Using+YouTube+in+the+Choral+Classroom+-+How+YouCan+and+Why+YouShould

Using YouTube in the Choral Classroom : How YouCan and Why YouShould

By Emma Gordon and Melanie Sutherland
//“We must educate the students we have, not the student we used to have, nor the student we wished we had. // //We must adapt to today's student, not them adapting to us. We must adapt to their world of today's 21st century technology. // //We cannot teach like we've taught forever anymore. We must change ourselves to adapt to their world”.1 // ** 1. **** Basic YouTube Functions ** __ How to Watch a Video __

- Go to [|http://www.youtube.com], and click on any video



- Once you have selected a video to watch, the video should play automatically. If not, simply click the play button **(1)**, or anywhere within the video frame. - While watching, you have the opportunity to press pause by clicking anywhere within the video frame, or by clicking the play button, which has now turned into a pause button **(2)**. - You can see the video’s loading progress on the bar above the play button. The red section is what you have already watched **(2)**, and the lighter grey section is how much of the video has loaded **(3)**. - If the video is finished loading, you can move the cursor **(4)** to anywhere in the video you would like. You can also use the arrow keys on your keyboard to fast forward and rewind the video - You can adjust the volume controls on the individual video **(5)**, in addition to adjusting the volume levels on your computer



__ How to Use the YouTube Search Feature __

- Search for what you would like to see in the search toolbar, located near the top of the screen:



- The order of the search results come up for a variety of reasons: ex. most viewed videos, videos with the most “likes”, and paid advertising - You can use typical search engine features to narrow down your search, including the use of “quotation marks” and Boolean commands (ex. AND, NOT) - A pull-down toolbar can help you narrow down your search. Click on "search options" where you may choose to search by upload date, views, duration, categories, and more.



- Since there is such a large amount of videos on YouTube, you may have to search to find the video that best suits your needs

__ How to Create a YouTube account __

// Why should a choral teacher create a YouTube account? //

There are many advantages to creating a YouTube account. For example, you can post comments, “like” videos, and save videos into your favourites. Professionally, you can upload your videos for choristers to see, and create playlists for your students to watch a series of videos in succession. The choir teacher must create an account if they wish to upload videos onto YouTube. Students will also need to create individual accounts if you would like them to submit assignments by uploading videos on YouTube (see 5. Project and Assignment Suggestions).

- On YouTube’s homepage, click either “create an account” or “log in”, if you already have a YouTube account.

- You can log in with a previously made Google account. Click “sign in”, and enter your Google username and password.



- If you do not already have a Google account, click “create account” on YouTube’s home screen, and follow the steps to create a YouTube/Google account.



__ How to Upload a Video __

- Log in to YouTube - Click “upload”, located to the left of the “Create Account” link shown above - Once logged in with a Google account, you will be able to “like” videos, but will still need to create a channel and a YouTube username to post comments and upload videos.



- If you created a new YouTube/Google account, you will have already been asked to create a channel and username - Once you have created a username and channel, the following screen will appear which allows you to choose options that will appear in your newsfeed on your new YouTube channel:

- We would recommend checking all the boxes, as long as both you and students are acting appropriately with your videos and comments - Welcome to your new YouTube channel! Have fun experimenting with themes and settings, but for now, click on the "upload" button.



- You have the option to upload a video either by selecting a file from your computer, “dragging and dropping” any file onto the page, or recording straight from webcam if your computer has a webcam. The direct upload from a webcam might be easiest for students.



- After choosing a file, your video will start uploading. While the video is uploading (**1.** shows the remaining time for the video to upload), you can add a video description, tags (**2.**), and decide on privacy settings (**3.**).



__ Privacy Settings Options __

o 1. **Public**– anyone can search for the video and view it. //We would NOT recommend this setting for classroom use.// o 2. **Unlisted** – only the people with the specific link can view the video. It is not searchable; however, anyone can sahre the link with anyone else. o 3. **Private** – only specific YouTube user can view the video. You can invite up to 50 YouTube users to view the video. It is also unsearchable.

