Mus tech+language arts+math technology driven music projects to support language arts and math standards in the common core copy

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PowerPoint presentation from the 2014 IMEA Conference presentation entitled, Mus Tech+Language Arts+Math: Music Projects to Support Language Arts and Math in the Cpmmon Core

PowerPoint presentation from the 2014 IMEA Conference presentation entitled, Mus Tech+Language Arts+Math: Music Projects to Support Language Arts and Math in the Cpmmon Core

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  • 1. Mus Tech+Language Arts+Math: Technology Driven Music Projects To Support Language Arts and Math Standards In The Common Core Wendy Bloom Wendy.Bloom@fwcs.k12.in.us Blog Site: http://bloomsinger.wordpress.com Wiki: http://musingswiki.wikispaces.com
  • 2. Introduction: Increased emphasis on core standards, connected curriculum, and technology literacy in the Common Core necessitates that music educators support math and language arts (and science and social studies) school achievement goals, along with addressing their own content area and integrated arts standards with rigorous, relevant, engaging, and collaborative, lessons, projects, and activities, using a variety of innovative education technology tools. This session will provide a brief demonstration of cross-curricular Mus Tech, Language Arts and Math connected projects in which students utilize web-based tools and cloud apps, both with iPads, and in the music technology lab.
  • 3. The Common Core State Standards Initiative, PARCC, and the Indiana Common Core State Standards:  The Common Core State Standards Initiative: http://www.corestandards.org The Common Core State Standards Initiative is a state-led effort that established a single set of clear educational standards for kindergarten through 12th grade in English language arts and mathematics that states voluntarily adopt. The standards are designed to ensure that students graduating from high school are prepared to enter credit bearing entry courses in two or four year college programs or enter the workforce. The standards are clear and concise to ensure that parents, teachers, and students have a clear understanding of the expectations in reading, writing, speaking and listening, language and mathematics in school. From CCSS FAQ’s: http://www.corestandards.org/resources/frequently-asked-questions  CCSS FAQ’s: http://www.corestandards.org/resources/frequently-asked-questions
  • 4.  The Partnership for Assessment of Readiness for College and Careers – PARCC: http://www.parcconline.org . . . a shared commitment to develop an assessment system aligned to the Common Core State Standards that is anchored in college and career readiness; provides comparability across states; has the ability to assess and measure higher-order skills such as critical thinking, communications, and problem solving; and provides truly useful information for educators, parents, and students alike. From: The Partnership for Assessment of Readiness for College and Careers – PARCC:http://www.parcconline.org  Indiana Common Core Standards – English Language Arts: https://learningconnection.doe.in.gov/Standards/PrintLibrary.aspx  Indiana Common Core Standards – Math: https://learningconnection.doe.in.gov/Standards/PrintLibrary.aspx  Access the Indiana Common Core Standards via: Mastery Connect: http://www.masteryconnect.com Mastery Connect Core App: https://itunes.apple.com/us/app/common-core-standards/id439424555?mt=8
  • 5. Indiana Arts and the Common Core:  Indiana is NOT currently a Governing State in the PARCC Consortium: http://www.parcconline.org/indiana  Music Education Standards for Indiana: http://musicstandards.org/states/indiana  Indiana Common Core and Academic Standards: https://learningconnection.doe.in.gov/StandardsAb out.aspx?art=11  Indiana Academic Standards With Literacy Standards:http://musicstandards.org/wpcontent/uploads/2012/04/IN_Music_Standards_2010.p df The Literacy Standards for Music emerged with the Indiana State Board Of Education’s adoption of the Common Core State Standards in the area of Reading and Writing for Literacy in Technical Subjects. The Literacy Standards establish that instruction in reading and writing is a Shared responsibility. The Literacy Standards are predicated on teachers in the content areas using their unique disciplinary expertise to help students meet the particular challenges of reading and writing in their respective fields. From: Music Education Standards for Indiana: http://musicstandards.org/states/indiana
  • 6. The Common Core State Standards and the Arts:  Comments by David Coleman, President & CEO of College Board; Architect of CCSS http://blog.artsusa.org/2012/09/17/common-core-architect-adds-to-blog-salon-discussion “The great news is that the standards call on so many things the arts do well. The tradition of careful observation, attention to evidence and artists’ choices, the love of taking an artist’s work seriously lies at the heart of these standards.” “No one looks at a great work of art once; likewise, any great piece of writing deserves careful consideration and reconsideration. The arts can train students to look and look again; to listen and listen until one really hears.” From: Comments by David Coleman, President & CEO of College Board; Architect of CCSS http://blog.artsusa.org/2012/09/17/common-core-architect-adds-to-blog-salon-discussion
