INSTRUCTIONAL DESIGN PROJECT                           JAY-Z: IN THA’ MIX                            LETA HENDRICKSDEVELOP...
BLOOM’S TAXONOMYRemembering: can the student recall or remember the information?DISCUSSIONDefine, duplicate, list, memoriz...
LEARNING DOMAINSLearning   Activities               Delivery                  AssessmentDomain                            ...
DESIRED RESULTSGoalsUpon the courses completion, students should:  Find, identify, and evaluate information resources.  Un...
Learning Outcomes   1. Find, identify, and evaluate information resources.             Students will understand Informatio...
INSTRUCTIONAL PLAN1          Introduction                Discussion: Introductions           Course Overview2 Spit     Rea...
ACTIVITIESINSTRUCTIONAL ACTIVITIES:Course activities will include the following:1) Class discussions                      ...
OBJECTIVE        EXCELLENT                GOOD               ADEQUATE              WEAKFind, identify,and evaluateinformat...
Identify JAY-Z’scontributions tocommunity,culture, andcommerce.Student lists      Student            Student              ...
Music as an artand business.                  Student can       Student can define 3    Student can         Student can on...
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JAY-Z : IN THA' MIX PROJECT

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JAY-Z : IN THA' MIX PROJECT

  1. 1. INSTRUCTIONAL DESIGN PROJECT JAY-Z: IN THA’ MIX LETA HENDRICKSDEVELOP NEW SEMINARTo accomplish this goal I plan the following activities:A. Participate in the OSUL Instructor Development Program meetings and workshops for counsel and guidance.B. Use Reverse Engineering to develop seminar: establish goals, choose assessment tools, and develop learning plan.C. Plan instructional activities for multiple content formats.D. Create a new Freshman Seminar Syllabus.E. Demonstrate results at Instructor Development Program Summer Showcase.PROJECT TIMELINEJanuary------February March------AprilMay------JuneCreate Project Timeline Obtain Learning Objects Develop Assignments,Select Methodologies Create Instructional Content Instructional Content, &Determine Goal & Objectives (Learning Domains) RubricsSelect Resources Propose Activities That TestingChoose Assessment Tools Demonstrate Understanding Choose Assessment Tools Build Assignments & Instructional Content Choose Assessment ToolsREVERSE ENGINEERINGThe instructional design process, backwards design: ● Establish desired results ○ Goals - content standards or outcomes ○ “Understandings” or big ideas that should dominate ○ Knowledge and skills to be acquired ● Developassessment ○ What assignments and activitiesdemonstrate understanding ○ What criteria will be used to evaluate those tasks ○ How will students reflect and self-assess ● Create Learning Plan ○ Sequence class ○ Evaluate structureWiggins, Grant P, and Jay McTighe. Understanding by Design. Alexandria, VA:Association for Supervision and Curriculum Development, 1998. Print.INSTRUCTIONAL DESIGN PROJECT Page 1
  2. 2. BLOOM’S TAXONOMYRemembering: can the student recall or remember the information?DISCUSSIONDefine, duplicate, list, memorize, recall, repeat, reproduce stateUnderstanding: can the student explain ideas or concepts?ORALClassify, describe, discuss, explain, identify, locate, recognize, report, select, translate, andparaphraseApplying: can the student use the information in a new way?DJ HEROChoose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve,use, writeAnalyzing: can the student distinguish between the different parts?ORAL; WRITTENAppraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment,question, and testEvaluating: can the student justify a stand or decision?ORAL; WRITTENAppraise, argue, defend, judge, select, support, value, evaluateCreating: can the student create new product or point of view?ORAL; WRITTEN & DJ HEROAssemble, construct, create, design, develop, formulate, and writeINSTRUCTIONAL DESIGN PROJECT Page 2
  3. 3. LEARNING DOMAINSLearning Activities Delivery AssessmentDomain ConsiderationsCognitive Self-check Web-enhanced Project based for quizzes materials higher cognitive Case studies supplementing skills Drill and practice classroom lectures Multiple choice or Short answer Hybrid course with short essay essay cognitive content on questions Project or the webMultimedia Case Studies problem-based simulations of activities challenging and key conceptsAffective Goal setting Face-to-face meetings Self-assessment Self-reflective Motivational videos using check-list writing in a Streaming audio Pre/post attitude journal explanations and survey related to Practice tutorials encouragement course content designed for Interactive video, web Retention/success in student success casts, conference calls coursePsycho-motor Practice of Face-to-face Performance of skill desired skill with demonstrations matches set feedback Demonstration videos standard as Arranging Pictures with audio observed by an sequences of an and text explanations instructor or activity in correct Interactive video designee order demonstrationsInterpersonal Structured team Face-to-face small Team, instructor and projects with group coaching and self-assessment debriefing feedback sessions measures Analyzing video Check lists, examples, Analysis of models and videos and other videotaped student identifying correct cognitive support performance of from incorrect material presented desired interpersonal performance online skillINSTRUCTIONAL DESIGN PROJECT Page 3
