Technology in the CurriculumCET 726

Dakota State UniversitySummer 2005

Project/Interdisciplinary Unit:What is Music?

Designed By: Laura SnowJuly- August 2005

Instructor: Don Wiken

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Table of Contents

General Project Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Description of Specific Project . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Lesson Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Use of Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Content Standards Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Instructional Sequence/Lesson Plans . . . . . . . . . . . . . . . . . . . . . . 10

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

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General Project Summary:

This project is the culmination of a course taken in the area of how technology can be

applied in the curriculum. The course enabled me to develop a greater understanding of

the technological activities that can be included in, or used as direct instructional

activities alone, a chosen lesson plan or topic.

Developing this course of technology based instruction that will be used with my 7 th

grade music appreciation class enabled me to be better organized in planning, developing,

implementing, assessing, and reviewing my lesson plan. Upon implementation and

completion of this lesson I will be able to evaluate my teaching in a more informed

manner regarding the use of technology in my classroom.

The reason I chose this subject area and specifically this topic is due to the large

number of students who do not understand what music is really all about. “What is

music?” Answering this question while using technology as learning and teaching tools,

will be the fundamental principle of the lesson.

This unit of study was designed to meet the final project requirement for CET 726,

Technology in the Curriculum. I am confident the preparation of this learning unit will

provide more opportunities for me to find ways to include technology in my lessons.

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Description of Specific Project:

This unit, ‘What is Music?’, will be taught over a period of 8 days during the first

weeks of school in each new semester. The class is geared toward a 7 th grade music

appreciation course (not necessarily general music instruction). For my class, students

will meet in a computer lab environment for the duration of the class. For work that

requires computer-based instruction or activities, the students will have to share 1

computer per 2 students.

The information to be presented during this unit will include the following topics:

- Why is listening to music important?

- How do we hear music anyway?

- Music vs. emotion

- Dr. Tim’s statement on “What Is Music” will be covered in depth. (Lautzenheiser,

Ball State University)

- Using media technology to present a concept or idea

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Lesson Timeline:

This lesson will be presented over an 8 day time period during the first week of each

new school semester. My class meets for 83 minutes every other day so the format

included in the lesson plans is set up for longer class periods but can easily be adapted for

a regular class period of 50 minutes. The unit will probably take approximately 14-16

days using a regular class schedule of 50 minutes every day.

The activities in the day one lesson will include an introduction to the unit and use of

the internet to find answers to assignment questions. Students will work in pairs for the

assignment.

Day two activities include reviewing topics covered in day one and expanding

discussion to include other aspects of sound. A sound recording assignment will be

completed by students groups of 4-5 members.

Instruction for day three will include class demonstrations on the sound assignment

and introduction to ‘What Is Music?’ Included activities will be a flow chart and handout

viewed online.

Day five will include a reading session and getting to watch a video! Students will

discuss how music relates to each of the examples and how it makes them feel when they

hear certain kinds of music or what kind of music they think of when they see a certain

color. The final assignment will be given.

Day Six will provide an overview of how to prepare a Power Point presentation and

time to work on the project.

Day Seven will be a project work day.

Day Eight- projects will be due and shared with the class.

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Use of Technology:

Technology and software that will be included in this unit of study include the following:

- Desktop Computer and speakers

- Computer Projector

- Home/Personal Computers

- Internet

- Microsoft Power Point

- Movie media files

- Recording devices

- Playback devices

Content Standards:

South Dakota Content Standards: Music

Introduction- Music serves as a frame of reference to the culture and the environment

that created it. Music is basic for students of all ages and abilities. It should be taught as

its own discipline, as well as an integral part of other curricular areas. Music instruction

needs to be developmentally appropriate, relevant, and lead to life-long learning. The role

that music will play in students' lives depends in large measure on the level of skills they

achieve in creating, performing, and listening to music. Technology should be used to

enhance and broaden students' capabilities to access information and express themselves

creatively. ( http://doe.sd.gov/contentstandards/arts/music.asp )

1. Students will use the performance of music as a means for creative expression and

communication.

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2. Students will communicate their thoughts and ideas through the creation of music.

3. Students will read and notate music.

4. Students will listen to, analyze, and evaluate music.

5. Students will understand music's relationship to society, the other arts, disciplines

outside the arts, history, and culture.

National Standards for Music Education

(http://www.menc.org/publication/books/standards.htm)

1. Singing, alone and with others, a varied repertoire of music.

2. Performing on instruments, alone and with others, a varied repertoire of

music.

3. Improvising melodies, variations, and accompaniments.

4. Composing and arranging music within specified guidelines.

5. Reading and notating music.

6. Listening to, analyzing, and describing music.

7. Evaluating music and music performances.

8. Understanding relationships between music, the other arts, and disciplines

outside the arts.

9. Understanding music in relation to history and culture.

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National Educational Technology Standards for Students

http://cnets.iste.org/currstands/cstands-netss.html

1. Basic operations and concepts

a. Students demonstrate a sound understanding of the nature and

operation of technology systems.

b. Students are proficient in the use of technology.

