Mentoring
is one-to-many
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Traditional online mentoring has
been one on one. In our project, everyone views the comments made to
individuals. Everyone who reads the comments learns from them. Students
relate the comments to their own
composition and teachers relate the suggestions to their own
instruction.
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Composition with notation software
preferred
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Even though other software has
been provided to students and instruction given, both students and
teachers prefer notation software. Serious high school students tell
me, they really want to learn about theory and composition and they
want their music to be seen that way. Students want their music
performed by others. Teachers want to composition to be both an
application of theory and a creative activity.
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Connections
across K-12
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This is one place in the music
education
world where elementary music educators talk with middle level, high
school, college/university and vice versa. Wonderful relationships have
developed. Just one example - High School students create music to
represent a well known fairy tale in sound. Shared with elementary
students as an example of composition. Critique by middle students in
respect to musical elements demonstrating the story line.
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Integrated
multiple technologies
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Composition software combined
with online communication - both the public website, password protected
website, and e-mail updates.
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Critical
thinking and problem solving
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The process used in Vermont MIDI
relates to the "Writing Process": pre-writing, first draft,
revising, editing, publishing. When sharing online students are
expected to describe their work and
ask specific questions of the mentors to help them improve the piece.
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Live
Performance
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In interviews conducted last
spring, students say that having their work performed is "the best".
Many now only write works that can be performed by peers or
professionals.
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Professional
Development for Teachers
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Teachers need support in order
to be up-to-date when technology is involved and we're in a position to
provide this. They want to know what's new and then make a choice for
themselves about its application in their classroom. Many find
intensive workshops in composition and critique - the same as the
process for their students - are rewarding and challenging. The Vermont
MIDI Project provides multiple ongoing opportunities for teacher PD.
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