
Orpheus in the Cyberworld:
Strategies & Implementation of Web-based Electronic Learning for Music Ensembles & Classes
This overview stems from "real life" experience and reflection over the past seven 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.
James F. Daugherty, Ph.D.
University of Kansas
Division of Music Education & Music Therapy
email: jdaugher@ku.edu
URL:http://people.ku.edu/~jdaugher
INTRODUCTION || STRATEGIES || EXAMPLES || IMPLEMENTATION || RESOURCES || COPYRIGHT ||
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 music rehearsals and music classes, 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.
Video Clips from Three Schools: Topeka High School ||
West Junior High School ||
Central Junior High School
Some background data: Statistics on internet access/use.
Statistics on teacher preparation/ability to use technologies associated with web-based learning.
Powerpoint Presentations: Ok. We're Wired. Now What?: Historical, Philosophical, and Pedagogical Reflections for
Music Educators; and Orpheus in the Cyberworld: How to Design & Implement Online Learning Strategies
for Music Education.
A brief chronology of the Internet.
Value decisions: Instrumentalist or Transformational? You get to decide.
Research/Further Reading
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: Examples of Choir Homepages.
2. Score Marking
3. Hearing
4. Diction Practice
5. Vocal Health/Voice Care
6. Web Quests
7. Sightsinging/Curwen hand signs
8. Group Discussion and Critical Reflection
9. Individual Evaluation and Assessment
10. Group Building
11. Information Sharing: Calendar/Syllabus || Handbook ||
Forms || Auditions ||
Trips
12. Synchronous Possibilities
INTRODUCTION || STRATEGIES || EXAMPLES || IMPLEMENTATION || RESOURCES || COPYRIGHT ||
III. EXAMPLES OF LEARNING ACTIVITIES AND MODULES
1. Relating specific choral compositions to the National Standards
2. Using various learning theories
3. General Music
4. Music Theory
4. Band
5. Guitar
6. Strings
7. Ideas for Church Choirs
8. University courses
INTRODUCTION || STRATEGIES || EXAMPLES || IMPLEMENTATION || RESOURCES || COPYRIGHT ||
IV. IMPLEMENTATION
Value Assumptions: Do not focus on technology per se. Focus first on what
you want to accomplish educationally and/or musically. We do not need to reinvent the wheel.
Functionality first, bells and whistles second, if at all. "Stealing" code is okay.
1. smartChoir: A Five Step, How-to-do-it schema
2. Incorporating Interactivity: web forms, bulletin boards, quizzes
3. Buttons, logos, graphics
4. Some practical considerations
5. Enabling people to use your site
6. Alternatives to using your own server for interactivity and processing
7. Inexpensive commercial templates and server space
V. RESOURCES
VI. COPYRIGHT ISSUES AND PASSWORD PROTECTION
Fair Use Guildelines for Educational Multimedia
Copyright Bay
Acceptable Use Policies