SmartMusic- a tool for differentiated learning and teaching


SmartMusic (  a tool that allows students to learn at their own pace wherever and whenever with immediate feedback. The student only needs a microphone which teachers can have available. This allows students to work alone as efficiently as working in groups or with teacher feedback. This benefits the teacher because they know that the student is getting good feedback at all times when playing.

concert musique partition cle
Photo by hermaion on



Using a microphone, students play a song displayed on the screen after a count in. The notes will light up green, if played correctly, or red, if played incorrectly. The red notes will also tell them whether they played the wrong note (displaying the note they played and the written one) or player the right note at the wrong time. All standard method books and much band music is available one this site. This allows students to move ahead in method books or learn new music if they would like to.

smart music

Photo taken from


Smartmusic is not free. There is a trial for educators to see if it will work for their classroom, but it is 40$/year which can add up over time. The microphone is separate, and the program for the students costs money as well. A way to avoid costs for the students, is to download the ‘classic’ program on a school computer or laptop, but this would limit the number of students who could use it at one time.

Urban? Based on Daniel “Reimagining the urban: A Canadian Perspective”

Urban is a concept that only exists in light of other concepts. Urban is not rural and it is not suburban and it is likely a centre of some kind. None of these ideas are concrete and specific, but the other two concepts, rural and suburban, have more clear pictures attached to them. For rural, one imagines a large house, maybe farm-like sized land away from a city centre and, for suburban, a place away from the centre, but still in the city where houses, streets, and people look and act the same. The suburban is a child centred neighbourhood since people move there to have families and the rural is often where people will go to retire. What does that leave for the urban? Urban can be a mix of everything and, as Daniel explains, often is different from what a teacher candidates predicts. In the media, the urban is seen as violent, poor, and may be referred to as “inner-city.” The idea “inner city” really only refers to the placement of the urban being within a city close to the middle if we are envisioning the city as a circular object. This placement alone may explain the vast differences between students that attend these schools. Some students may be closer to the city but still in suburbia and other may be in city housing within the city-center or, as Daniel explains, in a suburban area.. Both of these types would attend the same “urban school.” So where does that leave an urban student and who are they, really?

Music- Arts Assessment for Learning

In music, self assessment is not often used because of fear that the student will assume they are better than they are, but a recent Recorder Technique idea changed this. This is available through:


This resource gives a teacher the rubric, and any other materials that were used for this recorder Technique idea. The idea was to implement peer and self-assessment into learning the recorder that is guided through the rubric and other materials. The students ended up learning more that previously imagined. all of the specific documents to the project are available at the following link:


Yes! This is a specific project conducted in a specific class and does not claim to be indicative of other potential learning. It simply offers resources for those who wish to implement more AfL and AaL in the arts classroom.


This study is of course limited because it is only one specific instructor with a specific class. Though I believe it can be adapted and used as a model, there is no specific data regarding this.

black record vinyl
Photo by Miguel Á. Padriñán on

TeachHub-Assessment of Learning


This post is partially about the specific article linked ( ) as well as . This specific post is about different ways to assess learning in the older terms (Formative, Diagnostic, summative). Summative being Assessment of Learning. The article concentrates on using classroom management for learning and often incorporate technology which is useful for a teacher.

word cloud.jpgTwo specific methods in this article for Assessment of Learning are Game Shows and Differentiation and within the post there are different links to external sites that can create them. An example of this is for differentiation. This allows students to create word clouds as a method of demonstrating their learning (an example of this is on the left). This is great to have in one location for a teacher looking for creative assessment strategies.


This is a trustworthy site because it is made for teachers by teachers, so the options given will be tried and tested. However, it is limited by the ever-growing and changing internet since links can change quickly, so some links are broken. It is also geographically limited because some terminology is only used in certain  places and not in others.



Where do I belong?: A culture snapshot

The idea of “belonging” is one that young people face everyday. Some because of the borders they and their families have crossed to be a part of a Canadian Community while other because of the constant gravel with the self. School is hopefully a place where students can be who they would like to be and can act as a stepping stone to who they strive to be. The question “where do I belong” is very important to all young people, but bares significant importance to new students from other cultures and countries. For these students, belonging is important but language and custom barriers will make it difficult for them to belong in a new school community. What an educator needs to remember is that a student needs to be understood so they can belong regardless of the language or culture barriers. Educators need to be well versed in other cultures to understand that a different response to a cultural phenomenon (hand-shake, high-five, thumbs-up, etc) may be taken differently in other cultures.

CompMusic- Culturally Relevant teaching Resource


This source is often called CompMusic which stands for Computational Models for the Discovery of the World’s Music. Much musicological research concentrates on Western Music and popular music, however this is a relatively new online database that has recordings of world music from 5 different world traditions.

Compmusic photo 1


This database is called Dunya and contains the different music (available at ) and the teacher can access actual recordings from artists in the place of origin. The database is very user friendly, so the teacher only needs to click the link, then the style of music (all listed on the home page), then search a song.


It is trustworthy because the researchers themselves come from the different regions where the music comes from and many years have been put into building this database in a way that accurately represents the music itself.


The teacher must create a login and register with the dunya database. Much of the site does not use western music terminology and instead uses the terminology specific to the type of music. This teacher must be able to understand this to use the database.


All photos and information are taken from and my own experience using the database


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