161:
965:
starting research on your instrument; the editors only added the information they were able to verify and document, so you'll notice that some pages have more on construction/musical use while others have more on cultural importance. Your final stub edits may have different kinds of categories/information but these should give you an idea of scope:
142:
237:
the world, examining how musicians create and perform music both in reaction to their social environment and to change it and promote social justice. The projects in this class are designed to help music students see their research as something that contributes to public discourses not simply as homework for a professor.
964:
The following were cleaned up and edited former members of MASH classes, and demonstrate good citation practices and proper coding and formatting for the stub page. Most of these started as one or two sentences when MASH students first adopted them. You may find it useful to review these pages before
236:
The USF course for which these
Knowledge assignments were designed is required for all Music concentration Performing Arts and Social Justice majors and Music Minors. The course explores the relationship between music and social change and we study music from different historical times and parts of
1001:
Once you pick a stub: Scrutinize the entry for what it needs/what's missing or confusing, comparing its stub to the samples provided above, then do some research; what credible sources can you uncover that tell you something about the instrument and its use, especially its notability and cultural
990:
All of the entries you can choose from are in real need of help, and each of these pages could use improvement in nearly every aspect of the page: description of notability, music instrument info box, credible references cited, non-technical descriptions, categories at the bottom of the page,
920:
provide context for the instrument and connect this instrument to other topics (e.g. category codes at the bottom of the page, adding "see also" section linking to genres/traditions that use it, or linking the prose within the stub to other pages in
Knowledge that are
647:
It's time to dive into
Knowledge. Below, you'll find the first set of online trainings you'll need to take. New modules will appear on this timeline as you get to new milestones. Be sure to check back and complete them! Incomplete trainings will be reflected in your
1376:
I recommend that you save/submit after each discrete edit you make, this way if someone reverts to before your edits, you can appeal or ask about *specific* edits (so if they remove a reference you added, you can ask why when you added it to help support the page)
839:
Assess a
Knowledge article and play in a sandbox: Get some empathy for your readers before you try to make any edits to pages on Knowledge by looking at an example of change over time. Also: play in a sandbox to get used to formatting and entering in references.
1372:
By the time you come into class ready to do your oral presentation on your artist, you should have also made at least one edit to the artist's page on
Knowledge (at minimum: confirming and adding one reference to support an idea currently stated on the
1463:
How do you feel about the changes? Are there additions or adaptations that you made that you feel invested in beginning a dialogue with other
Wikipedians about to negotiate if and how to include those changes? If so, how might you go about
896:
If you’ve never heard of this instrument before, good: you’re the perfect person to scrutinize the stub and help it grow. Your job is to make sure this page introduces the reader to: "What is this instrument?" and "Why is this instrument
606:
Welcome to your
Knowledge project's course timeline. This page will guide you through the Knowledge project for your course. Be sure to check with your instructor to see if there are other pages you should be following as well.
1016:, or check the page about music of a tradition in the world you are interested in, and see if one of that tradition's instruments might need a stub added, and check with the professor to add that as your instrument, instead)
887:
Verifying and cleaning up a "stub" about a musical instrument that is noteworthy or important to some musical tradition in the world, but does not require its own separate topic entry in
Knowledge. Your job will be to
913:
describe/define the topic. The opening sentence should establish significance of this instrument, include mention of its common and/or important uses, and be written in a way that makes readers want to know more about
1011:
Instruments to choose from (If you don't like any of the choices below and want to find a stub on your own in a tradition that interests you, you may add that to the list with professor's permission. Check out the
166:
This course page is an automatically-updated version of the main course page at dashboard.wikiedu.org. Please do not edit this page directly; any changes will be overwritten the next time the main course page gets
1577:
771:
Feel free to look to see if there’s an existing entry in
Knowledge for your term, and to use various glossaries, music dictionaries, or encyclopedias, but DON’T just copy/paste the text of a definition that you
1196:
Submit your first live edit to
Knowledge. To find the ifo you needed for your stub update, you also learned how to navigate our university's library to find resources for any music project into the future.
1387:
Submit live edits to Knowledge for a famous musician. Feel proud about the research you've done, and the care you took to make sure fans of this musician and future students will benefit from your work.