  • 7. Common Core and the Arts in the Context of 21st Century Learning:  Critical Thinking and Problem Solving  Creating Personal Meaning  Social, Cultural, Historical, and Contemporary Context  Communication and Collaboration From: Howard County Public School System's Transition to Common Core State Standards Wiki Instrumental, Vocal & General Music Practices and Their Relationship with Common Core https://transitiontocommoncore.wikispaces.hcpss.org/Music  Flexibility and Adaptability  Creativity & Innovation  Information, Media, and Technology Literacy  Productivity, Accountability and Self- Direction  Leadership and Responsibility.  Interdisciplinary Themes From: The Partnership for 21st Century Skills http://www.p21.org
  • 8. Creative Practices:     Imagine – To form a mental image or concept Investigate – To observe or study through exploration or examination Construct – To make or form by combining parts or elements Reflect – To think deeply or carefully about From: The Arts and the Common Core: A Review of Connections Between the Common Core State Standards and the National Core Arts Standards Conceptual Framework http://nccas.wikispaces.com/Conceptual+Framework  National Coalition for Core Arts Standards: http://nccas.wikispaces.com  The Arts and the Common Core: A Review of Connections Between the Common Core State Standards and the National Core Arts Standards Conceptual Framework http://nccas.wikispaces.com/Conceptual+Framework
  • 9. A Conceptual Framework for Core Arts Learning Matrix:  Artistic Literacy  Provide for arts in a balanced core curriculum  Meet needs for 21st Century skills  Guide curriculum development and instructional practice in five arts disciplines:      Dance Media Arts Music Theatre Visual Arts From: A Conceptual Framework for Core Arts Learning http://nccas.wikispaces.com/Conceptual+Framework  Philosophical Foundations Lifelong Goals  Enduring Understandings and Essential Questions  Artistic Processes:       Creating Performing Presenting Producing Responding Connecting  Process Components, Anchor and Performance Standards  Model Cornerstone Assessments  Connects to Common Core English Language Arts, Math Standards
  • 10. The “Re-Imaged” National Core Arts Standards:  Draft Copies of the Revised National Core Arts Standards Are Now Posted At:  The Re-Imagined Arts Standards: Mike Blakeslee presents an overview of the newly revised National Core Arts Standards: https://www.youtube.com/watch v=RlSF56tkueA&feature=youtu.be http://nccas.wikispaces.com  Live links to a final review survey will be posted on February 14th, 2014. From: The National Association for Music Education, January 24, 2014 https://www.youtube.com/watch? v=RlSF56tkueA&feature=youtu.be
  • 11. Common Core and the Arts in the Context of Reading Literacy in Music Class:     Close Reading Text Rendering Text Dependent Questions Gathering Evidence  Depth Of Knowledge Levels (DOK) From: Melanie Faulkner, Common Core and the Elementary Classroom, Session 2, FMEA PreConference, January 8, 2014 http://flmusiced.org/FLmusicApps/Sessions/Handouts/ 2014CCSSinElementaryMusic.pdf Reference: Depth Of Knowledge Fine Arts Chart: http:/ www.stancoe.org/SCOE/iss/common_core/ overview/overview_depth_of_knowledge/dok_arts.pdf From: Depth Of Knowledge Chart: http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf  Indiana CCSS English Language Arts Academic Standards Grade 4 https://learningconnection.doe.in.gov/Standards/ PrintLibrary.aspx
  • 12. What Is Close Reading? Close Reading: Close Reading Defined: “Close Reading of text is not only, or even primarily, an English language arts strategy. It can be an effective strategy for deepening content knowledge and learning to read like an expert in all academic disciplines.”  An investigation of a short piece of text  Multiple readings over multiple lessons  Text-based questions and discussion encourage deeper analysis and appreciation From: Implementing the Common Core State Standards: A Primer on "Close Reading of Text": http://www.aspeninstitute.org/publications/implementingcommon-core-state-standards-primer-close-reading-text
  • 13. Close Reading Common Core Alignment In Music Class: Music Class Texts: Close Reading Music:  Literary Texts - Stories (Read-  Aloud or Not), Song Lyrics, Poetry, Drama   Informational Text - “How-to” Info, Composer Bios   Musical Examples - Songs, Pieces, Excerpts from Musicals  or Operas  Images, Illustrations - Music Notation, Musical Portraits,  Comics, Photos, Videos, Media From: Melanie Faulkner, Common Core and the Elementary Classroom, Session 2, FMEA PreConference, January 8, 2014 http://flmusiced.org/FLmusicApps/Conference/Schedule/ Details.aspx?ID=2123 Listen to the music – List words or phrases that come to mind. Listen again – List details of what you hear. Discuss: What is the composer trying to accomplish? What dominant elements are used to reach purpose? How would you choreograph this music? Why?