- Option 2 is fairly secure, but sharing the link is out of the teacher's control. This makes it extremely difficult to protect the privacy of students. If you require all of your students to create YouTube accounts, Option 3 would definitely be the easiest to track and control privacy. It may take time to initially set up the accounts and keeping track, but in the long run, creating a private video would be the most secure. - // Once you have adjusted your video title, description, tags, and privacy settings, **remember to click "save changes"**. If you do not // // click save, your video will automatically be set to "public" – where anyone can search, view, and comment on your video. //



- Encourage your students to close the comments option on any video they are sharing or making public in any way. This is for the students’ own protection and self-confidence, as there are lots of rude and cruel people who leave inappropriate comments on YouTube videos. If the teacher and student are YouTube friends, the teacher could always leave an encouraging message on the student's channel homepage. - To remove comments, go to the video you would like to change the settings for. Click on "Edit info" in the top left hand corner under the YouTube logo, then click "settings". You can then choose your specific comment settings. //Remember to press "save changes"//. - For continued privacy under the "settings" tab, we would also recommend not allowing video responses, and un-checking the three boxes below the video responses. These are simply more precautions, and ensuring that the video will remain secure.

__ How to Create a Playlist __

// Why should you create a playlist? //

- Playlists are YouTube’s way of allowing you to organize videos on the site: a playlist is a series of videos you put together – they don’t have to be videos you uploaded, and you get to choose the order. - When one video ends, the playlist plays the next video without offering ‘related videos’, thus creating a curated environment for your students, and helps eliminate distractions. - Therefore, by creating playlists of videos you can select which YouTube videos you want your students to view. Playlists live on your channel, which is yet another reason to create a teacher YouTube channel. 2  - For information on creating a playlist, please view the following video:

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** 2. **** Controversy ** __Classroom Access__

 Like many other school divisions, the Brandon School Division has previously blocked all forms of YouTube in the schools for both students and teachers. This is usually due to the additional content found on YouTube, which may be inappropriate for students. This seems unfair, as YouTube is a valuable teaching resource that can show all sorts of videos to support and enhance learning in music, math, science, English, home economics, and basically any type of classrooms. For example, this following YouTube clip explains how quicksand works. This could be a valuable video to show in the class so that the visual learners can see quicksand, yet the teacher doesn’t have to create their own quicksand environment.

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The educational value of this type of philosophy, using YouTube to bring experiments and experiences into the classroom, cannot be ignored. In local school divisions, teachers have little or no access to YouTube. However, even though students do not technically have access to YouTube, many students know tricks to get around the school filters. Is this fair? YouTube is a fantastic educational tool, yet students can abuse its power very easily. This controversy about banning websites will continue for a long time to come throughout school divisions.

 __Alternative Sites__

 Teachers may be unable to access YouTube in their classrooms due to divisional constraints. If so, there are other options out there that are very similar to YouTube which your administration may find more appropriate.We found the following blog post about 47 alternatives to using YouTube: [|**http://www.freetech4teachers.com/2010/09/47-alternatives-to-using-youtube-in.html**]

TeacherTube.com and SchoolTube.com were two of the websites of which we were already aware. These sites tend to concentrate on educational videos and lesson plans, which can be extremely useful in certain settings.However, we still feel that YouTube is one of the most valuable and educational resources out there for several reasons:

 - It is the most popular video-sharing site, with the most content and access  - It is user-friendly, and students are often familiar with how to use the site  - It has features that allow your students to be protected  - YouTube allows the students to find videos they can relate to, whereas sites such as SchoolTube and TeacherTube appear to <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; vertical-align: baseline;"> be more of a resource for teachers <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; vertical-align: baseline;"> - Students may already have YouTube or Google accounts, and won’t need to create yet another Internet account

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">__Sites to Support the Use of YouTube__

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; vertical-align: baseline;"> - The biggest issue that most administrators have with YouTube is not the videos themselves but the extra content that normally <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; vertical-align: baseline;"> accompanies them. It’s the comments, the ads, and the similar videos. One way to alleviate that problem is to use a site called <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; vertical-align: baseline;"> [|Safeshare.tv] or [|ViewPure] (which has a bookmarklet you can use). It will remove all the extra stuff and provide you just the video. So if <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; vertical-align: baseline;"> you are having trouble convincing the administration to allow YouTube, show them this option.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">- Sometimes, it can also be necessary to download YouTube videos in case you are worried about the Internet being down. [|Keepvid] is <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> a site that allows you to download a YouTube video in several different formats. It is simple to use and can make it easy to share videos. <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> If your school is blocking access, download them from home and then bring into class.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> - Do you have some students who are visual learners but struggle keeping up with the auditory aspects of videos? [|CaptionTube] allows <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> you to easily add captions to a YouTube video to help those students who have trouble listening and prefer to read, or hearing impaired <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> students.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> - There are some great videos on YouTube, but sometimes, those videos are really long and you only want to show just a section of a <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> video. You also don't want to have to search through the video in front of class to find the spot you are looking for. Well you can use a site <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> called [|YouTubeTime] that allows you to specify a time that you would like the video to start playing. [|YouTubeTime] can really help you <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> narrow down to the important part of a video. 3


 * 3. Benefits of YouTube **

__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Short Clips __

Allowing students to view a short clip allows them the time to replay the clip several times, with a different purpose each time. They can take notes one time, double check that their notes are accurate with one another, and then see if they understand the overall video. They can also pause the video in case they don’t understand or need time to catch up, a luxury which is not afforded by live lectures.

