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A Teacher Creates Catchy Math Videos That Teach Complicated Concepts

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A Teacher Creates Catchy Math Videos That Teach Complicated Concepts

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Source: Practitioner
Abstract
A teacher in Los Angeles has developed music videos in order to teach his students concepts such as Mean, Median, and Mode along with more complex standards such as the quadratic formula.  This type of STEAM instruction was borrowed from Flocabulary and other online tools that use musical melodies to make concepts stick.

Findings
Students have watched the video near 201,475 times.  The videos have been used to engage students in their learning and master difficult concepts by making this innate human connection with them through music.

APA Citation
Chang, R. (2017, July 28). A Teacher Creates Catchy Math Videos That Teach Complicated Concepts. Retrieved December 9, 2017, from https://thejournal.com/articles/2017/07/28/l.a.-teacher-creates-catchy-math-videos-that-teach-complicated-concepts.aspx?s=the_bc_090817

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The Fusion of Learning Theory and Technology in a Music History Course Redesign

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The Fusion of Learning Theory and Technology in a Music History Course Redesign

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Source: Practitioner
Abstract
An undergraduate professor of music history decided to flip his classroom not only in the order of what he taught but how he taught it.  Rather than beginning with music that the students did not know to music that students are more familiar with, he decided to begin with music that students know.  He coupled this with providing exploration and discovery that established community within students, classroom and online discussions, and gaming.  Students learned musical theory through highly structured gaming activities .
Findings
When the course was taught in reverse chronological order, the majority of students perceived the flipped instruction as an effective way to learn.  Over 75% of students felt that the interactive audio clips enhanced their learning.  Again as stated in previous research, there is not a positive correlation between community and enhanced discussion with flipped learning.  Over 75% of students were undecided or not sure that discussions and enhanced their experience.
APA Citation
Scarnati, B., & Garcia, P. (2007). The fusion of learning theory and technology in an online music history course redesign. Innovate: Journal of Online Education, 4(2).

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Source: Popular
Abstract
Deborah Gustlin a post secondary instructor was baffled at the lack of engagement from her students int he lecture hall.  One day, she looked around and saw the lack of engagement and excused all of her students for the rest of the hour.  She then began researching flipped classroom and the following Monday, allowed her students to use handheld devices.
Findings
On this Monday, she asked students to "tell me what civilization carved the great Persepolis Temple".  She then noticed it was a race to find the information first.  Then, she used collaboration and gave each group 2 minutes to research in-depth details on the temple to report back to the class, engaging more students than her traditional lecture.
APA Citation
Gustlin, D. (n.d.). Can STEAM be flipped? Retrieved December 10, 2017, from https://educationcloset.com/steam/can-steam-be-flipped/

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The power of music: its impact on the intellectual, social and personal development of children and young people

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The power of music: its impact on the intellectual, social and personal development of children and young people

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Source: Peer-Reviewed
Abstract
Music has been shown to engage children and young people in skills of language development, literacy, numeracy, measures of intelligence, general attainment, creativity, fine motor coordination, and relaxation.  However, these effects are shown to occur only if students enjoy and experience rewarding experiences which has implications for flipped teaching.
Findings
The article seeks to review the literature on how music has shown to spur growth in young people.  The study on enhancing creativity found that improvisation activities in the music classroom "significanlty supported the development of creative thinking as opposed to didactic teaching".  This is where remote teaching using Skype or other software to achieve the benefits of flipped instruction would come into play as flipped teaching is direct instruction.

APA Citation
Hallam, S. (2010). The Impact of Actively Making Music on The Intellectual, Social and Personal Development of Children and Young People: A Summary. International Journal for Music Education, 28(269). doi:10.1177/0255761410370658

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The Neural Architecture of Music Evoked Autobiographical Memories

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The Neural Architecture of Music Evoked Autobiographical Memories

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Source: Peer-Reviewed
Abstract
this study sought to show that the MPFC (medial prefrontal cortex) is where humans notice features of music and link them with our personal experiences and emotions.
The research also sought to show that listening to certain songs while learning and presented that information at a later date evoked MEAMs (autobigraphical memories) where subjects readily recalled more information. Thirty song excerpts were presented with each song 30 seconds long in duration with subjects between 7 and 19 years of age.  FMRI scanning was used to watch brain activity and postscan questionnaires were used to gauge subjects ability to remember information.
Findings
Flipped instruction is engaging but why use it with music if music itself is engaging? This study found that subjects were more familiar with and had increased "autobiographical salience" to prove the two hypotheses Essentially, this study proved the brains ability to have an increased ability to chunk information and make information more relatable through music.  Further proving that music when learning makes information more readily available in the brain.

APA Citation
Janata, Petr. “The Neural Architecture of Music-Evoked Autobiographical Memories.” Cerebral Cortex, vol. 19, no. 11, 2009, pp. 2579–2594. Oxford Academic, doi:10.1093/cercor/bhp008.

