(1) Navigating the Internet : a Uniform Resource Locator (URL) Is the Unique Address Which

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(1) Navigating the Internet: A Uniform Resource Locator (URL) is the unique address which identifies a resource on the Internet for routing purposes. Know how to interpret URLs.

 Use a "traceroute" program such as "WhatRoute" (Mac) or Neotrace (PC) to trace the route between your computer and and a website outside of the United States. Include a screen shot showing a map and the text of the specific route taken when contacting the website. Compare your findings with those of others in the class. Are websites always located in the country in which they are registered? What does this show about the nature of Internet-based business and commerce?

It tells me that the internet is a global marketplace and everyone is getting plugged into it.

 Compare the connection in the CSUN laboratory with your connection at home or school. What are the IP addresses of the computers you are working with? What kind of connections are your working with (dial-up, DSL, cable, 100-Base TX (twisted-pair LAN), 100-Base FX (fiber LAN), etc.)? Compare are your connection speeds.

 Most schools have developed Acceptable Use Policies (AUP) and have installed filters to keep student focused on education. Include text (scan or download is easiest) of your school's AUP and a description of the filters in place. If a school AUP is not available, provide a sample AUP, cite its source, and provide a link. If your are not working in a school, summarize how filters work. http://www.isaup.com/ Filters are meant to keep students from open websites that have content inappropriate for school. All schools should have blocking features on the internet servers.

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(2) Knowing your School: Teachers should have a good understanding of their school, students, and thc communities they represent. Much statistical data can be gained using online resources. *TPE-tip You may wish to develop a case study of your school using this and you personal observations to meet TPE 8.

 Develop a written profile of your school and students. Your profile should include the following:  School distinctives : Study your school website and discuss school history, distictives and goals.

Santa Barbara High School - History http://www.sbhsdons.org/about_sbhs/history.php

 Geography: Describe your campus and its community using satellite photos and maps. Using the photos, describe the nature of the community (commercial, apartments, single family homes, industry, etc.)

For a Satellite Photo, click on the tiny but very long link below. http://maps.google.com/maps?f=q&hl=en&q=700+E.+Cota+st.+Santa+Barbara,+CA&ie=UTF8&z=18&ll=34.425173,-119.688653&spn=0.003204,0.006432&t=k&om=1

The community directly around SBHS is middle income and low income families. The a few families at the school who fall into extremely high tax brackets as well. The school is in a predominantly Latino are that is about a mile from “State St.” The downtown commercial distict.

 Socioeconomic status: Include maps showing the socioeconomic status (SES) of the communities contributing students to your school. Discuss two or more prominent SES characteristics of the school population.

Santa Barbara has a large migrant population. There was no map available, but resembles Los Angeles demographically, just on a smaller scale. http://130.166.124.2/atlas.ca/CALA0002.GIF

 School performance: Include test scores and the Academic Performance Index of your school. Discuss the academic climate of your school, including test scores, API, change in scores, dropout rate, English learners, students requiring special education, etc.

Santa Barbara High School – Academic Performance link: http://www.sbhsdons.org/about_sbhs/quick_facts.php

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(3) College Advisement: Secondary teachers often have the opportunity to advise students on decisions pertaining to college. In many environments, teachers are the only individuals students know who have been to college.

 Describe a real or hypothetical student (interests, family SES, personality) who is interested in pursuing a career in a field related to what you teach. Recommend a major and 4-year college and explain the rationale for your recommendation using information found on college websites. Provide active links to the colleges, and quote relevant information.

 Provide a paragraph of advice to the parents of this student regarding financing college. Consider their financial and family situation.

I recommend to many of my students that they take the initiative to see what is available to them. I also host, in my classroom throughout the year a Music College review session. I invite my students to my room at lunch to search the internet for information on music schools. I set up my LCD projector and flash it up on my big screen in my room. We search local school and abroad. We also compare audition requirements for each music program. Some schools have a heavier focus on academics, others on performance. Here are some of the links we have searched.

USC Thornton School of Music, Los Angeles, CA http://www.usc.edu/music/

Berklee School of Music, Boston, MA http://www.berklee.edu/ http://www.calarts.edu/, Valencia, CA

I also take time during my sessions with the students to discuss scholarships and financial aid. While we are online we look up scholarship possibilities. Not just scholarships available through the schools, but also public institutions.

3 Name: June 16, 20054:36 AM (4) Professional Growth: Teachers should model "life-long learning" by attending workshops, reading journals, and participating in professional organizations.*TPE-tip You may wish to research professional organizations and employment opportunities and include plans for professional involvement and career development as part of your Individual Induction Plan required for TPE 13.

 Describe a professional conference (related to your field) you may benefit from attending. Describe the purpose and scope of the professional organization sponsoring the conference and provide a synopsis of the conference and one or more selected workshops or presentations you would like to attend. Include a link to the professional organization and to the specific conference.

The International Association of Jazz Educators conference is in its 34th year. If you love Jazz this is the place to be. The conference features groups from all over the globe. There are four days of clinics and workshops on a wide variety of topics. The conference takes place in New York city. Through out the conference many of the musicians hit the streets to perform or listen in the evening. Check out the link below for conference central. I personally am shooting to go next year. It is a big conference for Jazz Educators.

