Good morning, everyone. I am Aaron Blumberg, SWFLN’s continuing
education coordinator, and it is my pleasure
to welcome you to “Music and Art=Loud and Messy?
Not Always”. We have a wonderful
learning opportunity ready for you this morning
with Ryan and Hilary Shore of Full STEAM Ahead. Full STEAM Ahead is
an enrichment program that integrates the arts
and sciences through high-quality,
engaging instruction with cutting-edge technology. Learning is hands-on,
project-based, and very fun. They help students
become creative, fearless problemsolvers
possessing the skills to confidently
tackle the future. Please welcome Ryan and Hilary and enjoy their webinar
this morning. Ryan and Hilary? Hilary: Hi there, everybody.
-Ryan: Hey, everybody. We’re comin’ to you live today
from Full STEAM Ahead. We’ve got our summer camps
in full swing. I hear the echoes
of children behind us, but hopefully it’ll be
nice and quiet for ya. Hilary: Hopefully, none of them
break into the room and join us. [ Laughter ] So, welcome to our webinar. Thank you for joining us. What we are going
to be doing today is making an argument
about quality STEAM activities and learning
that involve music and art, but they don’t interfere
with the library atmosphere. We’re really going to be
working to give you ideas and activities so that
you can start integrating art- and music-based activities
and lessons into your library. Ryan: As always,
we want to advocate for the need
for STEAM activities in nontraditional
learning environments and, you know, ourselves, we’re in a nontraditional
learning environment, libraries are nontraditional
learning environments, so it’s very important that we give kids
these opportunities here because they’re not always
gettin’ it in school. And, finally,
we want to help you guys to create a vetting process for your own quality
STEAM activities. We have tons and tons and tons
of ideas for you, but, you know, “If you teach a man to fish,
he’ll have fish for a lifetime. If you give a man a fish,
he’ll have fish for a day,” or something along those lines.
So. Hilary: Ryan really
likes fishing. Ryan: [laughing] Yeah.
I do. It’s true. But if we can help you come up
with a process for creating and identifying your own
excellent STEAM activities, then you’ll be much
better off in the future than just following our list. Hilary: All right.
So, who are we? Well, Full STEAM Ahead is
a program that my husband and I started. It’s an extracurricular
enrichment program focused on the arts
and sciences. So I’ll introduce my husband. Ryan: Hello. Hilary: That’s the guy
on the left. His name is Ryan Shore. He is the cofounder and STEM
guru here at Full STEAM Ahead. He brings a great deal
of public education experience and he [indistinct] —
Whoo-hoo! — and he is our STEM guy here. He does a lot of critical
and program design. Ryan: And my wonderful wife,
who’s on the right over there, she is the cofounder
and the music guru here at Full STEAM Ahead, so we’ll be
hearing a lot from her today because this is our
arts-and-music-focused webinar. She’s got a year up on me in public education
in every step of the way. She was a statewide leader. She worked on all kinds
of different committees, from assessment
to curriculum planning and everything in between. She specializes
in music curriculum and development and instruction,
so we’ll be hearing from her quite a bit,
and her expertise today. Hilary: And before we
really get into this, Ryan and I really like to keep
the things we do engaging and fun, so, you know, you can help us through
this webinar by participating. Remember there are
two of us here, so if you guys have
any questions or comments, while one of us is talking,
the other one can type in the chat box
and, you know, help you out to really make this
really beneficial for you guys. And the agree and disagree
and the laughing, all that kind of stuff,
we love hearing who’s out there and hearing what
you have to say. Ryan: We’re teachers by trade,
so it’s tough for us to stand up here and just
talk without any feedback and without, you know,
interacting with our groups — elementary teachers,
at that, so. Hilary: So, getting into it,
so what is STEAM? I’m sure you know this already,
but STEAM, traditionally, is science, technology,
engineering, arts, and math. Since I am so music-focused,
we are music/math. But more than that, for us,
it’s a mindset, and it combines
multiple disciplines in a way that encourages
and builds really important skills
in our children: creativity, problemsolving,
critical thinking. It really just shows kids
how to solve problems, dive into issues fearlessly,
and learn how to put it together and not give up
when it gets tough, all the while building
that knowledge base and the confidence so that they
can dive in and do all of that. Ryan: And I think,
most importantly for us, we, you know, our mission
is not to teach content, but it’s to give
opportunities to kids to try out new things,
to pursue alternative passions, to experiment and explore
without a fear of failure. So often in traditional
education, you know, that fear of failure
is always looming and it’s a very narrow vision
of what intelligence is and STEAM allows us
to expand that and teach some of these kids
life’s most valuable skills. Hilary: Definitely. So, you know, STEM versus STEAM, we believe in the arts
being integrated and that they go hand-in-hand and it’s just so essential
that we have the arts in there, as you’ll see
as we go on today. So we want to know
where you stand, so if you want to either draw a little mark on the screen
to show us if you are more
on the STEM side of things or if you’re pretty comfortable with getting
the arts integrated, or you can just type it
in the chat box. Ryan: All right. We’ll open up
the drawing tool for you, Hilary: Yeah.
-Ryan: so you can see that. Hilary: There you go.
So you can — Ryan: So if you see
on the left there, there should be
a little pen, so, you can just make a mark. I’m going to make
my little mark. I’m going to write
my initial here. I’m somewhere around there
-[Both laughing] in the STEM-vs-STEAM continuum. If you want to try and draw
on your own screen, go for it. Hilary: I’m going to
put mine over here. Ryan: Or you can type it
in the chat box, of course. Hilary: There’s mine. Ryan: [laughs] All the way
to the edge of music. Hilary: Yep. [laughs] Would love to include
any music-related programs. Awesome, Gretchen. We’ve gotcha and I said that. We’ve got a lot
of things planned that are going to
hopefully be able to go into your library
program seamlessly without, you know, stirring
things up too much, but just enough that it
keeps people excited. A new position as the art
teacher and media specialist. Oh, that’s fantastic!
-Ryan: That’s a big role, Amy. Hilary: Yeah, it is.
