This week's readings focused on instructional design as well as information about copyright law. Most of the information in the text is not new information, as I just recently completed a course on curriculum. However, there were a few pieces of information that I found helpful.
Before I get to the new information, I must make a side note that I completely believe in backward design. It makes complete sense in that the teacher begins planning with the learning goal set first (stage 1). After the learning goal(s) is set, the teacher's job is to determine how to assess student understanding (stage 2). Finally, the teacher assembles what I call a "plan of attack" in that they devise plans that will get the students from point A to point B (stage 3).
I found the three artistic processes, which are described by Schuler (2011), to be valuable when working in Stage 1 (Learning Outcomes). The three processes, comprehensive, practical, and authentic are important to use as guides when setting learning outcomes. For example, if I were to set a learning goal for my students, it would be important for me to determine if that learning outcome is covered by the three processes.
Three researchers, Bauer, Hofer and Harris (2012), designed a comprehensive list of musical learning activities that not only cover music standards, but also cover technology standards. The list of activities is vast and is included in a wiki. This is groundbreaking because many teachers, including myself, are looking for more ways to integrate technology into their lessons effectively.
Finally, the section on copyright is very important for all educators to take a look at. As a director of a marching band that uses custom arrangements, it is important to know what music is public domain as well as who the copyright owner of a given piece is. Even more important is for educators to follow through the proper steps to gain permission to arrange from that owner. When we use technology, as we might do in a Webquest, it is important to know what links are okay to use. Otherwise, the teacher can find themselves in a difficult situation. It is very important for teachers to know how public domain and creative commons. I did not realize how many different types of creative commons licenses that were out there!
In addition to the reading, we are beginning to work on a webquest project. My project is going to be focusing on key signatures, as this is one of the most challenging concepts for junior high students to understand.