  • 14. Common Core and the Arts in the Context of Writing Literacy in Music Class:  Lucy Calkins Common Core Resources:http://readingandwritingproject.co m/resources/common-core-standards.html  Lucy Calkins Writer’s Workshop: http://readingandwritingproject.com/resources/public ations-for-teachers/publications-lucy-calkins.html  Substitute the word, “composers” and “composerly” for “writers” and “writerly” in the Essential Questions at the right.  Essential Questions: 1. How do writers study and learn from authors they admire? 2. How do writers lead a “writerly” life? 3. How do writers gather and incorporate a variety of crafting techniques? 4. How do writers prepare for publication? 5. How do writers self-reflect on their experiences and growth in writing and as writers? From: Essential Questions for the Writing Process from Kleinspiration: http://www.kleinspiration.com/2013/12/tons-of-materialsfor-using-mentor.html
  • 15. Correlations Between the Creative Writing Composition and Music Composition Process: Writer’s Workshop Process: Music Composition Process:           Strategies to explore a topic Ways to organize topic Tools for revision Tools for editing Publishing From: ELF Writing Introduction and Writer’s Workshop PowerPoints, Barbara Boggs, District Instructional Coach, Fort Wayne Community Schools Topics for composition Organizing composition (form) Tools for revising Tools for editing Publishing
  • 16. Creative Writing and Music Composition Instruction Process Components Correlations: Writer’s Workshop Components: Music Composition Process Components:  Focus or Mini Lesson  Writing Time  Sharing Time  Focus or Mini Lesson, Mus Tech Tutorial  Composition Time  Sharing Time From: ELF Writing Introduction and Writer’s Workshop PowerPoints, Barbara Boggs, District Instructional Coach, Fort Wayne Community Schools
  • 17. Selected Common Core Writing (Grade 4) and Revised Music Core Arts Standards (Grade 4-Draft) Writing Standards: Revised Core Arts Music Standards: 4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension d. Use precise language and domain-specific vocabulary to inform about or explain the topic. MU:Cr1-4.b - (Imagine) Generate and demonstrate musical ideas within specific related tonalities (such as major/relative minor) and meters (such as 2/4 and 6/8). MU:Cr2-4.a - (Plan & Make) Demonstrate selected and developed musical ideas, and explain their relationship to personal experience and context. (MU:Cn10-4.b) 4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. MU:Cr2-4.b - (Plan & Make) Document the selected ideas using iconic and/or standard notation and explain the evolving plan. 4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. MU:Cr3-4.a - (Evaluate & Refine) Evaluate and refine their music, applying teacher-provided and student-developed criteria and feedback. 4.W.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. MU:Cr3-4.b - (Evaluate & Refine) Demonstrate and document revisions to their music and the original plan, using iconic or standard notation, to show improvement over time. MU:Cr3-4.c - (Present) Present the final version of their original music, and explain how it conveys interest, context and expressive intent. From: English Language Arts Academic Standards Grade 4 https://learningconnection.doe.in.gov/Standards/ PrintLibrary.aspx From: Revised National Coalition for Core Arts Standards Grade 4: http://nccas.wikispaces.com Note: The Core Arts Standards are in draft form and not numbered. The final version will be published in June.