-Ryan: Awesome. Congratulations. Look at this. We have a lot
of STEAM-focused people. Hilary: Whoo-hoo!
-Ryan: I’m glad I’m not all alone over here.
-[Hilary laughs] Whoever’s writing that
over above the engineering, that’s, yeah.
We’ll hang out today. Hilary: Excellent.
All right. Well, we’re going
to push forward here. Okay. So, you know, just to show
you this real quick, in the brain,
we’ve got our left brain, which focuses mostly
on controlling the muscle movements
on the right side and then language, math, logic,
the analytical skills; and then, on the right,
it’s the imagery, the art, music, the emotion,
the creativity. Ryan: So when we’re
doing STEM activities, we’re largely focusing on
the left side of the brain, you know,
the left-brain functions, and if you don’t ever start
to incorporate the arts, the more creative side,
the more spatial recognition, then, you know,
we really miss out on all these things
that the right brain is so great at doing. So that’s why incorporating
the A into STEM is so incredibly important, and
I’m glad we have so many people who are already
in tune with that. Hilary: Yeah.
We work to integrate everything. So what is art? Ryan: So, you know, art is
a very tough term to nail down because it can be
so general, and it can be used
in so many ways, but here’s the definition;
there are a couple of circled definitions
that I particularly like. “The expression or application of human creative skill
and imagination.” Now, it says,
“Typically in a visual form.” I don’t really agree
with that, but, you know. But, you know, anytime we’re
allowing people to be creative and be imaginative
and express that creativity and imagination, we’re doing
art; we’re creating art. I also like at the bottom,
a “skill at doing a specified thing, typically one acquired
through practice.” Hilary: Through practice.
-Ryan: So I really like that definition as well
because it helps us encourage kids to say,
you know, “Well, great. You know, you can be creative
and be imaginative with very little
practice whatsoever, but in order to create
really great, amazing things, it often takes years
and years and years and years of practice.”
-Hilary: Mm-hmm. Ryan: So I like to take
this second to kind of broaden
our definition of the arts. A lot of people, when they hear
the arts, they think about, you know, these four things
on the left. They think about the visual
arts, dance, music, and drama. When we talk about the arts, especially as a STEAM
organization here, we’re really taking into
consideration a lot more things than — I mean, visual arts
is a very broad definition, but I also like
to include things like photography and film, things like engineering,
even creative writing. I mean, you can see
on the right here, there’s quite a few things that could be included
into this arts umbrella, and the more
I teach engineering, the more I teach architecture, the more I’ve done creative
writing in the past, the more I’m convinced
that these are just art forms disguised as science,
disguised as STEM. Hilary: All right. So, what does STEAM look like
with the arts integrated? Well, here are a whole
bunch of pictures [laughing]
you can take a peek at, but, you know, basically,
for us and, you know, for everyone,
it’s a little bit different. Chaotic, but organized. We have a lot on each extreme
of loud but very focused. Ryan: Today, we’re going to try
to do the more focused, not so much the loud.
-[Both laugh] Hilary: Yes. And, you know, so we have,
in the top-left corner here, we’ve got someone playing the ukulele
while hula hooping, and then we also have kids
who have made a photo booth, and then, down in the bottom, we have kids designing
something with little bits, and then you also see
my keyboard lab over there, with the guitars and ukuleles,
so there’s a lot, a lot, happening. Ryan: And STEAM can look like
many, many different things all at once.
-Hilary: Absolutely. And also, this is
my music classroom. I have keyboards set up and
guitars and ukuleles over here, some random classroom
instruments, not a whole ton, but plenty. It definitely gets the job done. This over here, the headphones
and the splitters, they are the reason
why I would recommend incorporating a keyboard lab into your music program
at the library. My keyboard classes, as I’ll,
you know, talk to you about in a couple minutes, are some of the quietest,
most calm classes that we have here
at Full STEAM Ahead. Ryan: That’s true.
I can vouch for that. Hilary: So more about
that later, but this is what
my music classroom looks like. And then, you know,
just a couple tips that, as you are planning
your music or art activity. Ryan: So as we said, we want to
give you some ideas about how we
vet music activities or art activities
or STEAM activities in general, and here’s the things
that we’re looking for. First, we’re looking
for scalability. Scalability means,
meaning to us that, you know, it can be taken and applied to a broad range of skills
and a broad range of ages, so we like lessons
that, you know, even a kindergartner
can start with, but it could be advanced enough for high schoolers
to use it as well. As always, we’re looking for
strong links to STEAM skills, so the more STEAM
skills we can pile on, the better we’re doing
for ourselves. We like to take art
and music concepts and tie them back in
to engineering, tie ’em back in
to technology as well. This goes with the scalability, a low entry level
and a high ceiling. This is really essential
for a lot of our lessons because we get kids —
and in other activities, you’ll get kids
with all kinds of different
background knowledge. If you have a low entry level,
anybody can start. Anybody is accessible
to the lesson. But a high ceiling,
you know, your kids that are already advanced,
your kids that already have some knowledge about that,
they’re not going to get stuck. You know, they’re not
going to be limited in what they can do. We always want to keep
our lessons engaging. We like to play
into popular trends, like fidget spinners
and Minecraft. Hilary: Oh, yeah. And any songs
that are popular, you can — They’re easier than you think
to replicate them and use them in lessons. Ryan: And then we like
our lessons to be hands-on and open-ended. [ Clicking ] Hilary: Okay.
So, just a little bit more on the low-entry,
high-ceiling lessons. When, you know, when you are
having a group of children with you, they get bored
for three main reasons: they’re not interested, if it’s too hard,
or it’s too easy. So that’s where you really have
to keep it engaging and find a song
that they like. Find something that’s popular
that’s instantly going to grab their attention
and then play right into that and then you want to make sure
that it starts somewhere that they’ll be able to do it, but then for the kids who might
already know what they’re doing, that they can push farther
and go deeper, so, you know, very important to work
that into your lessons. So now as we said, we have
a couple more pictures of our program,
if you take a peek. Less talking.
