This overview stems from "real life" experience and reflection over the past six years in using electronic learning with choral ensembles at the
university level, and from working with choral directors and public school teachers/students around the country on how to implement electronic learning
in their specific contexts. Feel free to borrow anything here that appeals to you. I am also interested in hearing from you about what you are doing with
electronic learning in choral contexts. How this overview came to be online.
I. INTRODUCTION
One might think this presentation is "about" technology. That is not the case. It actually has to do with the
feasibility of new (or re-newed) ways of structuring choral music rehearsals, including the possible roles of
students/singers and teachers/conductors within those frameworks. At heart,
this exploration is "about" learning, teaching, reflective practice and music-making.
Value decisions: You get to decide.
Some background data: Statistics on internet access/use.
For further reading/reflection:
Daugherty, J.F. (1999). Online enhancement of choral music instruction. Proceedings of the Sixth International
Technological Directions in Music Learning Conference. San Antonio, TX: IMR Press.
Daugherty, J.F. and Daugherty, A.M. (2000). The smartChoir module: A prototype for teaching teachers to develop online instruction/rehearsal enhancement
using the National Standards for Music Education. Proceedings of the Seventh International
Technological Directions in Music Learning Conference. San Antonio, TX: IMR Press.
Daugherty, J.F., Daugherty, A.M., et al (2002, April). Collaborative use of technology for music learning: Blurring the student-teacher dichotomy. Invited
session at the National Biennial Conference of the National Association for Music Education-MENC, Nashville, TN
Bowers, J.K., Daugherty, J.F., Chase, S.M. (2002, April). Investigating student attitudes and achievement toward diction and score marking of
choral music with online computer modules. Research poster presentation, National Biennial Conference of the National Association for Music Education-MENC, Nashville, TN
II. STRATEGIES: A GUIDED TOUR WITH EXAMPLES
Value Assumption: Rehearsal time (synchronous time) is best spent rehearsing. Electronic learning
(which is largely asynchronous time) can prepare for, enhance, and expand group rehearsal time.
1. Where It All Comes Together: Example of a Choir Homepage with online learning modules, score markings, rehearsal and performance evaluation, diction practice, resource links for sightsinging,
vocal health, diction, music theory, music history and culture, and opportunities for individual research.
2. Score Marking