Learning, Copyright Rules, & Technology

As students learn, using technology and projects are becoming increasingly popular. While project based learning has many added benefits for student progress, teachers must also be aware of copyright laws in place protecting individual rights. Teachers and students need to know how to use materials properly to follow copyright laws. 

In learning, students utilize their prior knowledge to make connections to new knowledge. As teachers plan lessons and activities teachers must be aware of students’ prior learning. To determine student knowledge teachers may use assessments, ask students questions, or speak with prior teachers. Students learn best through activity. As students actively learn in class, the teacher becomes more of a facilitator to aid in student learning. In learning, many subjects are learned socially. In social cognitive settings, students learn through modeling, observing, and imitating. As social constructivists, students “evaluate their own understanding of a subject by comparing it with that of others, especially teachers or more advanced peers,” (Bauer, 2014, p. 148). Finally, students must reflect on their new knowledge. By reflecting, students are able to discern what they learned and what they still need to learn about the subject (Bauer, 2014). 

                Technology has the ability to impact student learning. Audio and video recordings may assist in reviewing music concepts previously learned by students. As music is always an active oriented, students are typically engaged throughout the learning process. While students are naturally engaged, technology can expand upon student learning. Technology may be used to learn improvisation skills, practicing and learning new material, connect to music professionals via online conversations, and connect with other music students from a distance. In addition, technology allows for students to listen to and evaluate professional recordings, as well as evaluate their own recordings (Bauer, 2014). 

                One idea to encourage student learning is through the use of student projects. There have been a variety of projects utilized over the years within the school system. One specific approach is called Project Based Learning (PBL). In PBL students work in teams to solve a real-world activity. Students are presented with an open-ended task, meaning students are provided with information about the activity but are not told how to complete the activity. Teachers become the facilitator and are available to support students as they explore, learn, and produce an end product. Students are also assessed on the product instead of a paper-pencil test. Using technology in PBL, may promote student learning. Students may use technology in their research, to create their final projects, or complete their project as a Webquest. A Webquest is a PBL that utilizes technology and is built via an online site such as Google. Students are able to access their assignment from anywhere. If the school utilizes Google or a similar interface, students are also able to collaborate from afar (Bauer, 2014). 

                In backward design, teachers plan their lessons and activities with the end result in mind. There are three stages in backward design: learning outcomes, assessment, and learning activities. Learning outcomes are typically determined by the standards set at the state and national level. Teachers may also use informal assessments to determine the learning outcomes based on their students’ prior knowledge. The Partnership for 21^st Century Skills has developed a learning model involving the 4Cs. The 4Cs include the Creativity, Critical Thinking, Communication, and Collaboration. In addition, the Partnership for 21^st Century Skills is extremely supportive of using technology in the classroom. The use of technology encourages the use of Webquests and other PBL activities. In assessing students, teachers need to determine the best method to judge student learning. There are several options available for student assessments including performances, composition pieces, presentations, or examinations. Finally, teachers need to plan exciting activities for students. In creating activities, teachers need to remain aware of student learning styles, how students will learn throughout the lesson, prior knowledge of the students, classroom environment, and materials available for use. As teachers begin planning, they generally plan the activities first, followed by the learning outcomes, and then assessment (Bauer, 2014). 

                Copyright was created to protect the rights of individuals’ work. Copyright prohibits the use of copying material, sharing material, or altering material without the original creator’s permission. There are many specific rules that must be followed in regards to using copyrighted material. Sometimes it is difficult to determine the proper procedures in regards to copyright laws. As technology has advanced, it has become increasingly difficult to determine what may or may not be used. In the US, copyright for any work “created on or after January 1, 1978, is in effect for the lifetime of the creator plus 70 years,” (Bauer, p. 161, 2014). If the creator is unknown, then the work has a copyright of 95 years from the publication date or 120 years from the creation date. As countries vary on copyright laws, it is important to check with the country of origin for copyright laws. While there are specific copyright laws, fair use allows for teachers to utilize materials without permission from the copyright holder. Even though some works may be used under the fair use guidelines, the guidelines have become very vague and difficult to understand (Bauer, 2014).

Works that are available for use are a part of public domain. To be considered a part of the public domain a work must meet one of the following criteria: “1. The copyright has ended. 2. The owner of the copyright didn’t properly renew the copyright. 3. The copyright owner has deliberately put the work in the public domain. 4. The work is not copyrightable under US copyright laws,” (Bauer, p. 162, 2014).

Individuals who would like others to use their work without granting permission may do so through Creative Commons. Creative Commons is an online database that offers licensing to creators for free. There are six different licensing options available including: Attribution, Attribution-NoDerivs, Attribution-NonCommercial-ShareAlike, Attribution-ShareAlike, Attribution-NonCommercial, Attribution-NonCommercial-NoDerivs. Attribution allows for the work to be distributed, remixed, tweaked, and built upon the original by individuals without further permission as long as the original creator is given credit. Attribution-NoDerivs does not allow any changes to be made, but the work may be redistributed with credit to the original creator. Attribution-NonCommerical-ShareAlike allows others to remix, tweak, and build upon work for non-commercial use. The original creator must be credited for their original work. Attribution-ShareAlike-allows individuals to remix, tweak, and build upon the original work for commercial use only. The original creator must be credited for their work. Attribution-Noncommercial allows individuals to remix, tweak, or build upon the original work. In this case, the work may not be used commercially and the original creator must be credited. Finally, in Attribution-NonCommerical-NoDerivs the work may not be changed or altered, may not be used commercially, and the original creator must be given credit. In this license, works may only be downloaded or shared non-commerically (Bauer, 2014). As teachers create more projects and assignments utilizing technology, teachers and students need to be aware of copyright laws (Bauer, 2014). 

As we begin to develop our Webquests, being aware of copyright laws are very important. My webquest is titled Music Completes the Movie. The webquest will be a study of how composers create movie soundtracks. In addition, students will determine prior music influences on some movie soundtracks. Students will be able to listen to or watch performances via Youtube to make comparisons between prior music and specific soundtracks. Students will also listen to a playlist on Spotify demonstrating specific music elements of film music. Finally, students will be presented with the task of creating their own film score to a short video using Noteflight. Students will then be assessed on their completed compositions and reflections. As this week is the planning stage, my Webquest may change slightly as I develop the website next week.

Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding to music. New York, NY: Oxford University Press.

Drummond, Tim. (2015, December). Understanding Copyright and Fair Use in the Music Classroom. Music Educators Journal, 48-53.