Daily Digital Images in the Beginning Band Class

Zachary A Gomez

Poe Middle School

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Daily Digital Images in the Beginning Band Class

In the course, Daily Digital Images, my definitions, proficiency, and lesson development

in the use of technology were challenged. My assumptions of knowledge and the possible uses

for digital images in the classroom increased greatly. The development of strategies to

incorporate technology for specific student learning content and achievement were a cornerstone

of this class.

Foundational Knowledge

In this course, I learned foundational knowledge about digital pictures, skills for using

digital images, and ideas for using that knowledge to promote student learning. Most pictures

found on the internet are intellectual property belonging to someone. To use another persons

work, safely, you should have their permission. Some educators will use someone elses work

only in the classroom, thinking it falls under fair use (Waters, 2017). However, if it leaves the

classroom in any way (i.e. websites, email, or brochure) you are putting yourself and your

district in a vulnerable position. If the image was taken by a professional that sells pictures, and

you do not have permission to use it for free, that would be considered illegal. To avoid these

considerations, some teachers use images with a Creative Commons license or those that fall

under public domain. If the image has a Creative Commons license it may be used without

permission, for the manner stated in the license, with the author's attribution. Teachers often

choose this route because they can safely use images without the worry of breaking the copyright

(Waters, 2017).

In the first session, we explored websites that have creative commons and public domain

licenses for images to use in our subject matter. The sites that I visited the most were
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pics4learning.com and copyrightfreephotos.com. From looking at these sites and others, I

determined that I would need to take my own pictures to find usable images for my class,

Beginning Band.

Having usable images, I learned how to display them for people to see. In my first task, I

put them on a message board post. While this task sounds simple, you must have your audience

in mind. How will it look on the screen? Is it too small or large? I found that most of my images

appeared too large and would negatively affect the viewing. I had to manipulate the size of the

file multiple times until it became the size to where the images grasped the viewer. In another

technique new to me, I created a reveal PowerPoint. An image was slowly revealed over several

slides. The purpose is to guide a discussion based on what was able to seen and lead it to the final

picture. In an ideal musical example, Kathy Augustine (2017) used a slow reveal of a damaged

violin. The first picture showed minor damaged and by the end, the entire violin did not look

playable. This reveal included a discussion of instrument care.

Using a digital camera, the ability to use the image quickly, and manipulate the image are

important skills I improved upon. Pictures may be improved easily by using the rule of thirds.

Dividing the image screen into thirds, you can make a picture more interesting by changing the

perspective. Placing the main interest of the picture at different angles and different thirds can

make the image more powerful (Browne, 2010). To improve my images, I also experimented

with flashes, white balance, ISO levels, color options, and scenes on my camera. Some examples

for scenes are food, museum, copy, and night or daylight. Scenes are an easy way for people to

make quick adjustments if they are not comfortable using the menu settings. I learned that for my

subject, taking pictures of instruments, options for white balance and flash provided the best

pictures.
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My ability to move from taking the picture to putting it on my computer improved

greatly. I am able to take the file off of my camera and put it into a folder for immediate use in

under two minutes. This skill is very important for a teacher that integrates images and

technology into the classroom and cannot be overstated. The speed and degree of difficulty of

using images can be a major deterrent for its integration. I learned that the quickest way for me

was not to hook up a USB cord but to take the SD card out of the camera and put it in the laptop

SD slot. Another key aspect for efficiency is the intelligent use of a filing system on the laptop

using folders. These two methods speed up what could be a slow process.

With the ability to take decent images, quickly, I learned how to manipulate those

pictures to increase student learning. For example, to discuss instrument care, show a picture of a

broken instrument. I learned to use photo editing software to draw and bend the picture. The

result is a broken looking flute. I also learned how to import a folder of pictures of the parts of an

instrument into a PowerPoint. The series of pictures lead to a discussion of how to put together

an instrument.

Application

When students learn an instrument, their band director teaches the fundamentals of

playing. In the beginning of the school year, they learn to sit in a chair, put their instrument

together, hold it, and form the appropriate embouchure for their instrument. These fundamentals

are the foundation for playing for years to come. Unfortunately, within a few months bad habits

develop. Some or all of the fundamentals have changed to a degree that may negatively affect the

potential for proficiency.

Applying the knowledge from this course, these bad habits may develop slower or not at

all. With digital images, students have a constant visual reminder of the correct method of
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playing their instrument. For example, many students will eventually start using shortcuts to put

their instrument together or skip vital steps. Digital images can be used for showing steps in a

procedure, a reminder that can be viewed when needed (Cavanaugh, n.d.)

To deal with this problem, I am going to use the project I developed from this course.

Students, working in pairs or alone, take picture of the parts of their instrument. Using Google

Slides, they create a presentation that shows the correct manner of assembly. Eventually, the

class does a share of the presentations and students give feedback stating if the sequence is

accurate or if a step is missing. Determining if this project helps with student learning is quite

simple. How often does the teacher have to remind or reteach the correct method of assembly? A

visual check at the beginning of class is all that is needed. With the information on their Google

classroom, students will easily have access to the pictures when they are not in school.

Another problem for beginners is that student embouchures change over time. Unless the

student takes private lessons, the mouth formation gets worse over time. Deborah Duncan (n.d.),

suggests taking pictures of childrens eyes to demonstrate how everyone is unique. In band, a

better idea would be for students to take pictures of each other's mouths while playing. A very

large, zoomed in picture would show the turn of the lips, the musculature of the cheeks, and the

mouthpiece placement. These images require a high level discussion of the minutiae of correct

playing foundations. Success is measured by the range the student can play on their instrument at

the end of the year, higher notes are better. A poor embouchure creates a glass ceiling for most

musicians.

