19:05:46 From Sue Wise : Music can be a window, a Door, or a Mirror.... 19:06:34 From Bernadette Tornabene : perfectly said 19:06:55 From Bernadette Tornabene : artifact 19:07:00 From Barbara Kirby : I agree Bernadette! 19:07:09 From Bernadette Tornabene : shape notes 19:07:51 From Sue Wise : Sheet music is "just dead trees"-- Love that! 19:07:59 From Sue Wise : Same could be said for books! 19:08:43 From Bernadette Tornabene : wow 19:08:45 From Sue Wise : That gave me chills! 19:09:28 From Barbara Kirby : Program will be archived here http://tps.waynesburg.edu 19:09:41 From Josh Mundell : https://nafme.org/my-classroom/nafme-tps-curriculum-units-2014-music-responding-standards/ 19:10:04 From Bernadette Tornabene : Thank you Barbara 19:11:58 From Sue Wise : DNA analysis! 19:12:03 From Mr. A. Smith : that's pretty wild. there's a science for everything! 19:13:05 From Sue Wise : It's really cool--a way to "play" with the music! 19:13:37 From Tara Briggs : Citizen DJ sounds like a lot of fun! I’d love to use this with my middle school music appreciation groups. 19:13:45 From Josh Mundell : NAfME curated primary sources: 19:13:55 From Josh Mundell : https://nafme.org/my-classroom/nafme-tps-curriculum-units-2014-music-responding-standards/ 19:14:10 From Bernadette Tornabene to Sue Wise(Direct Message) : I don’t think you can avoid historical music entirely 19:15:13 From Sue Wise to Bernadette Tornabene(Direct Message) : Make sure you are selecting "Everyone" in the chat box so everyone gets to interact with your comments. :-) 19:15:54 From Tara Briggs : Always love a time saver! Thank you! 19:16:12 From Sue Wise : And these resources are FREE! 19:16:20 From Tara Briggs : (And free is even better!) 19:16:37 From Marie Deal : Thanks for all of these resources! We love free! 19:16:55 From Josh Mundell : Analyzing Sheet Music: https://www.loc.gov/static/programs/teachers/getting-started-with-primary-sources/documents/Analyzing_Sheet_Music_and_Song_Sheets.pdf 19:17:01 From Sue Wise : Observe can mean "see" or "hear" 19:17:01 From Marie Deal : Observe, reflect, and question…this is so IB! 19:17:22 From Josh Mundell : Analyzing Sound Recordings: https://www.loc.gov/static/programs/teachers/getting-started-with-primary-sources/documents/Analyzing_Sound_Recordings.pdf 19:17:28 From Sue Wise : If you have questions, post them here and we will address them at the end of the session. 19:18:21 From Christopher Lynch to Sue Wise(Direct Message) : Sue - I work at Pitt and run workshops on teaching with music as a primary source. We need to talk more later! 19:18:39 From Sue Wise to Christopher Lynch(Direct Message) : Absolutely! 19:19:58 From Sue Wise : So much rich civic and cultural info in music! 19:20:16 From Sue Wise : Observe 19:20:35 From Sue Wise : Reflect-- connect with prior experience/music pieces 19:20:43 From Tara Briggs : Love the tie in for sight reading. Such a difficult skill to teach, but this gives another approach to noticing things on a score. 19:22:26 From Sue Wise : It has a good beat! LOL 19:23:27 From Sue Wise : Don't worry about collecting all of these links. We will send out the list of links, as well as a copy of the PPT afterward. :-) 19:23:41 From Bernadette Tornabene to Sue Wise(Direct Message) : great 19:23:45 From Emily Wessel : This ties in with narrative pacing in literature. My students examine this in AP Literature. 19:23:48 From hinitz to Sue Wise(Direct Message) : thank you 19:24:24 From Sue Wise to hinitz(Direct Message) : You're quite welcome 19:27:19 From Barbara Kirby : O=observe 19:27:27 From Barbara Kirby : R= Reflect 19:27:33 From Barbara Kirby : Q= Question 19:27:41 From Josh Mundell : Audio recording for listening: https://www.loc.gov/item/lomaxbib000584 19:28:22 From Jenny Neff : How did the harmonies they are singing come about? Q 19:29:06 From Sue Wise : I hear a "bark" on the beat. --O 19:29:09 From Jane Mills : What did the person who was talking say? Q 19:29:25 From Sue Wise : What could they be using to make that sounds? --Q 19:29:52 From Johanna Siebert : What type of work are they doing while they sing? Q 19:30:02 From Marie Deal : Sounds like a field work song…R 19:30:03 From Christopher Lynch : The regular beat and “huh” make the song sound like it’s timed to whatever work they were doing. I wonder what work they performed when singing this? Q 19:30:08 From Tara Briggs : Harmony is open and simple - untrained singers, perhaps? O/Q 19:30:11 From Jane Mills : It sounds like a combination of the Blues and a Spiritual O. 19:30:14 From Bernadette Tornabene : yes 19:30:14 From hinitz : Where can I find iut more/find clues? Q 19:30:28 From Bernadette Tornabene : a work song 19:30:36 From Marie Deal : Waterboy is called…O 