The URL for my WIX page is: http://kristin1852.wix.com/magicalmusic
this MP3 for my unit is LaLaLatch- Pentatonic (it won’t upload MP3s to my blog).
I did link to this page from blog post for October 31.

3. I added the URL http://singers.com/radio/radiostream.m3u for a streaming radio station that relates to my final unit to my blog. This is a streaming A Cappella Station called Primarily A Cappella Radio. It plays a cappella music.

From the Halloween App Sale, Beat-Machine is the one I would pick. It’s really cool! You can add beats to anything to change up a song. I think it could be fun to do with my unit by singing familiar songs A Cappella and adding beats under it to make it more fun, especially in an elementary classroom!

As far as video recording goes, I would either use my iPhone, iPod, or Macbook Air to record in the classroom or for concerts. I might even invest in an iPad, which may be more efficient. I could then upload the video to my Mac, and edit it, if need be, in iMovie. That would save me a lot of time and money and would be the most useful to me.


In music, you will almost always have a timeline for something, whether it be for composers, music artists, songs, time periods, genres, pieces of music, etc. Timelines are good for keeping track of when things were written, people were born, etc, and keeping straight what came when. You can also use timelines to keep track of events in your life. In music, you could make a timeline for any performance you have coming up; make the performance the last date, include practices and dress rehearsals so that you know how much time you have before the performance and keep your schedule straight. In summary, timelines are very helpful in music in many ways.
OurStory is a website you can use to make a timeline. It seems more suited to make a timeline of personal events, rather than educational, but it could be very useful for timelines of time periods and composers. It is a very visual timeline, great for adding pictures and other media, and you can even tag friends! You can also share it to social media sites for public sharing!
ReadWriteThink is another website used to make a timeline. It’s very easy to navigate and to use. The timeline itself is pretty self explanatory. You click the timeline, upload the info, and drag it to where you want it on the page. This would be very good for educational purposes, since it’s pretty black and white and easy to use.
There are many programs out there that are useful to make timelines. It’s up to you to pick whichever one best suits you and your project. I think that ReadWriteThink would be the more beneficial to students to use for whatever project they may have.


Music Tech

MuseScore/ Webpages

MuseScore is similar to Noteflight, but I like it more. I feel that it is easier to navigate than Noteflight and more beneficial to me. I was trained on Finale, and it has similar feels to Finale that make it more likable for me. I found an arrangement of Pentatonix’s La La Latch for trombone quartet and it was very cool!

Seven Lake High School Choir- the page is very easy to read and navigate!

Chicago Children’s Choir- very well read page with lots of pictures and information.

Lassiter High School Bands- very well read page and I loved the layout!

Oldham County Middle School Band- very organized and loved that it had a video on the front page!

Kelly Riley’s Music Classroom- a blog, but has tabs for parents and students! Love the random words on the side that you can click to take you to another page! Very creative!


Looping apps and programs are very popular in the music world right now. There are many things you can use these for, but I am only going to talk about 3.

1. You could use these apps to make a cappella music. By looping, you can start with the bass, and add each part after that until you’re ready to sing with it. You can have a vocal track of just all you!

2. You can also use this app to loop different instruments/instrumentation together to make a background track to either play or sing to! This would be great to use in a performance, whether it be at church, fair, school, etc.

3. You could also use this if you were the only voice faculty at a school and didn’t have a pianist to play for your concerts. You could use the looping to accord the accompaniment and add other instrumentation as well if you need it! VERY helpful if you do not have a hired in pianist/band person.

Here’s a video of a guy looping an entire song out of his car! It’s very cool! (And may have some dirty words, I apologize.)

This is a video of a guy using a looping pedal to record a song on electric guitar by OneRepublic!


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Noteflight URL

The Parade of Unicorns is a warm-up that I remember doing in high school. The warm up is basically different arpeggios of whichever scale you are using, and I used F in this arrangement. The first measure is Do-Mi-So, the second measure is Do-Fa-La, then the third measure is a repeat of the first, and to end the piece, the last measure is Re-Ti-Do. The accompaniment in the left hand is just chords, which I used I, IV, and V. The title of the piece is just something that I thought sounded fun and went with the exercise, which I always enjoyed. You can sing the exercise slow or fast, and I always enjoyed seeing how fast I can sing it.

Noteflight would be good with my students because it would be a easy way to write fun song to teach to my kids and sing in class. It would also be a useful tool to use if my kids wanted to write songs and I could notate it for them to see! That would be a fun day in class.