Let them explore. It’s definitely something
that we have learned as we got out
of public education. When we started, we thought
we needed to be teaching them and telling them things,
you know, and constant instruction,
but, you know, what we’ve found is,
when you let them explore and you give them
questions to answer, they can really do
some amazing things when you let them
get into it. Ryan: Yeah.
An entirely different type of learning can take place
at that point, and they get plenty
of preaching. The goal is to be
the guide on the side rather than the sage
on the stage. We want to be the facilitators
for our kids, rather than, you know,
just the purveyor of knowledge. Hilary: So, we’re going to dive
into the art side of things. So using geometry and color
to expand to creativity and explore artistic concepts. So we’re going to get
into some of that. Ryan: So I want to start
our section on art here by giving you a quick anecdote,
a personal anecdote here, about how STEAM has helped me
discover my inner artist. I never really considered myself
much of an artist, and I think a lot of STEM-focused people
would fall into that boat and a lot of kids
fall into that boat as well, but what I’ve learned
through STEAM, and I mentioned this earlier on, is that, you know,
engineering, architecture, you know, in a lot of ways,
technology, those are art forms
in and of themselves. One of my favorite tools
we’re going to talk about a little bit later is Tinkercad. You can see here some of the — These are some of my silly
models in Tinkercad, but I didn’t really
put it together that this was helping me
become a better artist until I was playing
with Play-Doh with my 2-year-old son.
-[Hilary laughs] You know, he wanted me
to build a turtle and right away, I started
thinking about a turtle. Now, in the past,
I’d just take a Play-Doh. I’d kind of rough out a turtle. We’d, you know,
put some, you know, big ball of Play-Doh together and hope for the best, but what this has helped me
to do is to think analytically, to break complex shapes
down into simpler shapes, and that’s what artists
are able to do and that’s what creative
and analytical thinkers are able to do. And I found myself looking at my
Play-Doh creations and saying, “Wow! [chuckle]
These are really good.” Like I made a —
-Hilary: It’s true. Ryan: I made a shark
that looked a lot like a shark. It was really good
and I had never really been good at sculpture. I never really considered myself
artistic, but this, you know, technology and a STEAM lens had
given me a creative outlet and so I’ve been
really impressed by how this
is able to do that. So we’re going to give you
some more ways you can give kids
their creative outlet. Hilary: Yes, and Ryan will
explain why exactly Tinkercad and 3D modeling
has developed and improved
his artistic skills. You’ll understand
that in a couple minutes. A couple of apps that I would
like to share with you. These are, the next couple
slides are iPad art lessons, some relatively simple things that you can do with the kids to get them exploring. So the camera kaleidoscope,
that is it creates an effect by reflecting images
through the live camera, through the native camera app, and it helps kids learn to look. So they see new colors
and shapes and then you can trace these, you can draw over top of them, and they can learn a lot about shape and line
and different art skills. If you look at the picture
of this one right here, this is what it started as. You know, you can see a maze
and a flower and some — And then, you know, if you look
at these pictures, it takes you through
the progression of how the Camera Kaleidoscope
app switches it up, and you can, you know, you can
still look for the shapes and then you can
kind of work backwards and see if you can
figure out from here what this image might be. And it just really gets
the kids thinking deeper and looking at another level
at the images that they’re painting
and they’re working with, and then you can also find,
you know, different, like I said, different
art skills and concepts with it. So another one, this one
works great for the little kids: the Tayasui Tangram. So this is really good because
it lets kids build with shapes, but it’s also designed
to be logo creation where, you know, you get
the kids thinking about, you know, what they’re
trying to sell or what they’re trying to create
an image to represent, and then they use geometric
shapes to put it together. So, you know, with no words
to do the talking, they can use
the principles of art and design to communicate
and I think that’s, you know, that’s something really,
really cool for kids. And then another app I wanted to share with you. Oops! Sorry.
Another app I wanted to share with you
is the silhouette creation app. My voice is garbled
and bouncing around. Okay. Hmm.
-Ryan: Let’s try. I’ll remove it.
Maybe that’ll help. Hilary: [clearer audio] Okay.
All right. Is this any better? I’ll keep talking,
and then type in the box to let me know
if it’s improving. So for our silhouette
creation, we have — So what you do
is you take a profile. Okay.
Thank you, Amy. So you take — [laughs]
No, not doing any dancing. Okay.
Thanks, Gretchen. So we take a picture on the regular camera
of your phone and then you trace over it. Now, tracing is
a really important skill that you can actually
learn a lot from. You create a strong contrast
of a profile picture with black and white,
and then you use the Art Set app to create
a digital silhouette. So if you’ve ever seen those
Victorian-style paper cuts, this is something that
you can kind of create with this app, as an overlay
from your picture. So, another. This is one
lesson that I highly recommend. It’s a lot of fun, it’s easy, and the kids do
a really good job with it. Ryan: All right, sticking with
our high-tech art lessons, so our mess-free
art lessons here, there’s a really amazing tool that I only started using
recently, called is basically
a free version of Photoshop and, for a very long time, I’ve been wanting to work
with Photoshop with my kids, but it is very much
so cost-prohibitive, and especially
because we’re working with elementary kids,
middle school kids, who would not even be
scratching the surface of, you know, what’s possible
with Photoshop. You know, I started
doing Photoshop ’cause, way back in the day,
I started doing coding, and so I started doing websites,
and so, naturally, I started doing a little bit
of graphic design, and so Photoshop
was just kind of a natural progression for me. But then I was kind of lost
for a little while until I discovered
to use with the kids. Now the best thing about it. is. free. [Laughs]
-Hilary: Whoo-oo-oo! Ryan: So it’s basically a thinned-out version
of Photoshop. It has a Photoshop-like
workflow. It allows you to edit
existing images and apply photo effects. It’s a pretty good
drawing app as well, not so much as Illustrator
or anything like that, but, I’ve seen some really
amazing creations, you know, within It kind of takes the old MS Paint app that came
with the old computers and puts it on steroids
and applies some Photoshop-like
techniques to it. It supports plug-ins,
which means that you can essentially modify the software
with free plug-ins that allows you to perform
other special features. Like Photoshop, it deals
with a professional-style layer-based image creation,
meaning that, you know, you can edit the image
in different layers, which allows you to play
with different parts of it separately, without
messing other things up. I’d like to reiterate
that it is free. [laughs] And it’s also pretty
simple to download. It’s actually —
Don’t go to That is a paint website. It’s, I believe.
