4. Music Portal
• Design of useful sections specifically for
Music;
• Imbedding using You Tubes videos;
• Discussion boards;
• Images and photos;
• Student drop-box security
• Video of the week and discussion
7. Music Portal - Music Team Site
• Design of useful sections specifically for Music Areas;
• Transferral from “t drive” to Team site to share – programs and
assessment tasks
• Whole Music Staff working (one period/cycle)
• Ongoing refinement and additions to this site – past exams; resources
• Collation of dept photos and videos for storage
9. iPads for the Music Classroom
Presented by Samuel Wright (MLC and IGS)
http://wrightstuffmusic.com/2011/07/16/ais-music-pd-course/
•Implenting use of iPads for both non-elective and elective music programs
•Use of Garageband composition programs for junior classes through to score
reading apps for senior music classes
•Initiaing staff to try to use our iPads in classes over next term – we all have
one to use .
•Locate more Apple/Mac equipment to using iPads in our classrooms and with
our boards
•Investigation of apps – sharing, costs etc
•Plans to use ipads for specific groups in Music
•Sharing resources via TWITTER
10. iPads in Music Education
Suggestion for CLASS SET of iPads for:
• Vocal Ensemble to store musical scores
•Year 7 and Year 8 Music – using Garageband for
composition activities
•Elective and Senior Music Classes – using music apps
specific to research eg JAZZ app
•Apple happy to support class set and storage for schools
15. PLogs in MUSIC
• A platform is needed for ELECTIVE MUSIC
students to view, observe, gather information,
reflect, refine, share their performances:
Student Class Teacher
Student Private Instrumental Tutor
Student Parents
Student Student
• Result = A Music Performance Log
(ie Music Blog solely for the purpose of performance review)
16. PLogs in Music – Section A
Video Concert Practice
• Video their own performances using the FLIP CAMERAS - saving
to R drive in student folders minimal, sure no fail approach.
• Student are able to collect their videos and store into a powerpoint
presentation which is entitled their OWN MUSIC PLog
• They are then encouraged to reflect, write, comment on their OWN
performances.
20. PLogs in Music – Section B
Performances to review
• Also imbedding YouTubes that are related to their performances –
for review, comment and reflection using music vocabulary.
• Collating You Tube and student performance side by side for
comparison with student performances
22. PLogs in Music – Section C
The presentation
• Powerpoint delivery
• Sequence of learning
• Develop stage appropriate criteria for
Plog assessment
• To share individually/tutors/parents/peers
24. PLogs in Music - ISSUES
• Where to store these videos – r drive in student folders; students
have ONE term to collect their videos from school storage
• Reminding students to use a backup system as files are too big to
store on laptops
• Developing criteria for students to complete
• Creative commons/copyright – seeking student permission
26. YouTube and Music Education
Chapter One - An Introduction to YouTube
•The Attraction to YouTube
•Students Are Using YouTube
•The YouTube Culture
•Musically YouTube: Auditions, Creations, and Distribution
•YouTube Symphony Orchestra
•From Works of the Masters to Works Made by Mashers
•I Want My YouTube Music TV
•Why YouTube Works in Education
•A Brief History of YouTube
•Educational Applications
Chapter two - YouTube Tour
Chapter Three - Creating a YouTube Account
Chapter Four - Playback, Sound Quality, and Display
Chapter Five - Copyright and Copywrong
Chapter Six - YouTube in the Music Classroom
Chapter Seven - Teaching Music with YouTube
28. Using YouTube
Risk Management tips for teachers using YouTube
•Don't use content that is likely to be an infringing copy.
•Only use YouTube videos for the purpose of teaching. There should be no
commercial benefit.
•Only use what you need.
•Check that you can't purchase or readily license the content that you need from another source.
•Don't expose the content to further copying or communication, such as
•putting the material on the internet or giving students access to an
•electronic file that they could copy.
If I have access to YouTube in the classroom, can I stream YouTube to
my class?
•You may be able to stream YouTube videos to a class under section 28 of the Copyright Act. This
streaming may be directly from the YouTube website, or through a link to a YouTube video embedded
on another website.
30. Copyright and Music –
ACC Course
The Australian Copyright Council is a non-profit organisation
whose objectives are to:
• assist creators and other copyright owners to exercise their rights effectively;
•raise awareness in the community about the importance of copyright;
•identify and research areas of copyright law which are inadequate or unfair;
•seek changes to law and practice to enhance the effectiveness and fairness of copyright;
•foster co-operation amongst bodies representing creators and owners of copyright.
