In my blog post last week, I asked readers to help me decide which platform to use for my music class prototype course by voting on a poll. I only had two responses. One was in favour of Canvas; one was for Schoology. Then, in our Zoom meeting on Tuesday night, I had a chance to see Alec walk through some different LMS platforms. After playing around with a few of them, I have decided to use Canvas as the platform for my Music 9 course prototype.
(***Tip: This post is long. If you want to skim through for the main ideas, just look for the bolded words.***)
I have chosen a blended learning approach using Canvas as a platform because I think the learning will be more student centred. Audrey Watters reminds us that “we like the idea that new technologies mean new practices, new affordances. But that’s not always or necessarily how technology works.” Watters also cautions teachers not to allow LMSes to take the student out of the centre of the learning experience. In this case, I really believe that the format could change the way students learn if I keep in mind ways to facilitate students’ individual needs and goals. Personal learning is more likely with a blended approach, and using Canvas as platform is especially exciting for a few reasons:
- Blended learning increases engagement and teacher-individual student face-to-face time
- Student choice. Music is particularly engaging when students can learn an instrument that they are passionate about, so that is what I encourage students to do. The online instructional materials available give students this freedom to choose any instrument.
- Instruments or practice spaces are not always available to students in a period, especially if the class is large. With a blended learning approach, there is more flexibility for what students are able to do.
- Teachers can give more valuable instruction to individuals during face-to-face class time. With a large number of instruments available to learn, it is impossible for teachers to provide students with instruction about all of them on a regular basis. If teachers can upload self-made or open instructional materials about different instruments for students to look at on their own time, students can come to class with questions and get feedback on what they have practiced.
- Students need lessons with a teacher, but with the number of students in a class, it is hard to see each student each day. With video posts of progress on blogs, it increases the opportunities for students and teachers to interact and provide feedback.
- Canvas’s organization options and compatibility with Google. Awesome.
- Modules – unlike Google Classroom, I can create modules within a course for various instruments to personalize student learning.
- Intuitive to use, which means I won’t give up on using it
- I already use Google Apps, and it will be easy to upload my spreading existing materials to Canvas
- I can use content developed by other Canvas users
- Students can upload videos of themselves practicing and engage in discussions on Canvas, without needing to create blogs. This is a valuable time-saver in the Music 9 class, which is offered as part of a rotation within FineArts 9.
Target Student Population and Demographics: The target audience of this course will be grade 9 students; however, the beauty of this platform is that Music 10, 20, or 30 students who have never taken a music course before, could follow the Music 9 blended course initially to learn some basics before moving on to their grade appropriate level. (Eventually, I hope to develop courses at all levels.)
Course Format: This course will be guided by principles of blended learning with both asynchronous and synchronous components. Face-to-face interaction is a necessary component of music, but it can be enhanced tremendously with online components.
- Online & Asynchronous:
- instructional videos
- theory assignments
- share videos of progress through blogs that students and teachers, as well as community members can comment on
- Online & Synchronous:
- discussions on Canvas
- guest speakers in Skype
- live streamed concerts
- Face-to-Face & Independent:
- practicing instrument at school or at home
- recording using the recording studio at school
- Face-to-Face & Collaborative:
- playing with others
- one-on-one or group lessons with the teacher present
- performances with live audience
- Canvas discussions
- Google Drive, Docs, Sheets, Forms
- Presentation tools (Could include: PowerPoint, Prezi, Spark Video, iMovie, PowToon and many others.)
- video/audio recording devices (student and school owned cellphones and tablets)
- sound reinforcement (mics, mic and instrument cables, mixer, amps, speakers, monitors)
- paper copies of music (can be easier to read)
- recording studio and GarageBand, Adobe ???
- hand-written theory assignments
Do you know of any great tools or apps that music students should use in this course?
Course Content and Learning Objectives:
- Use voice, instruments, and technologies to express musical ideas.
- Combine the elements of music and principles of composition to express unified musical ideas.
- Compose and perform sound compositions to express perspectives and raise awareness about a topic of concern to youth.
- Respond to professional dance, drama, music, and visual art works through individual or collaborative inquiry and the creation of own arts expressions.
- Formative: blogs with videos, feedback in lessons, theory worksheets
- Summative: performance, composition
- low bandwidth
- poor connectivity to wireless networks
- student access to devices when working from home, and occasionally at school
- time it will take to familiarize students with Canvas when Fine Arts 9 rotations are short
- user friendliness of Canvas on mobile devices (I need to look into this; it might not be a concern.)
- some students may be able to afford upgraded/superior apps, while others cannot, which could be discouraging
- lack of space for students to practice with few distractions from other students
- availability of instruments for students to use (esp. drums and pianos/keyboards).
- addressing all students’ personal learning goals
What kind of challenges might you anticipate that I haven’t thought of yet?