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Resources and Strategies for Flipping the Music Classroom

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Resources and Strategies for Flipping the Music Classroom

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Source: Popular
Abstract
The article provides a host of resources to help flip the music classroom.  These articles all reinforce learner centered instruction by engaging students in in analyzing their own learning and perceived strengths and weaknesses to self-direct their learning.  Using any LMS would achieve this self-directed learning including lower order thinking at home so that they can bring higher order thinking to the rehearsal.
Findings
Using Canvas or Edmodo to create assignments that require an .mp3 recording of students playing various tasks covered within the curriculum helps flip the classroom.  These assignments serve as formative assessments that develop an innate drive in students.  This can be done also through gaming where students take screenshots of their score or complete other tasks that students actually want to complete.
APA Citation
Briggs, P. (2013, February 18). Edmodo: Flipping the music classroom. Retrieved December 10, 2017, from https://prezi.com/qp3hxdxrkxyt/edmodo-flipping-the-music-classroom/

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Flipping the Switch for Music Technology: Flipped Classroom Model

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Flipping the Switch for Music Technology: Flipped Classroom Model

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Source: Popular
Abstract
Mr. Burke provides examples of how to flip music instruction with various content delivery including: video, written words, interactivity, and  check for understanding. Various methods of video include using a variety of learning styles in the video including audio, visual, using music to teach concepts, and movement. Written words such as pre created word slides to help explain content. This also includes not only posting a video, but supplementing with reading. Interactivity means that the video itself provides opportunities to engage an active learning environment. This includes poll everywhere, live feeds, animations, dramatic scenes, etc. Including within your flipped classroom checks for understanding such as automatically graded quizzes ensure that students are learning material covered. Music provides another opportunity for immediate checks for understanding through performance.
Findings
The article states that teachers should not put all of their eggs in one basket when flipping their classroom.  Lectures within their classroom alone do not engage all students and flipped instruction provides opportunities to reach those students that previously we could not.  FOr example, using flipped models to engage students in the process of learning a new composition by providing "road maps" to students.  This guides students in the mastery of arpeggios, scales, and rhythms of a piece of music that they then bring to rehearsal to engage with their classmates,  simulating a professional musician.
APA Citation
Burke, M. T. (2012, January 13). Flipping the Switch for Music Technology: Flipped Classroom Model. Retrieved December 10, 2017, from http://blog.viaacademies.com/2012/01/flipping-switch-for-music-technology.html

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Bridging the Gap Using Access Grid Video Collaboration Technology: A Case Study in Music Performance Education Across Two Continents

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Bridging the Gap Using Access Grid Video Collaboration Technology: A Case Study in Music Performance Education Across Two Continents

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Source: Practitioner
Abstract
The study wanted to find if a remote classroom utilizing Access Grid functioned better or worse than a traditional classroom. Access Grid is a tool that is used to present on a large format teams of collaboration. Access Grid was used to collaborate musicians together along with Skype and other conferencing programs to link a teacher in the UK with music students in Canada.  The study utilized a mixed methods design of inquiry through student surveys and phenomenological methods to determine students' impressions via survey responses.
Findings
The phenomenological observations gauge how Access Grid helped the students demonstrate the music  High end computers made this nearly instantaneous.  The students responses on the surveys were on 1-5 Likert scale which showed that the majority of students loved this type of music instruction.  Findings showed that they also gained mastery of on-camera audition techniques that would prove useful in their careers as musicians in graduate studies.  85% found it to be very useful as well as the educational experience.  42% found it to be better than the traditional classroom.
APA Citation
Sykes, E., & Skoczen, W. (2013, January 28). Bridging the Gap Using Access Grid Video Collaboration Technology: A Case Study in Music Performance Education across Two Continents. Retrieved December 10, 2017, from https://er.educause.edu/articles/2013/1/bridging-the-gap-using-access-grid-video-collaboration-technology-a-case-study-in-music-performance-education-across-two-continents

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Neural Dynamics of Event Segmentation in Music: Converging Evidence for Dissociable Ventral and Dorsal Networks

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Neural Dynamics of Event Segmentation in Music: Converging Evidence for Dissociable Ventral and Dorsal Networks

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Source: Peer-Reviewed
Abstract
This study researched the effects of musical symphonies on the brain by isolating the brain responses in ten second windows between movements of symphonies.  When looking at the brain during these moments, they found that right-brain regions were at peaked response during transitions when there was no physical response.  Furthermore within this transition, both the temporal and parietal lobes showed peak activity.  These parts of the brain are associated with maintaining attention and updating working memory.
Findings
This study shows vental and dorsal networks are linked together during "event segmentation of auditory stimuli".  This increased brain activity of the two parts of the brain responsible for speech (verbal) and sensory (body kinesthetic) are pivotal for flipped instruction.  The missing learning styles here are visual, which flipped videos would directly address.  When using this instruction in a classroom, social learning styles could be used with all students and then having students self-study to cover solitary learning styles.  There  is no stone left unturned!

APA Citation
Sridharan, Devarajan, et al. “Neural Dynamics of Event Segmentation in Music: Converging Evidence for Dissociable Ventral and Dorsal Networks.” Neuron, vol. 55, no. 3, 2 Aug. 2007, pp. 521–532., doi:10.1016/j.neuron.2007.07.003.