Technology Integration Plan

In Row 1 The Standards & Assessment is to access the students knowledge of the first five notes concert Bb,C,D,Eb, and F. The strategy is to remind them of the music staff/alphabet then focus on how their instruments play the first five notes. The purpose is to have them think critically, observe, absorb, comprehend, work alone and together to try to recall and make sense of what’s on the board. The Technology is used as references and guides to where the notes are on their instruments. In Row 2 The Standards & Assessment is identifying further, within some music, musical rhythm. The strategy is for the students to figure out what rhythmic value is being used throughout the exercises. The purpose is deciphering deciphering music concepts. The Technology is used as a reference; the essential elements book has all these pitches and rhythms defined either on the page the music they are learning or the page before. In Row 3 The Standards & Assessment refers to students creating an acronym so they will remember notes Bb,C,D,Eb, and F. The strategy is for creativity and innovation. This should help synthesis and collaboration skills. The Technology is used as a tool to demonstrate their acronym. In Row 4 The Standards & Assessment is for having students come up and decode where these notes are on the music staff. The strategy is students to come up and fill in the blank(with the acronym words) on the smart board and I check accordingly. The purpose is for synthesis of information. The Technology is used as tool to demonstrate. In Row 5 The Standards & Assessment is to identify and define this acronym of our new pitch and find them on the staff in out music as well begin looking at fingerings. The strategy is identifying and defining pitches and to look at our finger charts in essential elements 2000. The purpose is for students to begin transferring information onto their instruments. In Row 6 The Standards & Assessment is in regards to either a brave student or myself performing the music. The strategy is to have students try to perform. The purpose is analyzing their synthesis. The Technology is used as a medium for music In Row 7 The Standards & Assessment is to evaluate their fingering and note recognition. The strategy is to have students finger and say each pitch while I conduct. The purpose is class performance, note/fingering recognition. The Technology is used as visual aid. In Row 8 The Standards & Assessment is for students to perform now by blowing/actually playing their instruments. The strategy is performing. The purpose is to play the notes we have been working on. The Technology is used as a medium to perform and as a visual aid. In Row 9 The Standards & Assessment is to focus on the musicality of the students in terms of dynamics and articulation. The strategy is to demonstrate and have them demonstrate different dynamics and articulations. The purpose is musicality. The Technology is used to create music. In Row 10 The Standards & Assessment is after the students perform enough as a group I want students to perform alone. The strategy is to have students play by themselves or in a group of 2. The purpose is to create a safe environment and build confidence in students’ performance. The Technology is used for creating music and a visual aid. In Row 11 The Standards & Assessment is to identify and communicate to the students what is good and bad musically. The strategy is to observe, have them pick out what they did well and what needs improvement, they discuss it, I oversee. The purpose is to have them self evaluate, think critically about music, and communicate. In Row 12 The Standards & Assessment is have them categorize what needs improvement in musical terms. The strategy is to take what they described as needed improvement, put it into musical terms and have them think of how. The purpose is to have them self evaluate, think critically about music, and communicate. The Technology is used to play music and as a visual aid. In Row 13 The Standards & Assessment is to play again as a group and check if they indeed improved. The strategy is performance followed by guided analysis. The purpose is critical thinking, performance, and assessment. The Technology is used for creating music In Row 14 The Standards & Assessment is students perform independently. The strategy is performance. The purpose is to build confidence in performing and create music. The Technology is used for creating music and as a visual aid.

Technology Integration Plan (Google Spreadsheet)

https://docs.google.com/spreadsheet/ccc?key=0AkPFAWUgnkXOdDVjbDdLNmpwSFJOVUpCR29Tb0Jubnc#gid=0

GarageBand for Composition.

Garageband is a recording program. For many reason that you can read about in my post about video recording, using a recording to be a reflective as an almost unmatched educational tool. It is incredibly  useful. This program specifically  comes with a my mac product and is used many time for small scale recordings. If I ever get the privilege to teach in a public school I would really love to get my students to a place where they could compose their own compositions. I believe this and performing is the final frontier musicians get to, I mean the scale gets bigger as a musician does but this is the main idea. Garageband gives a chance to expose musicians to a variety of instruments, pre set recordings, and insight into the sight of a producer (a job created by music technology).  things like meter, tempo, key, volume levels, copy and paste, having sounds fit together, articulations and more all have a factor in this kind of music. Garageband can really meet a variety of NJCCS and is just a great way to get students to a place of independence with composing. Teaching towards composition in garageband gives students a final product they can take home and show their families, it can inspire music composition, appreciation, and listening. This program with its accompaniments or ability to record a students and their instrument has them able to create their own music. Their ideas wonderfully manipulated to create art. Garageband is a good medium for missions of composition.