768:
Research and define (in simple terms, that even a non-musician can understand) two technical music terms, and to make sure there’s a reference to a real life piece of music that demonstrates the term.
1335:
Begin planning your article revision/draft strategy Unlike the stub, which has a limited audience, you're about to edit a full entry/page of a famous musician. What are your hopes and fears?
890:
ind one credible source that can be added to cite on that page to affirm its notability (about the instrument, the music of that culture, etc.) and make at least two small changes to that page.
901:?" You must also ensure that there are properly cited references that help proves you are certain of the veracity and reliability of the information contained in the text of the stub.
1316:
2) at least one internal link to another existing Knowledge page that you think would help connect the page to other similar pages (e.g. the individual performers within the band)
1250:
Chose a stub that was recently edited by one of your peers, and review their entry for the following. Be prepared to talk to them face to face to give them this feedback in class
1421:(listening clips to accompany the page are housed on our Canvas site, as are instructions for what to comment on in the usefulness of this page as it is currently laid out)
1240:(listening clips to accompany the page are housed on our Canvas site, as are instructions for what to comment on in the usefulness of this page as it is currently laid out)
44:
1004:
Find one credible source that can be added to cite on that page (about the instrument, the music of that culture, etc.) and Make at least two small changes to that page.
1514:(video clips to accompany the page are housed on our Canvas site, as are instructions for what to comment on in the usefulness of this page as it is currently laid out)
850:
See the next week for details on what you will do with the stubs, but claim an instrument stub now (see the "articles" tab above to see all of the possible articles,)
998:. BEFORE YOU PICK, CHECK TO MAKE SURE SOMEONE ELSE ISN'T ALREADY WORKING ON IT I've put the full list here, too, with a note on where it is used/from as well
1572:
1314:
1) at least one fact about them currently stated on the page that isn't cited or supported and you'd like to verify that fact and find a reference for it
1477:
See how your stub edits may have changed after a month. Knowledge is a living democratically edited thing. Changes to your changes are inevitable.
109:
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3) at least one verified act of activism they are known for that isn't mentioned on their page currently, and your reference for evidence of that act
1311:
You've been researching an artist-activist for the midterm oral presentations all semester. Assess the Knowledge page that exists about them for:
53:
89:
775:
Your job is to make a one-or-two sentence simple description in your own words, and cite the source of your information using Knowledge coding.
610:
Your course has also been assigned a Knowledge Content Expert. Check your Talk page for notes from them. You can also reach them through the "
1259:
Is the language used in the stub appropriate for an encyclopedia? (third-person neutral narrative retains consistently throughout the stub)
924:
at least one reliable source/reference that is properly cited (e.g. the references are not just bare urls pointing to an unknown page type)
689:
In class, we'll discuss how to assess a page for what kinds of things you can and should change as you edit stubs about musical instruments
34:
1460:(Did Wikipedians revert to an older page? Start adding new information? Did editors or bots find any typos and coding errors? etc.)
1256:
Do you know after reading this stub: what this instrument is, where and how it is used, and why it is noteworthy in a given culture?
1006:
Can be about adding a header to make it easier to read, or adding a sentence about the instrument's construction and design.
1467:
What would you have done differently, now that you have reviewed several kinds of Knowledge pages about music and musicians?
991:
internal links to other relevant entries in Knowledge, and sometimes even overall page layout or editing the existing text.
100:
1268:
What question do you still have about this instrument, or its socio-musical context that you wish had been addressed?
692:
We'll use the case study of a page I updated years ago so first review the page as I found it back in Fall 2011:
651:
When you finish the trainings, practice by introducing yourself to a classmate on that classmate’s Talk page.
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Wrapping it up. No more edits to Knowledge. What have you learned about discussions of music in terms of:
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462:
1320:
4) confirm their best known works are documented somewhere on the page (e.g. a discopgraphy appears)
917:
indicate notability (why the person reading about this instrument should care about its existence)
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644:
Create an account and join this course page, using the enrollment link your instructor sent you.