32. What rights are attached to
MUSIC?
Some examples of copyright materials commonly used by music teachers are:
musical works – for example, the printed music for a song or instrumental piece;
literary works – for example, the lyrics to a song or the libretto of an opera;
sound recordings – for example, the recorded version of a piece of music, on a CD or in an
electronic file such as an MP3;
artistic works – for example, a photograph or illustration in a music textbook;
broadcast – for example, a radio broadcast of a live performance of an orchestra or a television
documentary about a musician;
published edition – for example, a particular publisher’s edition of a collection of Bach concertos.
Copyright can exist in the edition (such as the typeface, layout and cover) even if the music in the
edition is no longer protected by copyright (public domain);
dramatic works – for example, the screenplay of a film or script of a play.
34. Copyright and Music
Key points
• Generally, you need permission to copy, record or perform music in public.
• There is no general exemption from copyright requirements where material is used for a nonprofit
purpose.
• There are no special copyright provisions for choirs, orchestras, ensembles, bands or private
music teachers.
• In some cases, rather than having to contact each copyright owner separately, you can get a
licence from a copyright collecting society covering your use of material.
What does copyright protect?
Copyright protects a range of materials, including:
• musical works;
• arrangements and performing editions of music;
• accompanying lyrics (“literary works”);
• the typesetting of published lyrics and music (“published edition”); and
• recorded sounds (for example, on a CD or MP3) (“sound recordings”).
35. Extract of an Australian free- to-air Other YouTube Videos (including
Broadcaster’s Television Program YouTube Content Partners)
Can I download a YouTube video? Yes, under Part VA provided that: Yes, under the Flexible Fair
* Dealing Exception provided that:
• the copy is made solely for
educational purposes; • The YouTube video is not likely
to be an infringing copy.
• the video is of an Australian
• You are using the video for the
free-to-air broadcast; and
purposes of giving educational
• the video has been posted by
the broadcaster. instruction.
• Your use is non- commercial.
• The circumstances of your use
is a special case.
• Your use does not conflict with
the normal exploitation of the video.
• Your use does not
unreasonably prejudice the
copyright owner.
Can I convert YouTube videos into Yes, provided that you do it Yes, provided that you do it
a different format in order to yourself yourself
download them?*
Yes, as long as it is for the Yes, as long as it is for the
Can I show a YouTube video file in
purposes of educational instruction purposes of educational instruction
class?
36. Extract of an Australian free- Other YouTube Videos
to-air Broadcaster’s Television (including YouTube Content
Program Partners)
Can I upload a YouTube video Yes, as long as it is being used Yes, under the Flexible Fair
file to the School intranet or for educational purposes. Dealing Exception provided
Content Management System? that:
• The YouTube video is not
likely to be an infringing copy.
• You are using the video for
the purposes of giving
educational instruction.
• Your use is non-
commercial.
• The circumstances of your
use is a special case.
• Your use does not conflict
with the normal exploitation of
the video.
• Your use does not
unreasonably prejudice the
copyright owner.
Do I have to destroy copies ofNo No
YouTube video files after use?
37. Copyright and Student
Performance’s
Seeking Student Permission to Record/Photograph Performances
1.Do we need permission from students to video record their performances in the classroom?
2.Do we need permission from students to video record their performances in school
concerts, music festivals or eisteddfods?
3.Do we need permission from students to record their performances in a student film or
video?
4.Do we need a student's permission to take photographs of their performances?
Check our school’s PRIVACY policy on photographing students. It is recommended that schools
seek permission from students and parents to be photographed, filmed or sound recorded for school
purposes at the beginning of each school year.
39. Future – Music and Loreto 5
• Ongoing refinement and design of PLog format for Elective and
Senior Music classes
• Ongoing maintenance of Music Portal for each Year level and staff
networking on teams site
• Ongoing personal and staff meetings with IT staff/integrators
• iPad learning in the Music classroom – proposal for class set
• Continue use of ‘skype”of live Music class concerts to boarding
parents and community
• 2012/2013 – student permissions to use their performance work for
school community; PLogs; Portal
• Development of the Music@Loreto site for Loreto Community