Recording devices

A theme I have seen with my musical student peers is our agreement on using recordings for educational purposes. The use of video recording seems preferable. The reason being is video recording shows the physical aspect of playing a piece, anyone who has taking problems of performance will know, the physical is crucial. Posture indeed affect sound. Technique is key in any musician's field, this is only something you can reflect upon if you play in front of a mirror or you asses your recordings. The mirror is actually better but if you find yourself in a practice room without one, those Iphone are a handy tool.
Besides the physical aspect the aural is of course important. One should listen for dynamics and articulations, think of what message they are getting across what mood they set. Musicians should listen for mistakes as well as think of improvements, maybe bring out the bass a little more, use more staccato attacks or legato. How long was the piece, did you keep tempo the way the music describes? what can you add?
For a composer this tool is great. A composer can use his or hers mind's ear add melody lines from different instruments. Composers can wonder maybe a different key, a use of other simple or complex meters would add flavor, maybe more extensive or more simple chord use. Is this chord progression expressing my ideas the way i want ? Truly video recording allows for critical reflection which really can make musicians more aware of choice they once didn't even notice they were making, that goes for mistakes as well. reflecting really allows musicians to grow and having a documented video recording that helps one reflect in every way a musician can is just fantastic.

Music Lesson (Rhythm)

http://exchange.smarttech.com/details.html?id=f1fd4d44-c170-44a9-814e-a122289cbaa2

         This lesson is teaching rhythmic notation, or in other words symbols for how long a note is played. This contains the basic quarter notes, half notes, dotted half notes, and whole notes. A whole note is 4 beats (counts), a dotted half is 3 beats (counts), a half is 2 beats (counts), a quarter is 1 beat (count) .These rhythmic notations representing how long a sound lasts within a piece of music also has a counterpart which represents how long silence should last in music. These are called rests and they follow similar mnemonics as their sounding counterpart: A whole note rest is 4 beats (counts), a dotted half note rest is 3 beats (counts), a half note rest is 2 beats (counts), a quarter note rest is 1 beat (count). After that is explained the lesson provides an exercise where the student can apply their knowledge and begin to compose!

      This lesson has no attachment to any song or piece of music which is bad and good. It leaves a lot of space for composition but also lacks a foundation, something earlier grade levels may need. An idea to give this lesson foundation is to give the students an example of music they are familiar with and then using what they have learned, compose a rhythm in that style. This gives context and an appreciation for a teachers students music.

Canvas Remix shakespeare and music

            The process of remixing the canvas was tedious at first it didn't really have any of the material from the first remix when I clicked the remix button at the top right. I don't know how to transfer a widget otherwise so I began taking my idea to incorporate Michelle Fernandes's awesome canvas on Shakespeare and compliment Shakespearian composing with the musical composing we did in my last canvas. I really love what I came up with. You will not believe how much musical lyrics have been written with inspiration from William Shakespeare. Michelle had done a compare and contrast, and reflected on the twelfth night. I have two songs titled "star crossed lovers" inspired by Shakespeare’s Romeo and Juliet. We are to compare them and other music to Shakespeare’s lines and quotes to see how the musical composers incorporated Shakespeare. I wanted to broaden Michelle’s idea for Shakespeare just so I could use more quotes from different musicians that were already in songs. Students will see how they could use Shakespeare as inspiration in their compositions.

            From my content I added musical composition, different styles of music and from her content I used compare and contrast, written composition, and of coarse Shakespeare. The students will be both reflectively writing about lyrics and shakespeare's writing. The website did not let me remix her page so I simply linked her page in a widget. I added her essential question to my remixed canvas and made sure that my unit could still answer that and meet her NJCCS and well as mine. I added some resources to her two widgets of resources. I put up two different music video's instead of the she's the man one and the twelfth night so that students could focus a little more on just Shakespeare’s overall writing and also to relate Shakespeare a little more toward the music side of the lesson. Since students will be reflecting on music and writing two very personal things, I wanted to leave that room to use whatever quote or music lyric related to Shakespeare they wanted, this way students will have a greater chance to choose a Shakespearean idea that is more relevant to their lives beyond the idea of one piece.

http://www.play.annenberginnovationlab.org/play2.0/challenge.php?idChallenge=2768&mode=view 

Podcasting and music technology take Lessons Beyond the Classroom

        I feel a strong confidence towards podcasting technology as the more utilitarian choice than the latter. Teachers can make it so Podcasting gives students a sense of responsibility. It can have students verbalize and communicate in a way where they are the instructor. They are can be in a place where they must and are probably more inclined to want know the content knowledge for the reasons:  It's with technology which is fun, I have to teach the class, I feel some pressure to sound knowledgeable In front of people,It's for school, I want to make a good impression on my peers. These are pressures similar to the ones we feel in the real world.

            Along with the wonderful knowledge of learning about recording programs like Audacity or Garageband and all the doors that can open for teachers and students, the students get to hear themselves! Students have probably never really heard themselves before, most people are surprised if they hear their messaging machine and respond with a " Is that what I sound like?". These kids are probably the same way, this would open their eyes, or rather their ears, to how they sound. They will be more interested about inflection, articulation, how their point is coming across etc, for the reason its themselves they are listening to. This generally will make people more interested and self conscious and aware.I think Podcasting is probably a little nerve wrecking for kids, but speaking fluently and in a manner where they are seemingly knowledgeable, confident, and content savvy to a certain extent about the topic is a crucial part of socializing and networking for their futures. This will help in relationship building, speech. Speaking well is a great social skill that help people gain confidence and opportunity. Podcasting and music savvy can help open many doors for students.