Conference Central: http://www.iaje.org/iaje.aspx?pid=3

(5) Employment: Most schools and districts advertise job openings on the Internet. Teachers should use such resources not only to find employment for themselves, but also to attract others to their schools and thus build strong departments.

 Find a job announcement for a teaching position for which you are qualified. Include a screen capture of the advertisement. Describe the school and community using information found on the Internet. Cite your resources.

This listing is from the Southern California School Band and Orchestra Association. I have used this resource before. It usually does not have very many listings

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(6) Multi-media resources: Numerous educational videos, sound clips, and animations are available on the Internet. Teachers should be able to find appropriate multimedia resources, and link to or download such files.

 Identify an audio resource appropriate to teaching your subject (music, speech, animal sound, poem, newscast, etc.). Download the file and embed it in your portfolio, or provide an active link to it. Cite the source and describe how and why you will use it in instruction. The link is a MIDI recording of J.S. Bach Prelude no.1 in E flat. The recording is synthesized but gives a general idea of the piece.

Prelude no.1 in E flat minor, BWV 853 (Original WTK I no.8) http://www.classicalmidiconnection.com/cgibin/x.cgi/mid/bach/preltro1.mid

 Identify a video or animation appropriate to teaching your subject. Download the file and embed it in your portfolio, or provide an active link to it. If you provide a link, also include screen captures of key sections of the video or animation. Cite the source and describe how and why you will use it in instruction. http://www.childrensmusicworkshop.com/honor/2004/video/warmups.mov

5 Name: June 16, 20054:36 AM (7) Interactive/Linked Unit Plan : Many application programs (including word processors, presentation managers and spreadsheets) allow users to hyperlink to local (e.g. movies, animations, presentations, text) and remote files. This can greatly facilitate the development and use of a unit plan. *TPE-tip You may wish to incorporate this material into a unit plan for TPE1.

 Develop a unit plan (or augment an existing plan) for the subject you teach, incorporating as many resources as possible developed in this class.

Music Composition Project - Songwriting This is an Advanced Jazz class Project

This project does not occur on consecutive days. There are rehearsal days in between each of the project days. This could stretch the project out to a month. This also gives students the opportunity take their time with the creative component of the project, the creation of music.

Objectives: Students will compose an original work of music using a music composition program. Students will perform an original composition on their instrument. California State Content Standards for Music: http://www.cde.ca.gov/be/st/ss/muadvanced.asp

Materials Computer lab (6 – 8 computers for 16 students) Finale 2007 or other composition software installed Photo copies of tune lead sheets Laptop w/ LCD Projector Scanned lead sheets

Day One

Pre-teaching –

1) Teacher will project lead sheets for sample songs on the screen. 2) Students will listen to some examples of songs from different genres of Jazz music (swing, funk, fusion, latin). 3) The students will follow the chords and melody on the lead sheet as the music plays

Activity 1) Students will work in groups of three. Each group must have one chord playing member (piano, bass or guitar). 2) From the copied selections provided by the teacher the students will choose two song lead sheets to work with for their project. 6 Name: June 16, 20054:36 AM 3) The students will have the remainder of the period to play through their song on their instrument in practice rooms. Piano, bass and guitar students will help with the chord progression for each song.

Day Two and Three

Review 1) Teacher will recap the different components to the song A) Chord Progression/ Form B) Melody C) Rhythm

Activity 1) Using the composition software the students will choose one song to enter into the computer verbatim. 2) With teacher assistance the students will create an alternate melody line for the same song. 3) This process will be repeated until each student has a song and an alternate melody. This may take a couple class sessions.

Assessment 1) Using the playback feature in the program the students can hear if their alternate melodies fit with the chord progression.

Independent Practice 1) Students may make arrangements to use the computers in the room during lunch and after school

Day Four and Five

Assessment 1) Students will perform their songs for the entire class with the accompaniment of their Rhythm player (Piano, Bass, Guitar).

End Unit One

UNIT TWO – Takes the students through the same process in the second semester. This time they use original chord progressions and perform the works at a student composition workshop concert.

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 Incorporate two or more good third-party lesson plans for teaching your subject. Cite the author and URL of the resources, and include screen captures of the relevant parts of the lessons.

Lesson Plan Author: Beth Pineo This lesson is the Elementary version of my lesson. It teaches young children the concept of form and organizational patterns in music, while reinforcing computer skills. http://www.cbv.ns.ca/finearts/ab_forms.htm

Author: June Rigden Students create original works for the recorder. http://www.cbv.ns.ca/finearts/gr5_recorder.htm

8 Name: June 16, 20054:36 AM  Include links in you unit plan to at least five relevant external internet resources. Use a search engine with Boolean search features to locate web sites relevant to your subject. Embed the URLs for at least 5 excellent sites (or local files) that are related to a lesson you will provide.

Music Technology Lesson Plans http://www.cbv.ns.ca/finearts/music_technology.htm

Music Education Technology http://metmagazine.com/lessonplan/online_lesson_plans/

Music Tech Teacher http://www.musictechteacher.com/lessons001.htm

Teachers Network http://teachersnetwork.org/TeachNet/high_music.cfm

Core Knowledge – Music http://www.coreknowledge.org/CK/resrcs/lessons/ArtMusic.htm