2. Social, ethical, and human issues

a. Students understand the ethical, cultural, and societal issues related to

technology.

b. Students practice responsible use of technology systems, information, and

software.

c. Students develop positive attitudes toward technology uses that support

lifelong learning, collaboration, personal pursuits, and productivity.

3. Technology productivity tools

a. Students use technology tools to enhance learning, increase productivity,

and promote creativity.

b. Students use productivity tools to collaborate in constructing

technology-enhanced models, prepare publications, and produce other

creative works.

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4. Technology communications tools

a. Students use telecommunications to collaborate, publish, and

interact with peers, experts, and other audiences.

b. Students use a variety of media and formats to communicate

information and ideas effectively to multiple audiences.

5. Technology research tools

a. Students use technology to locate, evaluate, and collect

information from a variety of sources.

b. Students use technology tools to process data and report results.

c. Students evaluate and select new information resources and

technological innovations based on the appropriateness for specific

tasks.

6. Technology problem-solving and decision-making tools

a. Students use technology resources for solving problems and making

informed decisions.

b. Students employ technology in the development of strategies for solving

problems in the real world.

This lesson plan will provide learning opportunities for the following standards:

SD Music Content Standards #4 and #5

National Standards for Music Education #6, #7, #8, and #9

National Educational Technology Standards #2a, #2b, #3a, #3b, #4a, #4b, and #5a

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Unit Sequence/Lesson Plans:

Preparation information: Upon entering the classroom each day, a different type of

music will be playing. Students will keep an online daily music journal throughout the

class and enter their thoughts about the music playing for that day. The journal writings

will not be graded, however, there must be a ‘qualified’ entry for each class period met.

Specific question: “How does this music make you feel today?” This lesson is available

on line at: http://ls069.k12.sd.us/7th_grade_music_appreciation.htm You’ll need to click

on the left side treble clef for the link.

The student journals will be accessed from their class site on my website

(http://ls069.k12.sd.us/7th_grade_music_appreciation.htm) with a link to their log-on

page. They will have access to their own journal entries only and I will have access to all

the entries for evaluation purposes. This procedure is still be developed and will be ready

by the time school starts. Information regarding how to access and implement the online

journal will be provided upon its completion.

Day One

- Journal (Introduction of the journal process will need to be presented.)

- Class discussion- What is Music? (Allow ample time for students to discuss their

feelings about music. Guide the discussion as necessary to help students

understand that music can mean many different things to many different people.)

- Research/Small group discussion- How do we hear music? (Allow for some

discussion into the science of how sound is received and then proceed.) website:

http://www.fi.edu/fellows/fellow2/apr99/musictoourear.html Invite students to

share other sites or information regarding sound and how people hear. Provide

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10-15 minutes of ‘surfing’ time for students to come up with other informative

sites on their favorite types of sounds. Pairs of students will provide the URL of

their favorite sites/sounds so the class can share ideas. Student pairs will post

their sites on the discussion board under the ‘Sound Sites’ prompt. (under

construction at this time)

Day Two

- Journal

- Review discussions from previous class regarding the students’ opinions of what

music is and how we hear music.

- Class Discussion- What do you think the world would be like if there was no

music? (This question should generate some good discussion. Focus students’

communication especially on music and the media.)

- Media Demonstration- Play prepared clip

(http://www.cnn.com/EVENTS/1997/star.wars.anniversary/clips) without sound

(You’ll need to turn down the volume as soon as the clip starts to play.) Provide

discussion time on why students liked/disliked the presentation. Play the same

clip again and turn up the sound. Return to group discussion regarding what

makes the clip with sound/music different than the clip without? Show the clips

using a computer projector and not on individual desktop machines so the whole

group can view the clip at the same time.

- Assignment- In groups of 4-5 students, use a camcorder, cassette player, or CD

recorder, to record sounds at another location tonight or tomorrow night. Use the

remainder of class time to work on assignment/groups. The class will listen to

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each assignment during the next class period. Assignment can be downloaded

from: http://ls069.k12.sd.us/Documents/Recording%20Sound.doc

Day Three

- Journal

- Demonstrations of Sound collages- Students will share recorded sounds from

the assignment with the rest of the class. Encourage discussion about what the

sounds are. A game might be initiated to help reinforce participation and

motivate the students to be involved learners in this activity.

- Class Discussion on What Is Music?- Direct students to view the flow chart

(created using Inspiration software) to gain additional information regarding what

other areas music can be part of. http://ls069.k12.sd.us/What%20is%20Music-

%20Inspiration%20(JPG).jpg Allow 5-10 minutes for small group discussion on

the information provided. Introduce the What Is Music handout (use on computer

projector to allow all students to view information simultaneously).

http://ls069.k12.sd.us/what_is_music.htm Class discussion about each section of

the handout.

Day Four

- Journal

- Class Discussion- Read “My Many Colored Days” by Dr. Seuss to the class.

Discuss what kinds of activities might fall into each of the ‘colored days’. Ask

students to compare the activities ideas represented by the ‘colored days’ to types

of music. Example: “What kind of music would the color green make you think

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of?” The purpose of this discussion is to provide additional opportunities for

students to learn how to evaluate music.