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994:
Look at the possible articles we're working on in the class , and chose one of the stubs,
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a paragraph or section on "construction/design" or "tuning" as separate from its "history"
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936:” specific to instruments (add the "{"{Infobox Instrument}"}” tag at the top of your page
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Does this stub even belong in the category of "musical instruments"? Why or why not?
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One month later: what has changed about your stub page since you last changed it?
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Now look at what I did, and the overhaul to the page that I submitted in Sept 2011:
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The best articles (even stubs) about musical instruments contain the following:
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an audio or video example (or an external link to a source that can provide it)
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Some external reference sources you might find useful for this project include:
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Don't do any updates to the page, just submit your assessment notes to Canvas
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How much do you trust the information that was on the page? Why or why not?
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How much do you trust the information that is on the page? Why or why not?
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952:" coding at the bottom of the stub that links it to specific traditions
685:
In class - Assessing a Knowledge page on a topic you know nothing about
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a "See also" category for genres or traditions that use the instrument
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https://en.wikipedia.org/User:Cubanabop/Cross-functional_musical_terms
728:
Do you understand the "notability" of aeneators from this description?
700:
Do you understand the "notability" of aeneators from this description?
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5) don't forget to note what is good and useful about the page as is!
825:) to practice inserting in your definition along with the references.
1454:
Assignment - Review the Musical Instrument Stub you made changes for
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Click on all the links in the stub: do any of them lead to nowhere?
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764:
Assignment - Create short definfition of technical music terminology
1246:
Assignment - Peer review/secondary editing of Music instument Stubs
720:
https://en.wikipedia.org/search/?title=Aeneator&oldid=451257357
695:
https://en.wikipedia.org/search/?title=Aeneator&oldid=415299351
906:
846:
Assignment - Choose a stub article that you will be lead editor on
403:
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Examples of best practices/appropriate edits to instrument stubs
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What changes had you hoped to see but didn't see on the page?
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Dashboard.wikiedu.org courses, University of San Francisco
1307:
Assignment - Review Knowledge page for your Midterm artist
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1149:
Trống chầu a.k.a. trống đế (membranophone from Vietnam)
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978:
905:
Bare minimum elements for any entry in Knowledge, even
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1417:
In class - Review the Knowledge entry on Postmodernism
1368:
Assignment - Update your Midterm Artist Knowledge page
1137:
Pipasso a.k.a. Picardy Bagpipe (aerophone from France)
1107:
Oopoochawa a.k.a quisanche (llamelaphone from Uruguay)
807:
617:
To get started, please review the following handouts:
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1124:
1088:
942:
a mix of multiple reliable sources under references
1510:In class - Review the Knowledge entrty on Karaoke
1265:What is the best or more useful part of the stub?
222:2016-09-05 00:00:00 UTC – 2016-11-30 23:59:59 UTC
1083:Duhulla a.k.a Doholla (membranophone from Egypt)
602:In class - Introduction to the Knowledge project
712:What did you wish was different about the page?
1230:In class - Review Knowledge page on Latin Jazz
734:How easy was the page to read? Why or why not?
706:How easy was the page to read? Why or why not?
883:Assignment - Editing Musical Instrument Stubs
8:
239:
1161:Rajão (chordophone from Portugal/Hawai'i)
797:Harvard Dictionary of Music, ed. Randal
1173:Erkencho (aerophone from South America)
1014:page listing all known instrument stubs
784:Oxford Music Online (available through
1071:Dilrupa (chordophone from North India)
1032:Huapanguera (chordophone from Mexico)
227:Approximate number of student editors
7:
1557:3) easy to follow neutral language?
742:Now look at the page as it is today:
1553:1) being explicit about notability?