__ Recordings __

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">We are incredibly fortunate in this day and age to be able to expose our students to an extremely high standard of professional and university choirs, even for free! YouTube is one resource that provides students with thousands of excellent recordings with easy access. Students don’t need to have money, or even the patience to sit through an entire concert (applicable for all ages) to observe and learn from impeccable groups. Exposure to these groups will drive students to become better performers and more group oriented.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Recordings can also help students and teachers learn music than is traditionally learned through aural tradition, rather than written down music. Teachers can learn an entire African or Aboriginal choir piece to teach to their choir, simply by carefully watching and listening to a YouTube video. These videos can also help the students understand how this piece should sound, much better than a piece of written music could. For example, “Watane” is an example of a piece that has to be experience in order to learn it, rather than being learned off paper.

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<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Pronunciation of foreign languages is very important, and teachers often struggle to teach students languages which are not common, such as Swahili or Iroquois. YouTube allows both the teacher and students to view choirs who are performing pieces in their first language. You can learn an authentic pronunciation to teach to your students from a direct source with ease. You can also hear the variety of vowel sounds that different choirs choose to use, and decide which ones you like the sound of best to teach to your choir.

__ Support Students in Learning Their Parts __

As music teachers, we often forget how difficult choral singing can be for students who do not have much of a musical background. Singing pieces with multiple parts, multiple languages, and choreography, may become overwhelming for the average student. By using YouTube, teachers can give students access to recordings of both their individual parts and in context with other parts (see 6. Teaching Resources). This allows the student to have the opportunity to practice on their own, even if they don’t have the ability to play through their part on another instrument.

__ Practice Vocal Jazz Improvisation and Soloing __

Many students are nervous to begin improvising or soloing when they are initially given the opportunity. If students can access a recording of only the accompaniment or chords of a piece, they can sing at home in the safety of their room and experience the joys of trial and error. Students need to practice to understand what they think sounds good, and why. This will allow students to become comfortable taking risks and improvising in front of the class. Once students begin to practice improvising at home, the progress of the entire class will be accelerated.


 * 4. Projects and Assignment Suggestions **

__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Equipment __

First and foremost, several of the assignments and projects we are suggesting require the use of at least TWO pieces of equipment: a __microphone__ and a __video camera__. There are several ways that students may have access to this equipment, for example:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">- Laptop with a built-in microphone and camera

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> - Hand-held video camera

- Personal camera

- iPod touch

- Smartphone/cell phones

Some devices are always more advantageous than others. For example, a video recording taken on a students’ laptop will most likely be a higher quality than a video recorded on a cell phone. Recording on a laptop will also be easier to upload directly from your computer on YouTube. However, some students may not own or have access to any of these types of devices. This is something to keep in mind if you require students to submit assignments via YouTube, as we’re suggesting below. //We would recommend that the choir teacher considers purchasing one video camera,// and has a private room set up where students can come in and record themselves if they do not have access to recording devices of their own. This allows all students to complete the assignments, regardless of social or economic status.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">The videos you provide for your students should be high quality, reflect good habits, and be an effective learning and practicing tool. If the audio and video do not line up, you may be confusing your students. For example, the rhythms or pronunciations may become more difficult for them to learn. If you are asking your students to observe your vowel shapes as you sing, you don’t want the audio and video to be mismatched. Students may learn it wrong, even though they are following your directions, and it takes much longer to unlearn bad habits. For these reasons, set a good example for your students, and ensure that your audio and visuals line-up on your recordings.

__ Evaluations of Recordings __

Watching a choir in person is a wonderful experience, but there is certainly something to be said for having the ability to replay a recording at any given moment. The choral teacher can use this to their advantage, and ask the students to evaluate YouTube clips as an assignment. The teacher can ask students if they noticed anything interesting, and then replay the clips and ask other students to watch for the same thing. Guided watching and listening is a great tool, but students can also spend hours on YouTube watching the same clips and learn more and more from them each time. This fosters independent learning far better than most classical classroom situations. It’s also a fantastic way to learn how your students think, and what they perceive.