Musical Influences

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I have always been interested in music from an early age. I grew up singing all 3 verses of Amazing Grace in church from the time I could speak. When I was in 1st grade, I begged my mom to take piano lessons from our music minister at church. Joe Vallandingham is the music minister at Concord Baptist Church in Van Buren, AR. He has been most of my life. He has given me lessons in piano, voice, clarinet, and saxophone. He was and has been so influential in my musical career. He instilled in me from a young age the want to be involved in music and grow to learn and educate myself to do it. It was because of him that I originally wanted to become a music minister myself when I graduated college. Even though I no longer have that dream, I will always know that he was instrumental in my decision to become a musician and eventually, a music educator.

Being in band was never an option for me; I knew that was something that I wanted to do, but the real question was, “What was I going to play?” The question came up one day, asked from my mother, if I wanted to play flute or clarinet, or maybe percussion, but that was not my dream. I told her that I wanted to play the soprano saxophone just like Kenny G. I grew up listening to Kenny G. Jazz was something I liked, even from an early age. Around Christmas every year, my parents would make a screensaver on our computer at home with different pictures associated with Christmas and Kenny G’s Christmas jazz cd was always the accompaniment. I still have to listen to this cd every year; Christmas is not the same without it. His music is just so soothing and inspired me to want to learn to play just like him. Although I was not allowed to play soprano sax in band, I did start on alto sax and have been playing it for 13 years this year, and I have also learned to play tenor and bari sax. I do now own a soprano sax and have played it in several ensembles in high school, college, and at church. I do not regret my decision to become a saxophonist, even though it is now a hobby and not a career like I intended it to be when I first started college.

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The Suzuki Method

      Shinichi Suzuki (1898-1998) was born in Japan and studied western music in Germany in the 1920s. He first began teaching young children in Japan in the 1930s and further developed his ideas and philosophy of teaching during the post-war period.  Shinichi Suzuki was a violinist, educator, philosopher and humanitarian. Born in 1898, he studied violin in Japan for some years before going to Germany in the 1920s for further study. His approach to teaching has now spread to many parts of the world and is proving increasingly successful everywhere. Because he was a violinist, he first applied his ideas to the teaching of violin, but it has since been used with many other instruments, in nursery school teaching and other more general areas.


      More than fifty years ago, Suzuki realized the implications of the fact that children the world over learn to speak their native language with ease. He began to apply the basic principles of language acquisition to the learning of music, and called his method the mother-tongue approach. The ideas of parent responsibility, loving encouragement, constant repetition, etc., are some of the special features of the Suzuki approach. The Suzuki Method is based on the principle that all children possess ability and that this ability can be developed and enhanced through a nurturing environment. All children learn to speak their own language with relative ease and if the same natural learning process is applied in teaching other skills, these can be acquired as successfully. Suzuki referred to the process as the Mother Tongue Method and to the whole system of pedagogy as Talent Education.




How does Talent Education differ from other methods of teaching music to children?


Thoughtful teachers have often used some of the elements listed here, but Suzuki has formulated them in a cohesive approach. Some basic differences are:


  • Suzuki teachers believe that musical ability can be developed in all children.
  • Students begin at young ages.
  • Parents play an active role in the learning process.
  • Children become comfortable with the instrument before learning to read music.
  • Technique is taught in the context of pieces rather than through dry technical exercises.
  • Pieces are refined through constant review.
  • Students perform frequently, individually and in groups.


Suzuki originally developed his method for his own instrument, the violin. Materials are now available for viola, cello, bass, piano, flute, harp, guitar, recorder and voice.






I. Traditional Suzuki


  • Teachers teach Suzuki repertoire sequence in weekly private lessons and weekly group lessons.
  • Group lessons are scheduled in homogeneous or like instrument classes.
  • More advanced students may have an orchestra or chamber music ensemble class as well.
  • Parents attend private lessons and are taught the Suzuki philosophy and teaching/practicing techniques.
  • Parents practice with students daily and encourage daily listening at home.
  • Parents have bowed and fingered music for home reference.
  • Students learn repertoire by listening and by rote.
  • Music reading is postponed until basic technique and intonation are developed.




The Suzuki Method originated in Japan after WWII, but has since spread all across the globe. John D. Kendall of Southern Illinois University Edwardsville brought the Suzuki method, along with adaptations to better fit the requirements of the American classroom, to the United States in the late 1950s and early 1960s.


Suzuki Assessment: Daily. They assess their students in each individual lesson and during group lessons, but also agree that it is the parent and the students’ jobs to assess themselves during every practice session.


Learning Activities: Sing, learn/makeup words to songs (Violin Verses), learn sections of songs (A-B-A): Bread-Peanut Butter-Bread, Beat the Teacher.


“The main concern for parents should be to bring up their children as noble human beings. That is sufficient. If this is not their greatest hope, in the end the child may take a road contrary to their expectations. Children can play very well. We must try to make them splendid in mind and heart also.”


—Shinichi Suzuki















-Tarah Hull and Kristin Suggs