Welcome to the new website for the Patrick Henry MS/HS music program. The site is still under construction, but please feel free to look around. Additional information will be posted as it becomes available.
This website doubles as Mr. Bley’s personal music website, so you may notice old blog posts and pages from his previous teaching positions and graduate school work.
Scott Bley, Music Director
Patrick Henry MS/HS
During the past 12 weeks, I have had the opportunity to pursue personal goals and improve my technology skills in the classroom. You can review my updated skills checklist to see my personal growth in technology this semester.
In module 1, I identified five goals and 17 objectives that I completed during modules 2 through 6. Two objectives were added along the way when I encountered technical issues with other objectives. Next to each objective below, I have indicated whether I meet the objective or encountered technical issues while attempting to complete each objective:
I have learned so much during the “technology skills boot camp.” On the surface, my goals may seem like a hodgepodge of unrelated skills. In the bigger picture, my overall goal was to explore a variety of music technology so that I could see what was out there. I had an absolute blast identifying and learning how to use a variety of apps on my new iPad. I learned to use several new pieces of hardware: MIDI controller, DJ controller, and multitrack recorder. I also increased my knowledge of music resources online such as Noteflight, SoundCloud, and Audiotool.
I plan to continue my tech skills growth by continuing to use these resources on a regular basis and increasing my proficiency. I have also joined TI:ME (technology institute for music educators), so that I have access to additional resources and networking with others in the profession. In conjunction with my final project, the tech skills I have gained will help me incorporate technology into music instruction more authentically.
Products
I created several products based on the equipment and apps identified in each module:
Learning to teach yourself
One of the most important skills I honed during this process is where to find information to teach myself. Whenever I encountered a task that I didn’t know how to do, I simply went to Google and searched for, “How do I [thing I couldn’t do] with [name of software or hardware].” It was during one of these online searches that I realized that education doesn’t only occur in the classroom during the school day and that the teacher is not the only source of knowledge. Students are using the internet to teach themselves all sorts of new skills that they want to learn but may not be learning in the classroom.
I believe that a similar process of setting individuals goals would go over well in large professional development (PD) sessions. Too often, PD is relegated to a one-size-fits-all approach where teachers are told what skills and knowledge is most important for them to learn. They are given little, if any, choice in the content of PD. Unfortunately, some topics may not be as applicable to some teachers depending on their subject area or access to resources. When teachers develop their own goals and outline a plan for achieving them, they have more invested in the process and are more motivated to achieve their goals.
Personalized instruction
And after having typed that last sentence, I realize that I should be doing the same thing with my students. I should be using a more personalized approach to instruction where students identify personal areas of growth rather than me making all of the decisions. Depending on their grade level or experience, some teachers and students may need more assistance developing a plan for learning. By providing students with options that meet curricular requirements or providing adults with choices of PD topics, I can facilitate a process of personalized learning. Others (students and teachers) may prefer to be told what to learn rather than having to decide for themselves. These individuals may benefit from working with others in a group setting. A hybrid approach to personalized learning (both in the classroom and in PD) may be the best approach in the end. This provides the most flexibility in designing instruction for students and teachers from a variety of backgrounds.
Learning new technology in other areas
This semester, I also learned new technology skills outside of this course. While completing my master’s thesis this semester (An Examination of the Time Management and Work-Life Balance of K-12 Music Educators), I improved my skills in several programs including Microsoft Word, Excel, and Access as well as SurveyMonkey, an online tool for conducting surveys. I also learned how to use SPSS to do statistical analysis for the study. For the final copy, I learned to combine documents using Adobe XI, add bookmarks, and set document properties.
I am also taking an advanced recording techniques course this semester. We are focusing on learning how to use recording equipment and edit recordings using ProTools. It has been an eye-opening experience working with recording hardware and editing/mixing in ProTools. The course is project-based, so we have completed three projects so far: a radio commercial, a classical recording project, and a 4-minute movie soundtrack project. The last project is a multitrack session with a rock band using ProTools.
My goal for module 6 was to learn how to use the Numark Mixtrack II DJ Software Controller. I selected this goal for two reasons: (1) I had the device and didn’t know how to use it and (2) DJing is a skill that anyone can develop and use for a variety of events.