  4. 4. DESIRED RESULTSGoalsUpon the courses completion, students should: Find, identify, and evaluate information resources. Understand the value of using multiple media formats in learning.Comprehension of JAY-Z’s life, lyrics, and music.Appreciate the lives and careers of significant rap artists.Recognize the specific contributions of rap music to world culture.Recognize Rap Music as an art and business.Understandings QuestionsLibrary databases contain vetted resources. How to find, identify, and evaluate information?Multiple media formats provide diverse facts. What Databases contain the best resources?Successful recordings rely on the lyric & mix. How to assemble dissimilar learning objects?JAY-Z used street knowledge to become an What are the elements of Rap?artist and entrepreneur. Why do so many rappers fail to get signed?Rap is a Global musical art form. What are the genres of Rap?Rap Music is a part of Hip Hop Culture. Where did Rap Music begin?Digital media enhances learning. Why are Rap Music and Hip Hop CultureEnhanced appreciation of JAY-Z’s lyrics and popular?music. What is a digital book (e-book)? How do Rappers write lyrics?Knowledge SkillsDevelop a research strategy. Use research skills.Distinguish media formats. Utilize mixed digital media.Rap Music terms. Define Rap Music.Rappers who walk the walk. Identify successful Rappers.Rap Music is a commodity. Collect digital content.Rap Music foundations. Write an annotated bibliography.Remixes are a dialog. Communicate new ideas.Droppin’ Science is education. ASSESSMENTPerformance TasksThe first project is an oral presentation, rapper Discussionsflow down comparing the aesthetics and flow Group workof JAY-Zalongside a selected rap artist(or 3-Minute Wrappergroup). Discussion BoardThe final project is an annotated bibliographydue at the last class session. The bibliographycontinues Project #1 topic. LEARNING PLANActivities3-Minute WrapperAssigned ReadingsDigital MediaDiscussionsProjectsDJ Hero MixesDJ Hero allows students to take risks in a safe environment. Students feel no discomfort orburden to perform individually. The playfulness of DJ Hero encourages embodied learningexperiences. Allowing engagement through themusic art form.INSTRUCTIONAL DESIGN PROJECT Page 4
  5. 5. Learning Outcomes 1. Find, identify, and evaluate information resources. Students will understand Information is a commodity Students will evaluate information sourcesStudents will learn to formulate search research strategiesStudents will manage information 2. Understand the value of using multiple media formats in learning. Search diverse sources from one convenient place Find articles, theses, books, abstracts or proceedings Locate the documents through library databases or on the web Learn about key scholarly literature in any area of research 3. Recognize rapmusic as an art and business. Students will define art and business Students will identify labels and producers Students will learn about “beefs” Students will understand music is a commodity 4. Appreciate the lives and careers of significant rap artists. Students will identifysignificant rap artists Students will know rap music styles and aesthetics Students will understand DJ techniques Students will identify information 5. Recognize the specific contributions of rap music to world culture. Students will identify world rap styles Students will evaluate world rap styles Students will understand global marketing of rap music Students will explain the importance of rap musicInstructional Goals A. Students will apply knowledge B. Students will create knowledge products C. Students will interact and collaborate using learning objects D. Students will understand and follow tocourse organization E. Students will adhereto activity deadlinesReadings and study time: Students are expected to read materials prior to the day forwhich they are assigned. Students are responsible for all assignments and for allinformation disseminated in class.INSTRUCTIONAL DESIGN PROJECT Page 5