[laughs] But if you Google
“paint dot net”, even type out the word dot,
then it will be there. Here’s some examples of things
that were created in These are, you know,
these are done by some higher-end designers, some people with a lot
of background knowledge, but I just thought they
were really cool images and they were
really easy to find, and it shows you
the power of Here’s a couple more. There’s some of the drawing
features on the left there and some image editing
on the right, spraying on the snow there,
overlapping two images. And these are things
that I’ve done in Photoshop and so I’m now able
to teach the kids how to do these in, having a program
that I can use for free. Hilary: And quietly,
without a mess. Ryan: Yes.
-[Both laugh] There’s also one other
huge benefit of, is that there
is an online forum with thousands and thousands
and thousands of tutorials and help posts,
and you can see here. I mean, there’s over —
This was from the other day. There’s over 2,000
beginner tutorials or posts on beginner tutorials. There’s 11,000
different creations, so it’s a very well-established
community about that can help you get started. Now, another really cool tool — we actually have one
of our teachers doing this as we speak right now —
is stop-motion animation. Stop-motion is a true art form, and there are some really
amazing creations out there. If you just Google
or YouTube “stop-motion”, you’ll see some crazy,
cool things. But, you know, stop-motion
can be pretty simple and it can help the kids
learn the basics of film, and there’s a lot of lighting,
about scene setup, spacing angles,
so there’s a lot that can go into creating
really good stop-motion. So the process is pretty simple. You know, you create
a plot for your movie. You design the set,
which brings in artistic and engineering elements;
and then you take a picture. Then, you move a piece
a little bit and then take another picture
and then repeat that several thousand times.
-[Hilary laughs] Ryan: Or as much as the kids
have patience for. Now, there are some apps. There are some ways
to set this up that can help make it
much, much, much easier. Here are some ideas
for how to do that. So, if you have an iPad,
this can make life way easier. You can have — We usually two
or three kids to an iPad, so if we have a group of 12,
we only need 3 or 4 iPads. There’s a Minecraft kit
you can get, which we talked about
high-interest, high-engaging. Hilary: Mm-hmm.
-Ryan: Costs about 25 bucks. It comes with all the things
you see here, plus some other things, and there’s a free app
that goes with it as well. And it takes care
of the backdrop. It takes care of the setting. It takes care of the creators —
or the characters, and it’s really easy entry-level
for stop-motion for kids, helps them kind of get
used to the workflow, helps them get used to keeping
the camera perfectly still, and some other things as well. Similarly, there’s a really
neat tool called StikBot. You can get it at Target.
You can get it on Amazon. We have both of these sets here.
Here’s eight Stikbots. They have little suction-cup
hands and feet, which allow them to move around
and stick to things and so you can move them
just a little bit at a time and you can stick them
to all kinds of surfaces. You can use it
across different tablets, across different
operating systems, and you can buy
the greenscreen, or green paper or green fabric
works just as well. The Stikbot Studio app
is free as well, so, even if you don’t
have Stikbots, you can still use the studio app and get a lot of use out of it. Now, if you’re doing
this on a budget, then, you can let
the kids use your phone. I’ve done that quite a bit
in the early days of Full STEAM Ahead,
before we had a lot of devices and, generally,
they’re very respectful. I’ve never had a kid
break my phone. There’s a LEGO Movie Maker app
that you can use, also free. If you get some LEGOs,
there’s a ton of LEGO stuff. In fact, there’s
an entire LEGO movie, and kids love to do
this with LEGOs and it’s supersimple to set up and it helps kids practice
these elements of film. Ooh. Hilary: All right.
[hollow] So then another piece that we’ll tell you about
is mixing robotics with art, so I’m going to tell you about
light painting with Sphero. A Sphero is a little robot
that you use an iPad to steer and move him around. How’s my voice, by the way? Are we muffled,
or are we okay so far? Okay. Good. [laughs] The way it works is you use
an app called the Slow Shutter app
and you can experiment with the light sensitivity
and shutter speeds while you are recording
the Sphero moving. And so you set the settings in
your camera in this camera app so that it’s on
a light-trail mode. That basically means
it’s the highest sensitivity and the longest shutter
speed possible. Ryan: If you’ve ever seen
those pictures of, you know, the red lines in like
a traffic scene at night where there’s just
the blurred red lines coming across the roads, that’s kind of the same thing. That’s the slow shutter speed
with high light sensitivity. Hilary: Mm-hmm. So, to get started with it,
if you set up a target space
that’s going to be where your Sphero is moving
and rolling around, and, by the way,
the Sphero has a light, so, you know, you can see
the bright light as he’s moving, which is why it gets picked up
so well with the camera. So you put him
in the top-left corner and then you just steer him
down towards the bottom right and you’re going to record
his movement. So, this is what it looks like,
what you can record. You see these, you know,
these bright lines with great colors
moving across the screen and then, you know,
you can play with the settings to make it much
more interesting and then, you know, each time you have
something recorded, you want to keep
some of these questions moving with the kids:
What does it look like? Did it capture the light trail,
or did you need to change something
with your settings? Can you get it to draw
an actual picture? And, you know, did it go the way
you thought you did? What can you change within
your settings to improve it? So the kids love this one. They get to use the iPads
while being creative and then also playing
with a robot. So it’s…
-Ryan: Win/win/win/win Hilary: Yeah — levels.