__ Submitting Singing Tests Online via YouTube __

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">YouTube is a great place for you and your students to post videos. Your students should never be placed in a position where they will feel unsafe, or forced to put themselves on the Internet when they have personal reservations towards it. However, YouTube provides a great opportunity for students to understand that they can make music themselves, and be proud of it! The videos that they post on YouTube can easily be shared with their parents or relatives far away. As mentioned earlier, you can adjust the privacy settings on videos you upload. Students should not upload themselves singing for everyone on the internet to see. They can set their privacy settings so that only people with the link (ie. the teacher, and anyone else the student wishes to share the link with) can view the video. This protects the student.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">You can provide students with the track for a singing test on YouTube, so they can download and play it to accompany themselves on a singing test (see Eric Whitacre’s Virtual Choir video, linked below, for an explanation of how to get students to comfortably record themselves by following along with a video). This scenario may also be less nerve-wracking for the students. They can take their time and if necessary, try multiple times to create a video they are proud of. The students do not have to sing in front of anyone, yet are still practicing performing while creating a video. They will be able to physically see their vowel shapes and facial expressions, an invaluable tool for singers. Students could even be required to evaluate their own singing tests once they have been submitted. Self-evaluations are a fantastic teaching resource.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Asking students to submit singing tests through YouTube will save the teacher from having to meet with each individual student during school time. The teacher can then watch the videos at their leisure, and can pause, replay, and re-watch a students’ singing test with ease. They can also load multiple videos at once, and play them simultaneously. A teacher could play a video of a soprano, an alto, a tenor, and a bass, while turning the volume up louder on the specific singer they are evaluating. This will allow the teacher to hear the harmonic context underneath the singer’s part, and be able to evaluate the video more fairly and accurately. It would also be easier to check pronunciation, intonation, and vowel blend while listening to a group of singers.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Students can submit solo recordings of themselves for evaluations. The teacher could also allow the students to sing in small groups, ideally in a soprano/alto/tenor/bass format. Students could also submit themselves doing a vocal jazz improvisation over provided chords, or simply speaking the text of a song for a “pronunciation check”. The possibilities of submitting singing tests on YouTube are endless.


 * 5. Virtual Choir **

__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Explanation __

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">This is an excellent example of how YouTube was used to its fullest potential to create a “virtual choir”. Pioneered by Eric Whitacre, the first virtual choir involved 185 singers from 12 countries singing his piece, “Lux Aurumque”. Following the success of his first virtual choir, his second creation, “Sleep”, involved 1752 singers from 58 countries. The following video is Eric’s own introduction to the virtual choir project, where he explains how the choir came to be.

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<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">The fact that this choir is now such a huge global phenomenon is a true testament to how effective YouTube can be while used in a choral setting. This the instructional video where Eric explains how to record your singing on YouTube.

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<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">The recording technology seems so simple, yet no one had experimented before with this global sensation of bringing voices together from across the globe. The final product, sung by the Virtual Choir 2.0, follows below:

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__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Implications __

<span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> The Virtual Choir provides choral teachers with inspiration and the initiative to try and effectively use technology in the classroom. This is the type of recording we could easily incorporate into our choral rooms for singing tests and creative projects. We could create our own virtual choir in the classroom, or try to combine our choir with a choir in a different city, province, or even a different country. Eric Whitacre’s 3rd virtual choir will be announced soon, and participation is expected to surpass that of his 2nd choir. Teachers should encourage their students to submit their recording for inclusion in this remarkable YouTube phenomenon. For more information on Eric Whitacre’s Virtual Choir, please visit: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">[]


 * 6. Teaching Resources **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">As previously mentioned, teachers can post videos on YouTube that will allow their students to both gain extra practice and submit tests. The following are short examples of the type of videos teachers could post to enhance their students’ learning:

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<span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">It is unrealistic to expect a teacher to be able to post all of these videos for each song that a choir sings. However, teachers could target the more difficult sections, voice parts, or technical issues in a particular song. The same videos could also be used each time repertoire is repeated. Teachers could create networks with other teachers using YouTube in a similar fashion, and share their videos with the other choir. They are countless ways in which teachers can use YouTube in the classroom.


