Resources
Articles:
- Chanan, M. (1995). Record culture. In Repeated Takes: A Short History of Recording and its Effects on Music. London: Verso, 1-22.
- Sant, T. (2014). Interdisciplinary approaches to documenting performance. International Journal of Performance Arts & Digital Media, 10(1), 3-6.
- Read, C. (2014). 'Live, or almost live ...': the politics of performance and documentation. International Journal Of Performance Arts & Digital Media, 10(1), 67-76.
- Varley, P. (2002). As good as reading? Kids and the audiobook revolution. Horn Book Magazine, 78(3), 251-262.
- Auslander, P. (2011). Digital Liveness: Philip Auslander (us) about digital liveness in historical, philosophical perspective. Available from: https://vimeo.com/20473967 (29:55).
- DeNora, T. (2000). Music as a technology of self. In Music in Everyday Life. Cambridge: Cambridge
- Tepper, S. J., & Hargittai, E. (2009). Pathways to music exploration in the digital age. Poetics, 37(3), 227-249.University Press, 46-74.
initial Response
Record Culture-
Phonograph record turned the performance of music into a material object, something you could hold in your hand, which could be bought and sold. Record Culture created physical distance between performers and audience but made music more widely accessible. The technology changes how we consume things. Think about Napster and Torrents and how people would share music online to the streaming music sites of today, like Spotify and Songza.
Interdisciplinary approaches to documenting performance-
This article discussed the documenting performance art. Some argue that a performance cannot be documented and when it is, it then becomes something else. Others see value in documenting live performances. It preserves the work for later historians to view. It also open the doors to others who would not otherwise be able to view the live performance.
What implications does it have for schools or my classroom? Periscope a new app allows people to broadcast live from their mobile devices. Anyone can view the broadcast and interact through the comments. Because it is a new app it stills needs some work before you could use it with a class full of kids. What is possible with this type of technology is interesting though. Everyday people around the world are broadcasting all sorts of things and sharing it with Periscope. It makes it so easy to see different perspectives and places across the globe.
As Good as Reading?
Debate as whether or not audio books are as good as reading. Audiobooks have been acceptable for remedial purposes but not so much for mainstream readers. There is a fear that we are missing out when we simply listen to a book instead of reading it. Our brain does function differently when reading versus listening. When reading to yourself, you control the narration, speed, etc. You can stop and reread or look at images but this is not the case with audiobooks. For audiobooks some think it is more passive, but is it? Many audiobook readers are book enthusiasts who read and listen. Some find it easier to read more books with audiobook as you can read a while multitasking or commuting.
For me it comes down to balance. It should not only be the students that struggle with reading that have access to audio books. All students can benefit from activating their brains in different ways which happens when you switch from reading to listening. As a educators we have so many different learners in our class. It makes sense to offer a wide variety of ways to access books to all of our different learners.
Phonograph record turned the performance of music into a material object, something you could hold in your hand, which could be bought and sold. Record Culture created physical distance between performers and audience but made music more widely accessible. The technology changes how we consume things. Think about Napster and Torrents and how people would share music online to the streaming music sites of today, like Spotify and Songza.
Interdisciplinary approaches to documenting performance-
This article discussed the documenting performance art. Some argue that a performance cannot be documented and when it is, it then becomes something else. Others see value in documenting live performances. It preserves the work for later historians to view. It also open the doors to others who would not otherwise be able to view the live performance.
What implications does it have for schools or my classroom? Periscope a new app allows people to broadcast live from their mobile devices. Anyone can view the broadcast and interact through the comments. Because it is a new app it stills needs some work before you could use it with a class full of kids. What is possible with this type of technology is interesting though. Everyday people around the world are broadcasting all sorts of things and sharing it with Periscope. It makes it so easy to see different perspectives and places across the globe.
As Good as Reading?
Debate as whether or not audio books are as good as reading. Audiobooks have been acceptable for remedial purposes but not so much for mainstream readers. There is a fear that we are missing out when we simply listen to a book instead of reading it. Our brain does function differently when reading versus listening. When reading to yourself, you control the narration, speed, etc. You can stop and reread or look at images but this is not the case with audiobooks. For audiobooks some think it is more passive, but is it? Many audiobook readers are book enthusiasts who read and listen. Some find it easier to read more books with audiobook as you can read a while multitasking or commuting.
For me it comes down to balance. It should not only be the students that struggle with reading that have access to audio books. All students can benefit from activating their brains in different ways which happens when you switch from reading to listening. As a educators we have so many different learners in our class. It makes sense to offer a wide variety of ways to access books to all of our different learners.
Post discussion response
A hierarchy of live versus recorded does not make sense. Live and recorded are two different formats that really serve different purposes depending on how they are presented. In this weeks discussions, we talked about recorded webinars or video conferences being a good format for distance learning opportunities especially in a rural context. These types of PD and classes allow the teachers and students in my district opportunities that might be lost because of costs associated with live events, that are further way. The flipped high school math class that I had the opportunity to observe and collect feedback on, is another way recorded lessons are being used instead of daily "live" lessons, to create different learning environments for students. In this class, the teacher was able to create more opportunities to help students one on one or in small groups during class times, as opposed to using the majority of the time for whole group class lectures. The recorded math lessons allowed students to rewind and pause when they had a hard time understanding a concept. Depending on the context and the learners, educators need to weigh the affordances of recorded versus live content to fit the purposes of the learning opportunities they create.