-Ryan: and win. [ Hilary laughs ] Ryan: All right. Some fun,
little projects you can do. There’s a couple vari– There’s lots of variations
on the ArtBot, but on the left, we have
littleBits artBot. If you’ve never seen
littleBits, it’s kind of like Snap Circuits. If you’ve never seen
Snap Circuits, they’re basically modular
snap-together circuit kits. They allow you to create
all kinds of different, you know, electronic circuits, you know, that can perform
a million different functions, but the ArtBot has been a really fun project
for us to do as well. Now, you can see that the artBot
on the left and the right. The left one is actually kind of
cool, the creation it’s making. The artBot on the right is,
well, quite abstract, but it looks really cute
and it’s a fun project. And, with this one, all you need
is, the one on the right, the classic artBot,
all you need is a cup, a battery pack, a motor, some stuff on top
to help the motor vibrate or move around a little bit. Then, you just tape
some markers to the cup and so, as it moves, it draws. And so this is a good way —
excuse me — to mix technology
and abstract art and have the kids, you know, create a really unique piece. Nice and quiet. It’s not too messy. And butcher paper,
in situations like these, Hilary: Mm-hmm.
-Ryan: is endlessly valuable. [ Laughs ] All right.
So on to my personal favorite and one of our
last art activities that we’re going to talk
in depth about here, Tinkercad. I mentioned it earlier.
Tinkercad, we use all the time. In fact, it shows up
in most of our webinars, most of our workshops,
just because we have so many different uses for it. It’s an amazing program
that gives kids the power to create 3D models and we’ve had kids
create unbelievable things. Now what I really love
about Tinkercad is it develops kids’ literacy,
computer literacy. We have a lot of kids
that are still getting used to using the mouse,
using the keyboard, using a three-dimensional
workspace, and it helps with that. It forces kids —
well, and me — to think analytically,
which is what I attribute to me, all of a sudden,
being very good at Play-Doh sculpture
with my 2-year-old. Hilary: Mm-hmm.
-Ryan: It provides an artistic medium for techies,
so, you know, people that don’t consider
themselves artistic, they, all the sudden,
can create really cool things, using this
technology-based medium. Kids and digital natives
pick it up right away. They’re used to
manipulating things. Videogames make this way
easier if you’re, you know, kids are used to manipulating
things in a 3D environment. Almost everything you make
in Tinkercad is 3D-printable as well,
so if you have a 3D printer, then print it out
and take it home. We do that all. the. time, one
of our favorite activities here. It helps kids build
spatial reasoning and it helps build their
geometric vocabulary and awareness as well, so,
so many, so many, so many benefits to Tinkercad,
which is why we use it all the time,
in a hundred different ways. You saw the turtle
that I built before. We had a lightsaber, for “May the 4th be with you,”
-[Hilary laughs] Ryan: the 4th of July —
or 4th of May, “Star Wars” throwdown, which,
that was built there, too. Hilary: Have any of you ever
used Tinkercad or or any of the other art things
that we’ve talked about? How are we doing out there? We’re about to move on
to the music side of things in a moment. [laughs] Ryan: Not yet. [laughs]
-Hilary: Not yet. Uh-huh. [ Laughs ] We’ll be looking
at your responses. I’ll keep going and tell you
some of our art apps. You’ve used Sphero,
but not for art. Ryan: Yes.
-Hilary: Okay. Cool. Yeah. So, some more.
All right. Good. Some more art apps,
and this is just kind of a list that you’ll be able
to go back and reference. All these webinars are on
the SWFLN website, you know, so you don’t feel like
you need to, you know, write everything down,
but this is a pretty big list of just some apps
that you can use and I made some notes
about why they are useful. Zen Brush is really good. It lets you feel like you’re using Japanese
calligraphy brushes. Pixelmator, that’s a lot
like Photoshop. Photo Sketch down here,
you know, a couple boxes down. This is a lot
like Photoshop, too, but it’s more simple. Assembly is a huge tool where
you can use vector graphics. Sorry about that title.
Or that typo. That one is really,
really useful. It’s pretty complex, though. It’s a big app that
lets you do a lot. Graphic is kind of like
Adobe Illustrator. And then a couple of these
down here are great apps just for getting
your ideas down, some basic things
to make sketches and some simple painting. Inspire Pro is really,
really good for painting; simple enough,
but it really gives you the feel of painting
with oils and acrylics. Paper by FiftyThree, it’s pretty simple
and it’s very uncluttered. So, you know, you can
kind of decide where you are with apps and, you know, how in-depth
you want to get when you’re picking
which one to use. Ryan: Now, you know, it is
important to remind you guys that, as we go through all these
ideas, all these programs, what you want to do
is choose one or two that you think
are most manageable to you. That we’re giving you guys
a lot of information here and we don’t want it
to be overwhelming, but this is kind of how we
approach education in general. We want to give our kids,
and we want to give you guys, as many opportunities
as we can to figure out
what works for you, and that’s an essential part
of teaching art and music or teaching STEAM in general
is you have to figure out what works for you and what
you’re comfortable with. So, you know, we’re hoping that,
through all these lists, all these resources,
all these ideas, we certainly don’t expect you
to be experts in all of them. In fact, neither of us
are experts in all of them. We kinda all share the load
here, but, you know, to latch on to a couple
would be a huge benefit to your future classrooms,
or your current classrooms. Hilary: Uh-huh. And here. And I’ll just tell you
the answer, Crystal. A lot of these are iOS apps
and I did these mostly because, you know, like we know
SWFLN has a set of iPads and that seems to be
the more common technology that people buy in bulk. However, I mean, me personally,
I’m an Android girl. I don’t have an Apple phone. -Ryan: Boo.
-Hilary: I know. [gasp] Gasp. [Ryan laughs]
-Hilary: I don’t like it. It’s not my thing. So I have found, if I type in any one of these
into the Android market, I can find very,
very similar or like the same type of version,
but open to Android, of all of these. And then a couple
of resources here. Sure. I hear you. A couple of resources. This iPad Art Room link
right here is fantastic. This website has so many things
that you can do with really great
explanations and pictures and videos,
totally worth going to, and then this is
a good list of art apps and which ones are good and what they do
and their benefits. And then, just here’s
a couple visuals of just some of the top ones that art educators
tend to like the most. Okay. So, with that, we’re on to music. We all awake out there? [singsong]
‘Cause it’s going to get fun. Okay. Sorry.
-Ryan: That’s already happened. Hilary: I think I’m funny.