 * 7. Privacy and Copyright Issues **

__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Privacy __

<span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; vertical-align: baseline;"> The privacy of your students should certainly be a priority. Teaching students how to maximize the privacy of their YouTube accounts, as well as the individual videos they post, is of the utmost importance as Internet safety concerns continue to grow. The best way to demonstrate YouTube safety to your students is to exemplify it in your own postings. Teachers should make a priority of explaining methods such as only allowing people with the link to access the video, not using full names, and most importantly, //always asking permission of the people who are seen in the videos you are posting, even if it is only for a short moment//.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; vertical-align: baseline;"> We not only want to protect our students, but we also desire to teach them how to keep themselves and their friends safe. This will translate to their usage of many Internet sites, and is undeniably an essential learning outcome of using YouTube in the choral classroom.

__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">YouTube Copyright Centers __

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> While it is difficult to interpret legislation regarding the posting of choral performances on YouTube, it is widely understood that you must ask the Composers/Arrangers for their permission to post your performances of their works. On their //Copyright Center// page, YouTube makes it very clear that all content must be created by the person posting the video. However, people often forget that while they may be performing the work, they are not the copyright holders for the work unless they wrote the lyrics and composed the score themselves. As Margaret Stewart explains in her [|TED] talk, [|//How YouTube Thinks about Copyright//], when Content Owners provide material to YouTube, they should register in the Content ID Centre and declare the copyright. YouTube is then able to compare any video and audio to the existing content and see if even short clips are identical. Their database uses a mapping technology to analyze and compare videos and flag copyright issues.

__<span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Detection of Copyright Infringement __

<span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> When a copyright issue is detected, material posted by someone other than the copyright holder is not always removed. The content owner has the ability to decide what happens when content they own is detected. While they may choose to have the video removed entirely, they generally choose to instead regulate the content in ways such as blocking only certain regions, adding an advertisement before the video, or linking to iTunes so the song may be purchased. Allowing someone else to use your material can actually be beneficial to copyright owners, providing the material is cited correctly. Even large companies can benefit from this, as it is essentially free advertising and endorsement. Since the person with copyright can choose how their content is used, they can prevent its association with things such as hate campaigns or anything else that may reflect negatively upon them or their products. However, should a copyright holder decide to file a complaint against your usage of their works, you will receive a “strike” upon your YouTube account - and as the old adage goes, three strikes, and YouTube will forcibly deactivate your account.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">__ Paying Dues __

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> While paying dues to organizations such as //The American Society of Composers, Authors, and Publishers// ( [|ASCAP] ) 4 covers performing pieces in a public venue, this does not automatically translate to the freedom to upload these same pieces to YouTube. Teachers should always email and ask permission from a composer prior to posting their works. While many composers are thrilled to see videos of their work being done, they may also be placed in a difficult position. For example, if you post a video of your high school choir performing a piece, other schools could theoretically just learn the piece from your video instead of ordering the scores and giving the composer their proper royalties. Music is intellectual property, and treating composers’ material disrespectfully is an abuse of the very people who work so hard to make the great choir repertoire available to teachers today.

<span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> Remember the golden rule of choral copyright: **ALWAYS ASK THE COMPOSER FIRST**. Teachers should use their common sense and good judgement, and set a good example for their students, as many of them will likely hope to see their performances on YouTube. While teachers may often say that breaking copyright is excusable providing it is for learning purposes, we are obligated to take copyright laws and regulations seriously.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">__ Choral Public Domain Library __

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> Founded in December 1998, the [|Choral Public Domain Library] (CPDL) is an online resource which provides free access to scores which may be legally downloaded and performed duty-free. It is a great free resource, and also removes the need to worry about copyright issues. The CPDL is an easily accessible database through which to find lesser known or forgotten scores. For an explanation of the license and how CDPL works, please visit: ** [] **

__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Notes __

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; vertical-align: super;"> 1 Quote by April (from [|http://teacherlingo.com/blogs/sharingtechnology/archive/2008/02/23/] [|using-youtube-in-the-classroom.aspx]) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; vertical-align: super;"> 2 Information taken from [|http://edudemic.com/2011/09/youtube-in-classroom/)] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; vertical-align: super;"> 3 Taken from []  <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; vertical-align: super;"> 4 ASCAP is not only intended as a licensing agent, but is a great resource as well. You can find many intelligently written articles, such as  <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">// [|MUSIC COPYRIGHT IN THE DIGITAL AGE: A POSITION PAPER] //, which provide a more in-depth understanding of the intricacies of  <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> digital copyright issues that today's artists face. <span style="display: block; height: 1px; left: 0px; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;"> <span style="display: block; height: 1px; left: 0px; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;"> and the lighter grey section is how much of the video has loaded **(3)**.