Numark Mixtrack II DJ Software Controller
The user guide provided an initial overview of the device, explaining the function of each button and giving a simple lesson on how to mix songs. A video tutorial on the website provided more instruction.
Using the DJ software controller, I was able to practice beat matching, queuing up tracks, and transitioning through loops and effects. I discovered that being a DJ is a lot more difficult than it looks. It takes quite a bit of practice, skill, and creativity to be able to keep the beat going between songs while also creating (sometimes improvising) new mixes on the fly.
I ran into technical issues attempting to export a mix for this module. As a consolation, I explored other DJ apps to see what other options exist. I tested two DJ apps for iPad: Pacemaker and edjing
Pacemaker works with your own song library, or you can use it with Spotify if you have a premium account ($10 a month or $5 for students). The app suggests songs with similar beats-per-minute (beat-matching) and style to create a seamless mix for any event. You can either put it on autopilot or transition between songs on your own. Additional add-ons can be purchased in app for special effects, looping, or EQ.
edjing can be downloaded free for iPad or Android. An upgraded version with more features can be purchased for iPad ($8.99). Both versions work similar to other DJ programs. Though edjing won’t work with streaming services such as Spotify, it will work with SoundCloud, allowing users to share their mixes and search for other free music. It also has an automix feature that allows the app to select music by itself with beat matching. A neat feature of edjing is that users get their own webpage to feature their mixes. Check out my webpage and my first mix! – mR!bLEY’s Mixes on edjing World.
Here is a link to my updated skills checklist.
My goal for module 5 was to learn how to use the Tascam DP-008EX Digital Multitrack Recorder. I purchased the device for 75% off on Cyber Monday in 2014 and haven’t had a chance to learn how to use it yet. The device has two internal microphones and can record up to 8 separate tracks.
Tascam DP-008EX Digital Multitrack Recorder
I started my learning process by messing around with the demo track that came preloaded on the device. I started by balancing the track levels to match my preference. I then panned each track to a different spot on the stereo spectrum. The mixing process was easy to do.
I then watched the tutorials available on the manufacturer website to gain more expertise. Finally, I sat down and recorded a 4-part brass quartet. I started by laying down the tuba tracks. I set the mic levels and then recorded each tuba part on 2 tracks so that I could pan each part in two areas. Then set the mic levels for the trombone and recorded each trombone part on two separate tracks. That filled up all 8 tracks.
I balanced the track levels and panned the tracks to give it the feel of a double brass quartet. I bounced the tracks and mixed them down without any problem. When it came to mastering the tracks, I ran into some difficulty and dug out the user manual. I mastered the track, exported in to my computer, and uploaded it. Check it out!
You can view my updated skills checklist here.
My goal for module 4 was to review several apps for recording and creating music. My research of popular and highly rated recording apps available on the app store produced the following options that were available to download for free:
I tested both apps while working with individual band students who were preparing solos for music contest. Both apps allowed for ease in recording and sharing. First I recorded myself performing excerpts from the solo and then emailed the files to the student to use as a reference when practicing at home. Then I recorded the student and included my comments at the end of the recording and emailed the file to the student as a reference. The process was very simple with both apps; however one app stood out for its ability to categorize, file, and edit recordings, and it was also the only one of the two apps available on both iOS and Android. The winner app was… [drumroll]…
Other apps with the ability to record included:
I also reviewed these popular apps used for creating music with loops and other prerecorded material.
You can review my updated skills checklist for module 4.
My goal for module 3 was to review several online music notation programs to find one that offered the best composing experience. The ideal program would be free, not require a special device to use, have the ability to share, and be user friendly with multiple input methods. I considered several options: Noteflight, MuseScore, Finale Notepad, Sibelius, Scorio, and ScoreCloud. The winning program was… [drumroll]
Setting up a Noteflight account is free and easy. Though it does not offer an app option for iOS or Android, the site can be accessed through any browser. One particular discussion board hinted that an app may be in the works. Tutorials are available on the website to explain how to use the program:
The site offers multiple entry methods including simple point and click mouse as well as quick keyboard entry. One of the great features of Noteflight is the ability to share music with others and browse through other users’ music. Check out this Sample Song I transcribed to test the capabilities of the site. Users can also print their songs. For an additional fee, Noteflight offers classroom options for setting up class assignments as well as MIDI input. Honorable mention goes to Scorio, which offers additional features for a fee, though setting up an account is nearly impossible. Noteflight provides an ideal music notation experience that provides a solid foundation for future composing with advanced programs such as Sibelius and Finale.