  6. 6. INSTRUCTIONAL PLAN1 Introduction Discussion: Introductions Course Overview2 Spit Readings Discussion: Rap Elements Introduction to Rap Music 3-Minute Rapper:Reasonable Doubt/American Gangster3 Remix Readings Discussion Board: Old School Rap Sampling Droppin’ Beats: Grand Master Flash4 Droppin’ Science Choose Project Topic Introduction to Research5 Spit Readings Discussion: Tha’ Streets Urban Life 3-Minute Rapper:Black Album/ Blueprint Vol. 3 …6 Remix Readings Discussion Board:Roc-a-Fella Music Labels Droppin’ Beats:Afrika Bambaataa7 Remix Readings Discussion Board: Art vs. Money Capitalism Droppin’ Beats: Hammer Time8 PROJECTS Presentations9 PROJECTS Presentations10 Spit Readings Discussion: Street Meets Wall Street Going Global 3-Minute Rapper:Hell Yeah (Pimp the System)11 Remix Readings Discussion Board:Transcending Rap Spirituality Droppin’ Beats:Izzo (H.O.V.A.)12 Spit Readings Discussion: Retirement Crossroads 3-Minute Rapper: Kanye and Kingdom Come13 Remix Readings Discussion Board: Beyoncé and Kanye JAY’Z Today Droppin’ Beats: 2Pac14 Special Guest Discussion:“On to the Next One” Semiotics15 Project #2 Due Special Guest: TBAINSTRUCTIONAL DESIGN PROJECT Page 6
  7. 7. ACTIVITIESINSTRUCTIONAL ACTIVITIES:Course activities will include the following:1) Class discussions 2) Text readings3) Presentations by the instructor 4) Presentations by the students5) Group activities 6) Digital mediaClass attendance and participation is crucial in the understanding of materials and concepts forthisseminar.This is a discussion-based course all students are expected to participate in classdiscussions. Classroom time is limited, additional discussion will take place on the DiscussionBoard. You will be assigned discussion topics and are expected to contribute an intelligent post byWednesday of each week. Be diligent about readingWritten assignments, students are expected todemonstrate their acquisition and understanding of important concepts, perspectives, and basicprinciples.ProjectsStudents will have the opportunity to present material to the class relating to JAY-Z through apodcast; videocast; PowerPoint or other technology. Use the MLA Handbook for Writers ofResearch Papers, Seventh Edition for bibliographic format for in-text citationand references.3-Minute RapperTypographical, grammatical, and spelling errors will detract from your grade. If you need help withyour paper, visit the Writing Center.All written assignments must be submitted byemail, aminimum requirement of 2paragraphs. Subject line must include in the following format: Subject:3-Minute Rapper: Topic. The bi-weekly written assignment is due the following Wednesday by11:59 pm on the date specified on the course schedule. Late assignments will not be accepted.Early submitted assignments are welcomed.Discussion BoardTo encourage discussion, students are expected to post at least 3 bi-weekly posts (beginning inweek two) to the Discussion Board. This area serves as inspiration and further discussion on anaspect of JAY-Z. While your first post is intended to initiate discussion, your additional posts forthat week should keep that discussion going. Your second post will be in response to a classmate’squestion or one of my questions. Your third post will be a response to students who haveresponded to your question. I will offer individual feedback on discussion board posts periodicallyso that each student has an opportunity to improve his or her grade. Discussion board posts will begraded on both frequency and quality. Keep in mind, 3 quality posts is the minimum requirementand a minimum of 3 sentences (per post).Simply summarizing what’s on the link is usually notenough of a contribution. The discussion board is an opportunity for engagement. Grading will bebased on both the quality and quantity of contributions.Postsshould be directly related to theassigned topic and contain a subject heading that accurately indicates what your post is about.Recommend early postingfor significant interaction results. A high quality post is one that focuseson the theme for that unit, makes use of course concepts, and draws on specific references to theassigned readings. A post of superior quality will do all of that in addition to making connectionsbetween readings and units. Recommend you write all posts as a Word document, then copy andpaste it onto the discussion board to avoid technical difficulties. The discussion board will be gradedby the second Friday at the latest.The first post each week is due Mondayby 11:55 PM, The secondpost each week is due Thursdayby 11:55 PM and the third post is due Wednesday by 11:55 PM.Posting only on the weekend does not qualify as participation in a discussion.Anything posted afterWednesday will be considered late and will not be accepted.Droppin’ BeatsDJ Hero allows students to take risks in a safe environment. Students feel no discomfort or burdento perform individually. The playfulness of DJ Hero encourages embodied learning experiences,allowing engagement through the music art form.INSTRUCTIONAL DESIGN PROJECT Page 7