19:30:36 From Sue Wise : I don't really hear any instruments. --O 19:30:45 From Nicolas Spoerer : Work song/chant - O 19:30:54 From Nicolas Spoerer : Maybe sung by railroad workers? - Q 19:31:01 From Joshua Stefans : Is there any significance to the "water boy"? Q 19:31:01 From Emily Wessel : The references to Lord and God remind me of a prayer for help. Based on the title, maybe it's a cry for help from God for more money or help to stay with a current job to make more money. O 19:31:09 From Rachel Hunt : O -> sounds like a working song, but about not working. also, if they are working it may be outside because there wounds like there is a dog? 19:31:49 From Dale Higgins : It reminds me of chain-gang music meant to keep the spirits of prisoners high, R 19:32:17 From Dale Higgins : How did prisoners view the work, was it forced or voluntary? Q 19:32:39 From Jane Mills : :) 19:33:36 From Bernadette Tornabene : wow 19:34:11 From Sue Wise : Y'all are giving me goose bumps! Great job, gang! 19:34:52 From Josh Mundell : Zaretta Hammond, Equity through Inquiry: https://www.youtube.com/watch/ME8KjqyqthM 19:36:47 From Marie Deal : IB promotes “intercultural understanding” and this slide is a perfect example. Usually I look at images to equalize academic differences, but music is now my new equalizer for our IB kids! 19:37:24 From Bernadette Tornabene : this is Kodaly- heaven! 19:37:25 From Emily Wessel : When students can share their own background, they are more willing to connect to whatever text/music you are teaching. 19:37:43 From Sue Wise : @Bernadette-- YES 19:38:30 From Sue Wise : @Emily and create a stronger cultural connection with classmates 19:38:32 From Tara Briggs : It very much is Kodaly Heaven! I see so many tie ins here. 19:40:07 From Sue Wise : Empathy helps us "open the door" to other cultures 19:40:13 From Sue Wise : and vice versa 19:40:25 From Emily Wessel : Great prompt! 19:41:43 From Bernadette Tornabene : I didn’t know that 19:41:54 From Tara Briggs : I love doing composing with the Blues because the chord progressions make it so straightforward to students. Having them analyze existing songs first is a great opportunity to tie into history and primary sources! 19:43:52 From Sue Wise : Music in the workplace has become less social and more individual-- earphones are a must! 19:44:07 From Tara Briggs : That’s my favorite way to use it. My students always think it’s hysterical to write blues lyrics because they get to complain about things in class. 19:44:43 From Sue Wise : And how would YOUR patriotic play list differ from someone elses? 19:45:20 From Marie Deal : @SueWise great question for our students to explore. 19:47:08 From Bernadette Tornabene : I often get questions about the context of fairy tales- even from very young students 19:47:15 From Marie Deal : This PD gave my colleague @MeganWingfield and I some great ideas to take to our teachers to develop interdisciplinary curriculum units. 19:47:27 From Tara Briggs : I wish I had known about the Langston Hughes blues connection when I was teaching his short stories with my 7th grade LA class! 19:47:54 From Bernadette Tornabene : yes 19:48:01 From megan.wingfield : This has been great! You’ve given history, lit, and music educators so many low prep ideas that will produce high cognitive results! 19:48:18 From Bernadette Tornabene : absolutely 19:48:43 From Tara Briggs : Glad to know that! Thanks for the warning 19:49:00 From Emily Wessel : I missed the link at the beginning. Will the presentation be emailed out? 19:49:05 From Barbara Kirby : Music as a window, a door and a mirror!!!! 19:49:15 From Sue Wise : We will share out all of the resources later this week. 19:49:16 From Jenny Neff : Awesome! 19:49:17 From Bernadette Tornabene : thank you- it’s so important 19:49:21 From Emily Wessel : Thank you! 19:49:22 From Rachel Hunt : thank you! 19:49:23 From Micheal Mathews : Thank you! 19:49:25 From megan.wingfield : Thank you! 19:49:28 From Christopher Lynch : Thank you! 19:49:29 From Carolyn Bennett : Thank you, everyone! 19:49:48 From Jane Mills : Thank you for some wonderful ideas! 19:49:49 From Joshua Stefans : Thank you! It was so enlightening! 19:49:56 From Tara Briggs : Thank you Carolyn! As a teacher who covers multiple content areas (primarily music, but also LA and history) I saw so many things I can use in every class! 19:49:56 From Sue Wise : http://bit.ly/TPS-music 19:50:11 From Sue Wise : Please take a moment to complete this VERY quick survey 19:50:14 From Carolyn Bennett : I hope to see some of you tomorrow! 19:50:30 From Marie Deal : Thanks so much!!! I will be back tomorrow night for more. Carolyn, great information… 19:50:31 From Jenny Neff : Thanks! Great job Carolyn!