- Video Presentation- Show the class the presentation on ‘What Is Music’

(developed with Pinnacle software).

(http://ls069.k12.sd/dakota_state_university.htm and click on the very bottom-

Pinnacle presentation – what is music.wmv)

- Assignment- Student evaluation for this unit will be completed by using student

presentations designed using Microsoft PowerPoint. The students, in pairs, will

use the story “My Many Colored Days” and the video “What Is Music” as

examples in developing their own short presentation. Students will select a

favorite song (must be ‘school acceptable’ with no bad language or references to

alcohol or drugs) and prepare a slide show about what they feel at various points

throughout the song. The music must be playing in the background and the

student will be able to import pictures as well as design narration. Two full class

periods will be provided for work on this project. If the project cannot be

completed in that time frame, homework will be required.

Day Five

- Journal

- Instruction- Instruction will be provided to students on how to prepare a

presentation using Microsoft PowerPoint. Students will be given the tools needed

to go through the steps on their own to develop a basic understanding of how to

develop a Power Point project. (http://ls069.k12.sd.us/Seasons%20PP-

%20Camtasia/Seasons%20PP%20instructions.html)

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- Project Work Time

Day Six

- Journal

- Project Work Time

Day Seven

- Journal

- Projects Due- Share presentations with class.

Remind students to keep projects together (we will save them on the school server under

our class) as they will be required to present a small portfolio at the end of the class.

Portfolio information will be provided at a later date.

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Assessment

A standard grading procedure and rubric will be used to evaluate the student progress in

this unit of study. Grading will be as follows:

Superior

“A”

Excellent

“B”

Good “C” Fair “D” Poor “F”

Class Participation

Actively participates in class discussions and offers opinions and examples

Participates in most discussions. Offers few examples.

Participates in half of the class discussions. Offers few examples.

Does not actively participate in discussions unless requested to do so. Does not offer opinions.

Does not participate in discussions.

Journal Entries

One journal entry per class period

Missed 2 journal entries

Missed 4 journal entries

Missed 6 journal entries

Missed 8 or more journal entries

Favorite Sounds Post

Contributes at least 2 sites and participates in the discussion of each.

Contributes 1 site and participates in the discussion of that site.

Contribute 1 site to the discussion but does not engage in the discussion of it.

Does not contribute any sites for discussion but engages in discussion of other student’s sites.

Does not contribute any sites for discussion nor engage in class discussion of student sites.

Sounds Assignment

Works cooperatively with group and completes assignment on time. Presents information to the class.

Works cooperatively with group and completes assignment 1 day late. Not presented to class.

Works well with group but assignment is 2 days late and not presented to class.

Does not do equal work with group and assignment is 3 days late. Not presented to class.

Will not work with group and assignment is not finished. Not presented to class.

Final Project Works well with partner and follows guidelines. Completed on time.

Works well with partner- completed 1 day late.

Works well with partner- completed 2 days late.

Does not work with a partner and/or completed 3 days late.

Will not work with partner or do required assignment.

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Rationale

In the development of this unit of study, I was able to use many of the projects I had

developed from previous graduate courses. Some, however, I had to develop from

scratch in order to include them in the lesson plan. I want my students to understand that

just because this is a music class that it doesn’t mean it is a boring class. Technology

can be implemented in everything we teach and it is important to use those tools because

our students use them everyday. Technology is a basic part of their lives; much different

than when I was in school and learning similar lessons. I believe I should receive an ‘A’

on this instructional unit for a number of reasons:

- I fulfilled the requirements for the assignment as listed in our course information.

- I put many hours of work and research into developing a lesson that I can really use in

my music appreciation class and didn’t just throw something together to ‘get the job

done’.

- I actively participated in the group work and completed other assignments to help

prepare me for work on this project.

- I strongly believe that I have done a superior job in organizing my information and

making the steps of the teaching process easy to understand and implement. The

information is available entirely online and no copied material is required.

- This unit of study will be available for use by other music educators who are interested

in teaching this topic in a classroom setting.

- I am excited about using this lesson this year! It will be implemented with my first

class of 7th grade students on the 2nd day of school.

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Resources

South Dakota Music Content Standards:

http://doe.sd.gov/contentstandards/arts/music.asp

National Standards for Music Education:

http://www.menc.org/publication/books/standards.htm

National Educational Technology Standards:

http://cnets.iste.org/currstands/cstands-netss.html

Music To Our Ears:

http://www.fi.edu/fellows/fellow2/apr99/musictoourear.html

CNN Movie Clips- Star Wars:

http://www.cnn.com/EVENTS/1997/star.wars.anniversary/clip

Personal Website- Laura Snow

http://ls069.k12.sd.us/7th_grade_music_appreciation.htm

Jonassen, D. H., Howland, J., Moore, J., Rose, M. M. (2003) Learning to Solve Problems

with Technology- A Contructionist Perspective. Upper Saddle River, NJ. Merrill Prentice

Hall.

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