-[Ryan laughs] Hilary: Anywho, using music
to expand creativity and explore musical
concepts and skills. I’m going to start with
the piano keyboard class, and I know that I don’t know if you all have
a piano keyboard lab. I would assume not, but you don’t need
a whole set of 12 keyboards to make something
like this work. It’s actually something
that I feel like could jibe with the library
atmosphere pretty well. If you — Keyboards
aren’t very expensive. You know, they might run
about 50 bucks for a decent one and, if you use headphones and
you get maybe four keyboards, you could have the kids use
a splitter for the headphones and put two children
on a keyboard and do a keyboard class
for eight kids that’s very quiet
and teaches a ton of skills. So, you know, just saying it
might be more feasible than you think. You can teach some really,
really basic rhythms, finger numbers,
and you can get kids going with a keyboard class, especially on the
beginner level. Even if you’re not
a pianist yourself, there’s a ton you can do
on the beginner level. Ryan: And I want to point
out here that Hilary is a classically
trained pianist. She is incredible and she,
you know, she very much has a classical
education in piano, so, you know,
this is certainly not the traditional approach
to teaching piano. Hilary: Right.
-Ryan: But the vast majority of our kids don’t have access
to a traditional approach. They don’t have access
to a baby grand piano or a private piano teacher. They don’t have access
to private lessons, so this is a great way
to give kids an opportunity to try something new,
to hone new skills, to be able to, you know, access music
in a public setting. Hilary: Mm-hmm. There are a lot of
traditional piano teachers who kind of scoff at the idea
of playing keyboard. They say that, you know,
you need a grand — not a grand, [Ryan laughs]
but you need a real piano. Hilary: I want a grand piano. Ryan’s buying me one someday.
-Ryan: Someday. Hilary: He doesn’t know that.
[laughs] But that you need a piano
to show the kids your commitment
to their music education. Listen, I don’t disagree
with all of that, but I think you need
to start somewhere and, to reach a certain
population of kids who just, that’s not
possible for them, something is better
than nothing and this might build an interest so that they can eventually
one day try to get there. This is the group piano
book that I use, and it walks you through
everything you need. Even if you don’t play piano, this can get you
where you need to go. Okay.
So then moving on. This is just a picture
of our keyboard lab. Even if you don’t have
a ton of space, this is a tiny, skinny,
little room, and just if you’re creative with your configuration,
we got it. Oh. This is when I was
rather pregnant. [Ryan laughs]
-Hilary: This is our keyboard lab that we have now,
a little more spacious, and not a sound is happening. You see all those headphones.
[laughs] Ryan: Sometimes, I wonder
what they’re up to over there. Hilary: Oh!
Well, you got to be on it. You got to really be looking. Ryan: Deborah, absolutely.
-Hilary: Absolutely. Ryan: There’s quite a few.
-Hilary: That’s a really, really good idea. Yes,
there are tons of piano apps. Smule is one piano app that,
if you set it to the free play instead of just
tapping the dots — Ryan: Smule?
-Hilary: S-m-u-l-e. That’s one piano app that —
It’s the one that you see. It has little like
dots that kids just touch. That’s not really playing piano. That’s not how I use it,
but there is one setting within that app
that is a keyboard that you can do all of this
on that as well and there are tons
of other piano apps. I use many of them. GarageBand,
within iPad Music Lessons. GarageBand is awesome. This is kind of
what it looks like here. Each of these are
different tracks. You can pick from
the sound library. This is a huge program
that you can do a lot with. It’s really intuitive. It’s easy to use
some headphones. You won’t hear a sound. It’s free at first. You do have to pay $5
per instrument after that, but, there’s a lot
you can do for free. The lesson I’m going to show you
in a couple minutes is on Mixcraft, which is basically
GarageBand for Windows, so, this will be for your PC
or for non-Apple, but all of those lessons that
I’m going to be showing you, you can do on GarageBand
as well. Before I get into that,
here’s just some other apps within the iOS market just for, yeah,
just for your reference. I’m not going to take time
to get into each of these, but Singing Fingers
is really cool. It’s like finger painting
and then, as you paint, it records the sound
while you’re painting. Simply Piano and Perfect Piano,
those are — like, Deborah, those are some
of the piano apps that you can use. Simply Piano actually
teaches note reading and listens to the sounds
you play on another piano, but Perfect Piano is like
an open keyboard that you can play on. So definitely,
definitely check these out. So now getting into some
computer or web-based music. So we have Audacity over here. Audacity is a free download
where you can do audio editing and use effects
to change up your voice. It’s lots of fun and it’s
[singsong] free! Acoustica Mixcraft is basically
like GarageBand. It is not free. It’s about 80 bucks
and it is an online download, but it does all the same stuff
as GarageBand. I’ll be giving you
a sample lesson in a minute. Presonus Creation Suite. It’s got a little MIDI
keyboard, microphone. It comes with the software
and headphones. That whole creation suite
is about 300 bucks. Kids can share it, and there is
a ton that they can do. It’s like a mini
recording studio for kids, or really for anyone. I use it, too. Lots of fun, very, very useful. FlexiMusic. This is a program — This is a program like Mixcraft and GarageBand,
but even more simple. This would be for your kindergarten
through second grade kids. It just simplifies it
and puts it with fun graphics
for the kids to use. Ryan: And everything here,
if you invest in a few pairs of headphones, these can be just about silent activities.