You can review my updated skills development checklist here.
My goal for module 2 was to learn how to use the AKAI Professional MPK mini compact keyboard and pad controller. What is it? Check it out on the manufacturer’s website:
I unpacked the box, which included a USB cable, the keyboard, and a user guide, and plugged the device into my Mac. It was plug-and-play, so it worked immediately with my Sibelius music notation software after I added the device to the list of input devices. It made entering notes much quicker than using the mouse to click each note. I could hold down multiple keys and they would all show up on the music. I could click the octave up or down buttons and it would change the range of the notes. I was able to transcribe a Mary Had a Little Lamb and some triads with the midi keyboard.
Unfortunately, I ran into a wall when attempting to use the other software with the program. I installed the software fine, but when I tried to open the programs up, they required license keys in order to use. That was disappointing, considering the manufacturer said that the software came with the device.
I really wanted to have something more substantial to show as a product for this module, so I called an audible and decided to try out some new material that I learned about at the Ohio Music Educators Conference this past weekend in Cleveland. I purchased a book called Music Tech 101, which has a lot of ideas for incorporating music technology into the classroom. The first project involved creating a song using audiotool.com. I created four drum patterns using the Beatbox 8, sequenced the four patterns in a song, and added a Bassline pattern and a Tonematrix musical pattern to the mix. Then I balanced the tracks and published the song. It is called Sample Song and it is embedded below.
I can see audiotool being an excellent way to introduce students to recording interfaces, loops, and the more technical side of sound production. It also provides a tool for teaching musical content, allowing students to create music, share their songs, discover new music, and remix other people’s music. What a great tool with a wide range of possibilities for use in the music classroom.
I have also included my updated checklist of skills, goals, and objectives for Module 2.
This semester I am embarking on a quest to improve my technology skills in the music classroom. Though I feel that my technology skills as a whole are strong, I realize that most of my skills are related to what I can do with technology and not necessarily what my students can do with technology. To improve in this area, I enrolled in an online technology course for educators because I want to find ways for my students to engage in authentic and relevant musical experiences using technology. I also want my students to have 21st century skills that they can use to be competitive in a global economy.
To guide my technology growth, I assessed my current technology skills, identified goals and objectives for areas that I want to develop, and outlined a plan to achieve those goals. I identified my focus areas by asking myself what technology tools musicians use regularly and what tools are readily available for students to engage in authentic musical experiences. I believe that because smartphones are becoming ubiquitous, they have untapped potential for use in the music class. I also believe that tools musicians use for composing, notating, and recording music can be accessed easily online or through a mobile device.
You can view my detailed analysis, plan, and checklist as a Google Doc. Please return often to cheer me on, follow my progress, and offer tips and suggestions to assist me in my quest.
Nearly 500 people joined the Lakewood Mustang Band for their end-of-year Band BBQ & Concert. Volunteers began showing up after school to fire up the grill and prepare for the crowd. The weather was perfect for an evening outside with lawn chairs and blankets. 390 tickets were sold in advance and a total of $2,240 was raised for the band program. The money will go to fund camp scholarships for band students and trip costs for their trip to The Festival of Music at Worlds of Fun in Kansas City. Special thanks to the Lakewood Band Boosters for donating items for the BBQ and assisting with the fundraising.
At 7:00, the concert portion of the evening started out by the flagpole. Students performed a variety of pop songs and other music around the theme of “Following Your Dreams.” You can view and download a copy of the concert program here. The concert was Mr. Bley’s last concert with the Mustang Band. Next year he will be heading to Bowling Green State University in Ohio where he received a graduate assistantship with the music education program.