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ElizabethĪlso encouraged their sharing and didn’t look down on their tastes. Students where they are – their favorite songs, genres, artists, and songs. However, I admire Elizabeth for meeting her
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Using the term very broadly as is done in today’s culture, not in relation to I have been reluctant to include “popular” music in my classroom,īecause I believe so wholeheartedly in exposing students to “classical” (I am Learning about different types of music, but others are verbally bored andĭisrespectful. Some of my students are always interested in Students to a variety of different genres of music, including more classicalĬategories, and world music. Passionate about music and singing, but feeling like your students don’t care,ĭon’t share your passion, and would rather be elsewhere. I absolutely resonate with Elizabeth’s issue: being so
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I’m hoping that my channel will give studentsįun, wholesome, and educational videos to watch when they are bored at home,īut I’m sure they are really only interested in the videos that we create as a Musical activities around the world that we study in class: Broadway snippets,Įthnic music and instruments, instrument families, and other fun music videos, It when we made a PSSA video, but I’ve expanded it to include videos of various Iĭo, however, have a YouTube channel that many of my students follow.
2016 new smartmusic release date professional#
That would make me continue using it), Twitter (again, same thought), orĬonnecting with students online through a professional account on FaceBook. Know we created one for this class, but it has not impacted my life in a way Preference, or I just have not yet discovered a personal need for them: PLNs (I However, there were a few that I either do not use based on Second nature to me: DropBox, Google Drive, FaceBook, blogs, and GoogleĬalendar. Many of the technologies mentioned in chapter 8 are like