-Hilary: Mm-hmm. Ryan: It’s kind of of amazing
to see kids learning so much about music
without making any noise. Hilary: And,
within their headphones, they have a huge
symphony going on. So here’s what Mixcraft looks
like a little more in-depth. These are the multitracks. These are basically each
different instrument layer that you want to add on, then this is
how you adjust your volume. Library: You can pick
different instruments. Master volume: Each track has
their own volume. We could go on about this
for a really long time. We have lots more stuff
that we want to share with you, but you can use
this as reference. And then here is an actual
lesson that you can do just as you’re getting started
with Mixcraft or GarageBand. They explore the sound library and then they drag sounds up
into the track and they fill up
about eight measures and they make
their own little piece. So there is a link
to a lesson plan right down here that walks you through
some of this. Here’s the link where,
if you wanted to download or buy Mixcraft,
and then a couple tips and suggestions
on how to make their song, their piece that they create,
how to make it successful and how to make it sound good. [ Clicking ] Now, going the other direction,
low-tech music, board games. They’re pretty cool. They can work. These are a couple books
that I like, that I use from time to time. “Music Olympics”: it lets you
kind of design your own things and gives you the templates
and the resources to do it, so that’s another way
to integrate music into your program. And then this is
something else that, in one of
my Music Makers classes, that the kids were
getting a little antsy. They wanted to get outside
and moving around and playing, so, we brought them
outside with some chalk, like onto the sidewalk outside, and I taught them
how to draw treble clefs. Make a line and then
a capital P, a lower case D, and then swirl it around. So they drew a whole
bunch of treble clefs and then, you know,
I had them drawing the staff, the five lines — here’s your treble clef —
and then labeling the notes. And then, once they —
And they all had their own, so they are kind of working
independently, and then we got together;
we made one giant, life-sized staff,
and then one student stood here, one student stood up here, and then they jumped
onto the line, or the space, to show me where the note was
and, you know, and then they — I had split them up into half
and half, the whole group, so then they just
got points for their team if they were the first person
to land correctly on the staff. So, you know, this is
a really nice note-reading activity
that the kids can do and you don’t have
to do it with chalk. You could get a, you know,
big old piece of butcher paper and let them draw on it.
And it went over really well. The kids loved it.
-Ryan: Yeah. I thought this was a really neat idea, too,
because, you know, anytime we can get
our kids moving, anytime we can
get our kids engaged, and, you know,
when you’re outside, the amount of noise
that you make is not as important,
-[Hilary laughs] Ryan: possibly.
But also, you know, this could be a very quiet
activity as well, so that the kids are,
you know, they’re active. They’re involved.
They’re learning music theory. They’re learning
note reading. They’re burnin’ off steam, all pun intended.
-[Both laugh] And so I thought this was just
a really cool way to get kids to develop more music
appreciation in a cool way. I said cool a lot there.
-Hilary: It’s cool. Ryan: It is cool, very cool. Hilary: Okay. So you have to play
along with me here. There is a game
that I play with the kids. There are no supplies. It’s just a clapping game
where they learn rhythms. Well, these rhythms here
that I’ve listed on the left are actually pretty
complex rhythms, but I’ve paired up the sound
of a word, of a fruit, with the syllables that sound
like the actual rhythms. So work with me here. So we’re going to say
four grapes all together. Let’s try it. Ready? Both:
Grape. Grape. Grape. Grape. Hilary: Cool.
Now do four apples. Ap-ple. Ap-ple. Ap-ple. Ap-ple.
[laughs] And you get the idea. Watermelon sounds like this. Water-mel-on. And strawberry, it’s got
an eighth note here and sixteenth notes there, so this is a little
longer than that one. It goes straw-ber-ry. Then the other one
is flip-flopped. It goes co-co-nut. Who out there reads music?
I’m curious. Do you guys know what these are? Looking at our chat box
to see if you guys are there. [laughs] Okay. Awesome. Ryan: All right!
-Hilary: Very good. [laughs] The — All right.
It’s okay. Ryan: Welcome to the club, Amy.
-[Both laugh] Actually, I’m learning. I’m learning again.
-Hilary: Yeah. Ryan: Through osmosis,
I’m learning. Hilary: So these little
fruit rhythms, they just, they identified this is what
four sixteenth notes looks like and it sounds like
da-da-da-da, wa-ter-mel-on. So this is what you need to
set up the game called Poison. Poison is a very, very fun game.
The kids love it. They want to play
it all the time. So here’s kind of what
you need to get it set up. We’re going to try this first. So I say there’s four beats, four heartbeats,
one, two, three, four. So we’re going to do, the first
two beats are an apple, then we got a — or, a grape, and then an apple,
and then another grape. So we’re going to
do it together. Rea-dy, go. [pounding]
[email protected]! Grape, grape, ap-ple, grape [email protected]! There you go.
All right. And then we’re going to
jump here to this one. So take a loot at it first. I tell the kids to put up their
fingertips and pinch the rhythm before we do it all together. So if you look at it, you’ve got
apple, apple, watermelon, grape. So let’s do it. Rea-dy, go. [pounding] [email protected]! Ap-ple, ap-ple,
wa-ter-mel-on, grape [email protected]! [ Laughs ] Are you guys with me?
All right. So that’s what you
need for Poison. So here’s the way it goes. You have a poison rhythm. Poison is the clapping game. You play it,
and then they play it, just a four-beat thing, but there’s one rhythm
that they can’t play. That’s the poison. If they play it, they’re
poisoned, and they’re out. Ryan: Kind of like
an anti-Simon Says. Hilary: Yeah. Exactly. This is a great game
for listening skills, and it’s quiet. You can have them just tap it
softly on their legs. So this is our poison. We’re going to play it
for like 30 seconds here. So our poison goes
[email protected]! ap-ple, ap-ple [email protected]! [email protected]! watermelon, grape [email protected]! So take a look at it.
Pinch it on your fingers. I let the kids practice it. [email protected]! Da-da, da-da,
da-da-da-da, da [email protected]! All right.
So, that’s your poison. That’s what you don’t
want to clap back. They have to clap it
if it’s not poisoned. They can’t just like not play. They’ll get out that way. All right. So we have this is our poison. I’m going to clap a rhythm
and you clap it back to me, if it’s not the poison. Are you guys ready? Children: Yes!
-All right. I’m going to take
the silence as a yes. Ryan: We’re trusting that you’re
playing along at home. [Both laughing]
Hilary: Yeah. All right. Here we go. So [clapping]
[email protected]! grape, grape, ap-ple, grape [email protected]! So you should be
clapping right now. All right. Good. [laughs] Good job, Diana.
-[Both laughing] Hilary: And then — We’re a different type
of webinar than many, I would say.
-[Both laugh] All right.