  8. 8. OBJECTIVE EXCELLENT GOOD ADEQUATE WEAKFind, identify,and evaluateinformationresources.Student Student Student develops a Student develops Student did notdevelops a develops a search strategy with a search strategy develop a searchresearch search strategy keywords strategy at allstrategy. with keywords and synonyms for chosen keywordsStudent knows Student selects Student selects 4 Student selects 3 Student selects 2how to find 5+ information information sources information orsources. sources sources lessinformation sourcesStudent Student records Student records all Student records Student recordsproperly all but one bibliographic all but two all but three orrecords bibliographic data correctly bibliographic morebibliographicdat data correctly data correctly bibliographica. data correctlyStudent can Student can Student can define Student can Student candefine primary define 5+ 4tenets for selected define 3 tenets define 2 or lessand secondary tenets for sources for selected tenets andsources. selected sources cannot define sources sourceUnderstand thevalue of usingmultiple mediaformats inlearning.Student can Student can Student can define Student can Student can onlydefine media define5+ media 4media formats define 3 media define2 or lessformats. formats formats media formats Student selects Student selects 4 Student selects 3 Student selects 2Student 5+ dissimilar dissimilar media dissimilar media or less dissimilaremploys digital media formats formats information formatsinformati mediamedia content. information sources on sources formatsinformati sources on sourcesStudent knows Student Student combines 4 Student Studenthow to combines 5+ dissimilar media combines combines 2 orassemble dissimilar formats 3dissimilar media less dissimilardissimilar media formats formats media formatsmedia formats.Student Student records Student records all Student records Student recordsunderstands all multiple but one multiple all but two all but three ormultiple media media media format multiple media more multipleformats provide formatscorrectl correctly formats correctly media formatsdiverse facts. y correctlyOBJECTIVE EXCELLENT GOOD ADEQUATE WEAKINSTRUCTIONAL DESIGN PROJECT Page 8
  9. 9. Identify JAY-Z’scontributions tocommunity,culture, andcommerce.Student lists Student Student Student identifies StudentJAY-Z’s identifies5+ identifies4contributio 3 contributions identifies 2 orcontributions to contributions to ns to community to community lesscontributionscommunity. community to communityStudent Student Student describes 4 Student Student can onlydescribes JAY- describes 5+ Beefs describes 3Beefs describe 2 orZ’s Beefs. Beefs less BeefsStudentunderstands Student records Student records Student records Student records allJAY-Z’s use of all “Street all but two all but three or but one “Street“Street Knowledge” “Street more “Street Knowledge” tenantsKnowledge” in tenants Knowledge” Knowledge” correctlybusiness correctly tenants correctly tenantscorrectlyenterprises.Student Student Student identifies 4 Student can Student can onlyrecognizes JAY- identifies 5+ significant identifies identifies 2 orZ’s significant significant recordings 3significant less significantrecordings recordings recordings recordingsAppreciate thelives, careers,and influencesof significantrap artists.Student Student Student identifies Student identifies Studentidentifies identifies5+ rap 4rap artists who 3rap artists who identifies2 or nosignificant rap artists who influenced Jay-Z influenced Jay-Z rap artists whoartists who influenced Jay- influenced Jay-Zinfluenced Jay- ZZ.Student Student Studentidentifies identifies 5+ Student identifies identifies 2 or no Student identifies 4significant rap significant rap 3 significant rap significant rap significant rap artistsartists artists artists influenced artists influenced influenced by Jay-Zinfluenced by influenced by by Jay-Z by Jay-ZJay-Z. Jay-Z StudentStudent has Student Student explains all Student explains explainsless thanknowledge of explainsallDJing but one DJing all but two DJing three DJingDJing techniques technique techniques. techniques.techniques Student Student Student defines definesless thanStudent Student definesall definesall but rap music three rap musicdefinesrap but one rap music two rap music elementscorrect elementsmusic elements. elements correctly elements ly correctly correctlyOBJECTIVE EXCELLENT GOOD ADEQUATE WEAKRecognize RapINSTRUCTIONAL DESIGN PROJECT Page 9
  10. 10. Music as an artand business. Student can Student can define 3 Student can Student can onlyStudent lists define 4+ tenets for selected define 2 tenets define one or noGlobal Rap tenets for sources for selected tenet and cannotartists and selected sources define sourcegroups. sourcesStudent knows Student records Student records Student recordswho, Student records all all Rap Music all but two Rap less than threewhat,where, but one Rap Music development Music Rap Musicwhen, and why development tenant tenants development developmentRap Music correctly correctly tenant correctly tenant correctlybegan.Student knows Student recordshow to detect all tenetsRap related correctlyproducts. Student names Student names Student namesStudent names Student names nine ten significant eight significant seven or lesssignificant Rap significant Rap Music Rap Music Rap Music significant RapMusic producers producers producers producers Music producers LETA HENDRICKS 02/05/13INSTRUCTIONAL DESIGN PROJECT Page 10

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