Curriculum, Hardware & Software

The purpose of the Music In Education program is to create a technology-empowered general music classroom that enables the music teacher to provide a comprehensive music education. Supporting this purpose is the philosophy that every child should have a sustained education in music as active music makers, creators, and responders. Music In Education places the study of music – a structured, systematic, comprehensive and conceptual instructional framework – at the core of teaching and learning experiences. The technology specifically designed for Music In Education provides an environment in which students engage in music the way professional musicians do: by performing, creating, and responding to music as active participants rather than infrequent and often passive spectators. . . Increasing student participation in all aspects of what it means to be a musician is as important to the future of music in education as well as developing a society literate in the arts
    There are six key characteristics of Music In Education:
  1. Curriculum: instructional sequence, conceptual development, and expert thinking in music are central to the program. An experiential understanding of the elements of music form the product with a comprehensive view of what it is to be a musician providing process.
  2. Music Literacy through Literature: Curriculum materials recognize and respect the traditions of classroom music and our rich cultural heritage, and provide a bridge between those traditions and a contemporary setting for instructional materials. Music reading is viewed as a critical means toward music literacy. Active engagement with literature from multiple perspectives (performing, composing, analyzing, listening, and so forth) fosters the development of music literacy that leads to fluency.
  3. Technology: conceived as an important component that enhances the classroom and empowers the teacher, and developed so as to be integrated as an outgrowth of the instructional purposes of the program. The technology in the Music In Education program is a tool with which to teach, rather than a separate subject that has to be specifically taught.
  4. Group Instruction: The class group is the primary vehicle of instruction. Technology, the unique curricular design and cooperative learning experiences are directed toward reaching groups of learners, yet concurrently recognize the special learning and perceptual needs of the individual.
  5. Individualized Assessment: Instructional component include measures to assess student understanding, perception and achievement. The musical growth and understanding of the individual is essential to the success of the group.
  6. Expert Thinking: Student musical experiences have an application beyond the music classroom experience, into other academic experiences and personal use outside of school, and in the development of lifetime participation with music. Music In Education expects students to mimic what expert musicians do… perform, critique, improvise, compose, etc.
    Curriculum:
  • 10 Preludes
  • 40 Opuses
  • X Postludes
  • 1 copy – MIE Teacher Resources
  • 1 copy – MIE Software DVD
  • “Mock” MIE-3XG keyboard (full size color poster of keyboard mounted on foam core)
    Technology:
  • 16 MIE-3XG Keyboards (accommodates 30 students) NOTE: 3 additional MIE-3XG keyboards may be added if class size is from 31 to 38 students.
  • 16 Yamaha Power Adapters (1 for each keyboard)
  • Intel Computer (exact specification subject to change) NOTE: MIE requires Macintosh System 10.4 (Tiger) as a minimum – this comes with the bundled computer.
  • Set of MIE combo-cables for connecting all keyboards (each cable is a multi-plug and color coded for connecting MIDI and audio between the MIE-3XG keyboards)
  • RMB-06 Remote MIDI Box (combination USB class MIDi interface / MIE remote receiver)
  • MIE Remote Control
  • MIE 4.00 software (license includes unlimited number of installs)
  • Free Access to software updates for life of active use (see warranty)
  • Technical support via email and toll free telephone
Curriculum: The curriculum is delivered via a series of lessons groups by “Opus”. Each opus focuses upon a particular music concept and/or skill (see Curriculum Section for more detail).

Each opus is designed to allow comprehensive student understanding of specific musical concepts. Students will sing, play, discuss and listen using the new concept, then use that concept in individual and group creative activities. Because the introduction of concepts is integrative and sequential, songs, activities and skills in succeeding opuses reinforce and reapply the concepts introduced in previous opuses.

Initial opuses are ideally suited to be used with students as early as the second and third grade who possess important basic reading skills and motor development. Introductory “preludes” provide experiences for early learners in kindergarten and first grade.

Music In Education songs and listening excerpts have been selected to provide traditional and contemporary musical examples for students. Multi-part song arrangements accommodate learners of all levels, regardless of their previous musical experience as well as providing arrangements that incorporate Orff instruments, the recorder, string, woodwind, and brass instruments as well as percussion.

Hardware: the MIE-3XG keyboards were specifically designed for the Music In Education curriculum. Each keyboard has separate Left and Right volume and timbre controls coupled with a “Split” and “Ensemble” mode which is what allows two students per keyboard. A unique “merge” feature allows the teacher to view the performance of every student in the classroom in real time.

Each keyboard has two “Enter” buttons (one for each pair of students) as well as a voice chip to provide each student immediate and positive feedback when taking quizzes. All quizzes and actually taken at the keyboard, eliminating the need for a separate computer lab.

Software: MIE software was designed by music educators for music educators. It supports the music teacher in four major areas: lesson planning, instructional activities, testing and evaluation, and classroom management / record keeping.

The integration of instructional activities, including review and quiz, extends significant flexibility to the teacher for both classroom planning and the ability to easily shift to different instructional activities during the class without extensive preparation time. The software is especially responsive to the teaching situation because of the remote control, which allows the teacher the ability to control the software from anywhere in the classroom.

The combination of instructional and management/record keeping functions in the software continually updates both class and individual records, providing access to group and individual achievement data, attendance files, grades and curriculum progress and planning.

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