Here’s another one. [clapping]
[email protected]! Ap-ple, ap-ple, grape, grape [email protected]! You clap. [clapping “apple,
apple, grape, grape” ] Great. All right.
Here’s your next one. Ryan: [clapping] [email protected]! Apple, apple,
watermelon, grape [email protected]! Hilary: Don’t clap! Don’t clap! [laughs] Ryan: That’s my favorite one,
where I don’t have to clap. Hilary: Ha!
-[Both laugh] So that’s poison and that’s
where you wouldn’t clap and, if they clapped, if their hands
even touch for a second, then they’re out
and then it’s done. All right. So, Ryan’s giving me
the move-along sign here now. Okay.
-Ryan: Thanks for playing along. Hilary: Thank you
for playing along. But, in truth, though, it is
a really, really fun game. Like I was saying before,
it’s quiet and it gets them
doing some really, really complex musical rhythms. Their music teachers
will be very, very grateful to you
for doing this, and it gets — You can break this
into a math lesson and talk about the fractions, you know, that each rhythm is, and it relates
to a lot of things. It gets them listening
and it’s superfun. So, that is Poison
and you create rhythms. Ryan: All right. My turn!
-[Hilary laughs] Ryan: So, how many people
have ever used Scratch before? Has anybody out there ever used
Scratch, any of those techies? Hilary: Mm-hmm. Ryan: If not, that’s okay. So — Hey! All right, Katie.
-Hilary: Yay! Ryan: So, Scratch, if you’ve
never seen it before, it’s It is a web-based
coding platform. Now, it’s for
teaching kids to code, although, the more I use it,
the better I get at coding because it makes learning
some coding techniques and makes learning programming
much, much, much easier. There’s lots
of built-in lessons, there’s lot of tutorials, and there’s an absolutely
enormous community that, of — Well, a lot of the programs and the games are made by kids, and that always makes me feel
bad about my coding skills, when the kids’ are way
better than mine. [Hilary laughs]
Ryan: But anyway. There’s a pretty robust
sound component to Scratch and you’re able
to use the sounds. You’re able to play sounds,
record sounds. You’re able to use
different beats on a guitar. I’m sorry. Or different notes on a guitar,
different notes on a piano, and then you can use
coding blocks like you see in the middle right over here. You can use coding blocks
to repeat and loop these. Now, using loops, using repeats,
using weight blocks, these are all kind of coding
terms and coding basics. So, using this, you can create
a pretty simple song or a pretty simple rhythm,
using programming, using coding, so it’s a really
neat connection, a really cool way
to combine coding and programming —
or coding and music. I’ve played with this a bit. It’s pretty easy to start. It’s kind of hard
to make something that sounds really cool, but, the process of learning
how to do it, the process of investigating how the timing
of these rhythms work, makes things quite a bit
more accessible for, you know, our techies
out there as well. Hilary: Yeah. This is something
I’ve used a lot in my music. It is an hour.
We only have a couple minutes. Ryan: Five minutes left.
-Hilary: I know. Rrr. You can record your voice
or you can record sounds and then you can set it to be
here in this sound area here. You can set it to, for example,
play the sound and then you select the sound
you recorded from the dropdown. Play this sound for so many
beats or so many seconds. So, you know, you can really
make a song in there if you are creative
and stick with it. All right.
So, as we’re wrapping up, just a couple
additional resources. Up there are some iPad apps
for music teachers. They’re very, very useful. And then Music Tech Teacher
is a fantastic website. I use it now, and I used it
when I was in the classroom where we have — This music teacher has created
loads and loads of games. This webpage here
just goes down — you can scroll down
for a long time — with superfun games
and fun quizzes for the kids where they are
learning music and rhythms and notes and everything,
so definitely, definitely check it out, So, you know,
just to wrap things up, adding the arts in STEAM
and incorporating these programs in your library is really,
really beneficial and, in music education, you
know, this is just something — This is a TED Talk that I really
would recommend checking out. It basically says that, when you
are actively practicing, your brain is active
like everywhere and the connections
within your brain actually get stronger,
the more you practice, where, you know, playing music
makes you smarter. Essentially that is true
because it just combines all those pathways so there are
long-term positive effects. It’s like a full-body workout
when you play. So, you know, this is one
of the many benefits to music education. Thank you so much
for joining us. If you guys have any questions,
[laughing] comments, complaints, let us know. We’re happy to help. We have tons of resources
and lessons and, if you, you know,
if you have anything, we would love to assist you
and we hope you enjoyed. Ryan: And, again,
if you adopt that mindset about how we can give our kids
the most opportunities, you know, to be successful. If they never get
a chance to try, then they’ll never get
a chance to succeed, so, you know, it’s up to us,
you know, as educators
in a nontraditional setting, to provide these
opportunities for kids. So the more ways we can do that,
the more ways we can reach them, the better off
we’re all going to be. And thank you so much
for being here. Hilary: Thank you, guys.
Hope you enjoyed. Ryan: Thank you, Sheila.
-[Hilary laughs] Thanks for playing along
-Blumberg: And, thank you, Hilary: with my music games.
-Blumberg: Ryan and Hilary. [ Hilary and Blumberg laugh ] Blumberg: And thank you,
Ryan and Hilary, for a wonderful webinar.
-[Ryan speaks indistinctly] I certainly was. [ Laughter ] Blumberg: If everyone
enjoyed this webinar, please be sure to join us
next month on July 6th for “The STEAM Games,” teaching
games and competitions. “Teaching Through Games
and Competitions.” My apologies.
-Hilary: Mm-hmm. Blumberg: Also, we hope you
will join us next week for a couple webinars. We have, Tuesday, June 13th,
DigiRef Academy, “You Can Get there From Here: Beginning Research
in Hospitality” and on Friday, June 16th,
we have “Accessibility Points:
Access for Special Needs.” We hope you all have a great day
and look for your message from the Florida Library
listserv, the SWFLN listserv. Check the Florida Library
training calendar or look on the
SWFLN training calendar for any upcoming webinars
in the months ahead. Thank you and have
a wonderful day. Ryan: And thank you, Diana. Hilary: [singsong] Thank you.
-[Both laughing]