Augmenting Programmatic Music

This interactive session explores augmenting programmatic music through a variety of technology. The session begins with a brief presentation on how we augmented programmatic music performed by a community band I worked with. Following the brief presentation, we will work together to augment a programmatic piece of music. The session will end with a discussion on what could be learned in a project like this and how we might implement similar projects in the settings we facilitate. A laptop or tablet is recommended for this session.

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Depression, Suicide, and Music Education

This paper presentation is formatted into the following sections: 1) A vignette on my own experiences coping with depression and suicide; 2) Statistics on depression and suicide as it relates to various populations music educators work with; 3) A vignette of a music educator helping a musician through depression and suicidal thoughts; 4) Risk factors and warning signs; 5) Suggestions for providing support; 6) A vignette from a music educator's perspective on a musician who committed suicide; 7) Closing thoughts. This paper presentation ends with an open discussion.

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Exploring Music and Video Games

This interactive session explores the nexus of music and video games. We will make live music to live video game play and discuss considerations for implementation in general music classes.

NOTE: This session was originally scheduled as an hour long session with lecture, interaction, and discussion; however, this session was booked for the same time as another session I am presenting. Because of this conflict, I have curated resources below I would have mentioned in the lecture portion of the proposed session.

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Exploring Music Through Coding

This interactive session explores the nexus of music and coding (computer programming). We will collaboratively explore music making and learning through multiple programming languages and discuss how the elementary kids I work with make music through code.

NOTE: This session was originally scheduled as an hour long session with lecture, interaction, and discussion; however, this session was booked for the same time as another session I am presenting. Because of this conflict, I have curated resources below I would have mentioned in the lecture portion of the proposed session.

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A K-8 Nexus Between Music Creation, Sound Design, and Computer Programming

This interactive session explores an elementary nexus between music creation, sound design, and computer programming. The session begins with a brief presentation on some of the ways the kids I work with explore music creation, sound design, and computer programming, all within K-8 computer programming classes. Following this brief presentation, we will work together or independently to modify the music, sound, or code from a variety of example projects. The session will end with a discussion on what could be learned in a project like this and how we might implement similar projects in the settings we facilitate. A laptop is recommended for this session.

 

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Emerging Music Nexuses: Technology, Video Games, and Coding

This discussion-based presentation focuses on three emerging music nexuses: 1) music performance and technology; 2) music and video games; and 3) music and coding. The presentation slides below provide many resources related to these nexuses; however, the discussion revolving around this presentation are not limited to these nexuses. I intend for this presentation to be a springboard for discussion on emerging music nexuses and their implications in music education/facilitation.

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Coding Live Music with Sonic Pi

This interactive session explores the nexus between computer programming and performing music. Sonic Pi is a platform that uses the programming language Ruby to create live music by writing out lines of code. We will walk through creating a hip version of "Hot Cross Buns" in Sonic Pi, explore more potentials involved with the nexus between computer programming and music, and conclude with a group discussion. No coding experience is required; however, a laptop is encouraged.

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Starting an After School Coding Program

This interactive session explores a variety of platforms, perspectives, and resources to get started with an after school coding program. We explore three different coding platforms we use and have students present on what they do in each of these platforms. In addition, we discuss how we facilitate our coding classes and provide resources to get started. Click the computer programming links above for even more resources.

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Coding in the K-8 Classroom

This session explores perspectives on the Avondale Elementary School District's second year of implementing a K-8 coding curriculum. We discuss three different coding platforms we use and have students present on what they do in each of these platforms. In addition, we discuss how we facilitate our coding classes and provide resources for others who are interested in making a coding curriculum. Click the computer programming links above for even more resources.

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Multimedia Ensemble: Performing live music with live video games

This presentation focuses on a multimedia ensemble that created live music and sounds (acoustic and digital) to live video games. The session explores the successes, failures, and musical problems experienced within the ensemble as well as the specific software and hardware used by the ensemble. The session concludes with a discussion on future ensemble possibilities for music and sound with multimedia experiences.