1167:Simsimiyya (chordophone from Egypt)
1119:Tlapitzalli (aerophone from Mexico)
1077:Drejelire (chordophone from Sweden)
1573:Dashboard.wikiedu.org course pages
1143:Fadno (aerophone from Scandanavia)
1095:Tsintsila (idiophone from Georgia)
639:Assignment - Practicing the basics
214:Performing Arts and Social Justice
24:
745:https://en.wikipedia.org/Aeneator
1131:Muchosa (aerophone from Belgium)
1113:Omubanda (aerophone from Uganda)
1067:(aerophone from Portugal) | |
1026:Çığırtma (aerophone from Turkey)
159:
140:
1020:Bhankora (aerophone from India)
1125:Orutu (chordophone from Kenya)
1101:Phách (idiophone from Vietnam)
1038:Jhyamta (idiophone from Nepal)
1:
1218:Tuesday, 27 September 2016
1089:Ekwe (idiophone from Nigeria)
1059:Bolon (chordophone from Mali)
996:you are now the "lead editor"
871:Tuesday, 20 September 2016
806:non-music dictionaries, like
791:Naxos Classical Music Portal
673:Tuesday, 13 September 2016
1155:Nabal (aerophone from Korea)
590:Tuesday, 6 September 2016
1535:Tuesday, 8 November 2016
1498:Tuesday, 1 November 2016
1442:Tuesday, 25 October 2016
1356:Tuesday, 11 October 2016
1222:Thursday, 29 September 2016
875:Thursday, 22 September 2016
677:Thursday, 15 September 2016
186:University of San Francisco
1594:
1539:Thursday, 10 November 2016
1295:Tuesday, 4 October 2016
1053:Bak (idiophone from Korea)
1047:(chordophone from Finland)
594:Thursday, 8 September 2016
1502:Thursday, 3 November 2016
1446:Thursday, 27 October 2016
1409:Thursday, 20 October 2016
1360:Thursday, 13 October 2016
821:Use my personal sandbox (
141:
1299:Thursday, 6 October 2016
793:Glossary of common terms
178:Music and Social History
91:Editing guidelines (PDF)
802:Online Music Dictionary
614:" button on this page.
1555:2) credible sources?
628:Evaluating Knowledge
81:Interactive training
816:The Free Dictionary
75:Knowledge Resources
133:Questions? Ask us:
622:Editing Knowledge
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351:John Philip Sousa
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18:Knowledge:Wiki Ed
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800:Virginia Tech's
463:Cody stabelfeldt
291:Bak (instrument)
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201:Knowledge Expert
195:Francesca Rivera
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986:PICK YOUR STUB
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725:What changed?
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126:Other courses
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55:Activity Feed
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234:
219:Course dates
135:
536:Tlapitzalli
502:Lilaaurelia
286:Haypiturtle
260:Huapanguera
183:Institution
175:Course name
147:wikiedu.org
30:This Course
1567:Categories
1547:Milestones
1473:Milestones
1383:Milestones
1331:Milestones
1236:Latin Jazz
1192:Milestones
1065:Brinquinho
975:Kafir harp
835:Milestones
507:Oopoochawa
479:Simsimiyya
388:Jequattrin
346:Rlhoman143
333:Brinquinho
249:Reviewing
191:Instructor
46:Discussion
921:relevant)
909:include:
624:pages 1–5
561:Drejelire
556:Ellajayes
545:Joeynat96
511:Tsintsila
424:Msverdlov
399:Yuxue1994
328:Taflippin
255:Abteodoro
246:Assigned
36:Dashboard
1234:Review:
971:Hyoshigi
967:Pinkillo
950:Category
903:--------
808:Lexic.us
612:Get Help
571:Timeline
429:Erkencho
360:Jamorgan
314:Tvmadjus
269:Khamchej
243:Student
167:updated.
1522:Week 10
1175:| |
979:Masenqo
934:Infobox
899:notable
531:Aleir98
520:Mmsipes
493:Pipasso
443:Duhulla
413:Etanyag
365:Muchosa
274:Pipasso
211:Subject
137:contact
120:Connect
1485:Week 9
1429:Week 8
1396:Week 7
1343:Week 6
1282:Week 5
1205:Week 4
858:Week 3
772:find.
660:Week 2
648:grade.
577:Week 1
488:KayRod
474:Xjian2
1373:page)
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1044:Fiðla
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1022:| |
983:-----
907:Stubs
452:Jccya
404:Orutu
379:Fiðla
337:Bolon
319:Rajão
305:Fadno
300:Blin7
279:Bolon
16:<
932:An “
914:it.
1464:it?
814:or
810:or
1569::
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675:|
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