0 collaborative resources, webcasts/lesson videos, online video assessments, and classroom pedagogy for integrating these tools in an actual music classroom. This session builds upon concepts introduced at 2013’s “Just Flip It and Get It Out There” (however, no previous experience with “Flipped” or “Blended” technology pedagogy is necessary).
Music educators are highly encouraged to bring their computers so they can experience tech tips firsthand. Also, techno babble will be kept to a minimum, as to decrease techno fear and anxieties.
Here you will find abstract, videos, handouts, and other information related to Jesse's scholarly presentations.
The sound in your mind is the first sound that you could sing" - Jack Kerouac