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Sonic Modding: Modding Video Game Music and Sound

This interactive session explores modding the music and sound of video games. The session begins with a brief presentation on software and hardware modifications that can be done to create music and sounds within and through video games. Following the brief presentation, we will begin modding the music and sounds of the video game Left 4 Dead 2 by finding and/or recording new music and/or sounds for the game. The session will end with a discussion on what could be learned in a project like this and how it can be implemented in the settings we facilitate in.

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Beyond Linear Coding: Creating and Innovating in Arts-Based Programming

This session is on how the K-8 technology classes I worked with evolved beyond linear coding, to arts-based programming projects. The session discusses the rationale behind moving away from puzzle programming into project-based programming, as well as how the arts fostered creativity and innovation in learning how to code. Video footage from actual classes will be used to demonstrate some of the affordances and constraints of this approach. 

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Merging Inquiry-Based Approaches with Aspects of Participatory Culture in Online Learning

This presentation will discuss how aspects of participatory culture can be fused together with inquiry-based learning in online learning environments. The presentation will focus on utilizing collective-intelligence to create rhizomatic learning spaces that can treat course objectives and/or materials as platforms for inquiry that are modeled after relevant practices. 

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An Exploratory Correlational Study among Music Scholarships, Average Amount of Hours Practiced, and Obsessive-Compulsive Traits

The purpose of this exploratory study was to investigate correlations of obsessive-compulsive traits, amount of hours practiced, and music scholarships. Participants included 150 undergraduate and graduates students who were attending a school of music located in the southwest region of the United States. Participants completed an online questionnaire which included inquiries related to demographics, music scholarships, average amount of time practiced, obsessive-compulsive traits, and whether they had been diagnosed in the past by a medical professional as having an obsessive-compulsive disorder. Findings indicate statistically significant correlations between obsessive-compulsive traits and amount of hours spent practicing. While there were limited statistically significant correlations between obsessive-compulsive traits and music scholarships, 88.89% (n = 9) of those diagnosed with Obsessive-Compulsive Disorder and 100% (n = 2) of those diagnosed with Obsessive-Compulsive Personality Disorder were currently on or previously received music scholarships. Findings also indicate a positive correlation between the average amount of time spent practicing and music scholarships. 

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Interacting with 8-bit

The early technological constraints imposed on 8-bit composers can act as project criteria for composing and performing 8-bit music that interacts with live 8-bit video games. This two hour session will begin with an interaction with 8-bit media and then break out into groups to create short musical excerpts and sound effects for a live video game. After all of the groups share what they created, the session concludes with a discussion on musical problems, technological constraints impacting creativity, and future projects. 

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#MusEd Resource Collaborating

This session will explore how to find and share resources with other music educators using a variety of social media services and tools. The focal points of this session will involve exploring where to go to find resources, how to bring the resources to you, how to save the resources for future use, and how to share the resources with other music educators. Please feel free to bring a laptop, tablet, and/or smart phone as this session will focus on hands on experience with the various services and tools.

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Modern Video Game Projects

This session will explore potential projects that involve creating music to modern video games. We will also explore how video games can be used to explore technology, music theory, music history, composing, and performing with modern video games. Experience with video games is not required as the focus is on the unique musical affordances students can experience when creating music to video games. Please feel free to bring an instrument as we will experience a mini project that requires everyone to musically contribute to a live video game in the session.

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Old School Video Game Projects

This session will explore potential projects that involve composing and performing music in the 8-bit aesthetic. We will also explore how the 8-bit aesthetic can be used to explore technology, music theory, and music history through composing and performing with 8-bit video games. Experience with video games is not required as the focus is on the unique musical affordances students can experience when composing and performing music to old school video games. Please feel free to bring a laptop with a way to write music notation as we will create and perform music to a live video game in the session. 

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