Using these projects, the effectiveness of my teaching will increase. Student mastery of

the material is one way to determine if the teaching methods are effective. If at the end of the

year, students have a solid foundation with elements used in the projects, then the teaching was
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effective. However, another measurement is more relevant to me. Re-teaching, reminding, and

nagging are what matters most. If the material is learned solid, and my projects work, I will not

need to readdress instrument assembly or basic sound production issues with the same frequency

as previous years.

Integration

I began teaching approximately twenty two years ago. At the time, the internet was just

beginning with electronic mail and the World Wide Web. Taking and sending digital pictures was

very new to most people. I did not have internet or even a telephone in my classroom until I

came to Fairfax County Public Schools in 2002.

When I was a new, younger teacher, using and integrating technology into my classroom

was very important. I completed work with the Intel Corporation using MS Office to create

lesson plans. With this project, I won several computers, a printer, and a digital camera for my

classroom. Having this equipment at the time was a source of pride.

Seventeen years later, the use of technology is still important. This course on using digital

images and the newer ways to incorporate them into my class has reminded me of the goals of

my younger self. Prior to this semester, technology integration in my classroom would be

defined as a communicative tool. I currently use technology to email students and parents, give

pictures from the concert or field trip, provide information on the class Blackboard site, and for

managing data with Excel or an online gradebook. Current technology use would also include

flyers for concerts and PowerPoints for recruitment. All of the previous examples are teacher

made products for communicating information.

Using technology in the classroom should be student led and created. The products they

create will be learning in action with strong connections if completed in small groups or with a
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partner. The projects the students use with the digital images they take are demonstrations of

mastery of the content material. Digital learning and application are my new definition for

technology integration.

Human Dimension

Educators that integrate technology in their class have two main items in common. The

first, is the importance of speed and ease. When working on a presentation, example, or a lesson

that will be used for students, the work must come easily and quickly. The main reason is time. If

the product is going to take hours to complete, the teacher might only use it once the whole

school year. For it to be used on a regular basis, the teacher must be able to complete it quickly

within the hours of a hectic day of school. The assignments of this class, working with pictures

and different presentation methods, I became fairly quick at the work. Most of the students in

this class and teachers that I know agree.

The second item of importance is the student work. Judging from the assignments posted,

teachers value projects that use technology in novel ways that are content oriented. The projects

should catch the students attention and appear fun and engaging. However, because they are

content oriented student learning is taking place. If the above requirements are met student

completion of work should increase along with achievement of subject matter.

After taking this class, my views of how and what technology integration looks like is

coming up to speed with my colleagues in other subjects. In band, we are traditionalists since the

way to play an instrument has not changed in any fundamental way in hundreds of years.

Because of this mindset, we do not always look for ways to improve our teaching and learning.

Our way of thinking dictates that more practice solves all problems. This model is outdated and

wrong. Students learn in different ways. My colleagues in other subjects have successfully
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integrated technology in a seamless way that is accessible to all. I see this success from the posts

of the students in this class, other teachers in my building, and the work my children do at home

on the computer.

Caring

I am known for taking very bad pictures. I was not always this way. Sometime in the past

ten years, my skills have deteriorated. On a personal level, this course has reminded me that

taking and sharing pictures, even at the lowest level, is fun. I am going to continue to have my

camera handy and take lots of pictures. The more pictures I take, review, and edit, the more the

quality improves.

In addition, I found the use of photo stories to be an outstanding tool for learning. This

will be a major tool next year when I introduce instruments, how they work, and their different

parts. Putting together a photo story with Movie Maker on my school laptop was simple and

inspiring. The students will enjoy making their own stories and will also help each other learn the

processes involved. I plan to experiment within this style of projects and explore other options.

Learning How to Learn

When creating my final lesson in this course, I demonstrated an Active Awareness for

planning technology use. The idea for the student work came from a previous assignment along

with an online source (Cavanaugh, n.d.) that I modified for the purpose of my band class. When

delivering an integrated technology lesson, my level is at Awareness. I do need help and support

in the implementation. The support does not necessarily need to come from a technology

specialist but from another teacher. My level for differentiating technology usage for learners

also falls at the Awareness stage. If I have a problem with instruction delivery I might halt the

lesson while I figure out to make changes.

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With all the possible uses of digital pictures in the classroom, ranging from easy

implementation to larger, multi-step work, I can work my way to a Flexible Awareness of the use

of Technology. The main component is to begin implementing the work, use it regularly, and

with time its use will become natural.

Conclusion

By taking this class, I have increased my knowledge of the appropriate use of digital

images, technical aspects of taking pictures, and methods to incorporate them into the classroom.

With a lesson based on content from the beginning band class and objectives for student

learning, the tools for technology integration will increase achievement. The lessons, in order to

be effective, must be student led and created. If the activities are used in an accessible and novel

manner, more students will complete the work and learning can be fun. The use of digital images

should be a valuable part of every band class.

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References

Augustine, K. (2017, February 25). Instrument Care [Message]. Message posted to

http://moodle.etlo.org/mod/forum/discuss.php?d=135199

Browne, M. (2010, August 21). Rule of Thirds [video file]. Retrieved April 07, 2017, from

https://vimeo.com/14315821

Cavanaugh, T. (n.d.). The Digital Camera in Education. Retrieved April 07, 2017, from

http://drscavanaugh.org/digitalcamera/

Duncan, D. (n.d.). Using A Digital Camera in the Classroom. Retrieved April 07, 2017,

from http://terpconnect.umd.edu/~toh/image/DigitalCameraUses.htm

Waters, S. (2017, January 23). The Educators Guide to Copyright, Fair Use, and Creative

Commons [Web log post]. Retrieved April 07, 2017, from

https://www.theedublogger.com/2017/01/20/copyright-fair-use-and-creative-commons