  • 18. Selected Common Core Writing (Grade 4) and Revised Core Arts Standards (Grade 4-Draft) Pg. 2: Writing Standards: Revised Core Arts Music Standards: 4.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. MU:Re7-4.a - (Select) Demonstrate and explain how the selected music connects to, and is influenced by specific interests, experiences, and context. MU:Re7-4.b - (Analyze) Demonstrate and explain how the structure and the use of the elements of music can influence responses to the music. 4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions]."). b. Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text."). MU:Re8-4.a - (Interpret) Demonstrate in their interpretation an understanding of the use of expressive qualities. MU:Re8-4.b - (Interpret) Explain how the structure and elements of music are interpreted to show expressive intent. MU:Re9-4.a - (Evaluate) Evaluate music or performances, applying teacher-provided and class-developed criteria. MU:Re9-4.b - (Evaluate) Explain the connections to and appropriateness of the music to the context. (MU:Cn11-4.c) MU:Cn10-4.b - (Plan & Make) Demonstrate selected and developed musical ideas, and explain their relationship to personal experience and context. (MU:Cr2-4.a) 4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. MU:Cn11-4.c - (Evaluate) Explain the connections to and appropriateness of the music to the context. (MU:Re9-4.b)
  • 19. Common Core Aligned Cross-Curricular Project Objectives Example: Creative Writing Objectives: Music Objectives: Students will collaboratively revise and edit creative writings with appropriate writing applications and language conventions guided by the writing content and skills criteria and time tables included in select FWCS Common Core English Language Arts Writing Units (correlated to the Lucy Calkins Common Core Reading & Writing Workshop,A Curricular Plan for Writing Workshop) and The Grades 3-5 ISTEP+ Writing Applications Overview and Language Conventions Rubric. Utilizing Rover, BrainPOP, DSO Kids, and NYPhil Kidzone, students will gather, research information to create informational writings (reports) about famous musicians, performers, and composers. Students will utilize Noteflight to notate, edit, arrange, playback, and print out Musical Signature Compositions to integrate with enhanced creative writing presentations. Students will utilize a variety of digital tools for including word clouds, graphics, photos, infographics, “auras”, annotations, animations, links, and QR Codes, sound effects, music compositions, copyright free music soundtracks, screencasts, videos, and Podcasts in their creative writing presentations (see applications list). Utilizing Noteflight music notation application students will create music compositions by entering notation into a musical score via the editing palette and/or an on board piano keyboard, editing and arranging scores via the music editing menu tabs, embedding scores as links into web pages, and exporting their scores as .wav audio files, and converting them to an MP3 file via iTunes to insert in other applications. Focused on topics of interest and guided by the classroom teacher’s writing prompts, utilizing digital whiteboard applications, students will collaboratively plan, rehearse, draft, revise, edit, and publish digitally enhanced narratives, realistic fiction, informational text, and genre based (stories) creative writings utilizing a variety of digital tools. Students will utilize GarageBandfor iOS to create sequenced music soundtracks (film scores) that include a mix of played in MIDI data (using the on-board keyboard or Korg NanoKey USB MIDI controllers connected with an Apple Camera Connection Kit), their own, vocal and instrument recordings (using the on board iPad mic or an external USB microphone for iPad), sound samples, loops, sound effects, and copyright free music selections. From: Two Stars and A Wish: Cross-Curricular Connections With Creative Writing and Music Composition Grant Document, FWCS, Wendy Bloom
  • 20. Common Core Aligned Cross-Curricular Project Objectives Example Pg. 2: Creative Writing Objectives: Music Objectives: Students will utilize Gaggle E-mail address and Dropbox for sharing enhanced creative writings’ URL’s to insert into various applications for further editing as screencasts, Podcasts, and videos. Utilizing wevideo, Camtasia Studio, and GarageBand for iOS, students will storyboard, record and edit screencasts, videos, and Podcasts of their creative writing/music projects. Students will create pseudonyms (avatars) for anonymous online posting of their creative writing presentations in publicwebsites. Students will gather and organize their enhanced creative writing presentations into digital portfolios. Utilizing Visual Poetry, students will create word clouds to highlight power words derived from their creative writings. Utilizing the Two Stars and a Wish blog site, students will post links to their creative writing presentations, then, critique their own and others’ work with positive comment posts using a “Two Stars and a Wish” format. Students will embed QR Codes and “Auras” in their enhanced creative writing presentations for viewers to access via their mobile devices during and following the Cross-Curricular Connections With Creative Writing and Music Composition ProjectFestival. Students will listen to, analyze, and evaluate their own and others’ music compositions (using established criteria and appropriate music terminology) and post questions and positive comments about each others’ music compositions on the Haley Comets Sticky Note Wall during music class collaboration sessions and will critique their own and others’ music compositions by posting comments in the Two Stars and a Wish blog site (previously mentioned). Students will present fall and spring videoconference presentations (via Tandberg machine) to Third Grade students at: Hickory Center Elementary School (NACS) and St. Joe Central Elementary School. Students will embed QR Codes and “Auras” in their enhanced creative writing presentations for viewers to access via their mobile devices during and following the Cross-Curricular Connections With Creative Writing and Music Composition ProjectFestival. Note: Objectives are aligned to the Fort Wayne Community Schools Instructional Framework: Prepare students to learn, Communicate and clarify purpose, Present new learning, Model, Check for understanding, Practice, Assesshttps://vpn.fwcs.k12.in.us/+CSCO+0h756767633A2F2F75627A722E736A70662E7831322E76612E6866+ +/AcademicServices/-CSCO-3h--pages/curriculum/CUR001.pdf
  • 21. Supporting Common Core Writing Standards in Music Class:  Literary Texts – Narratives, Stories, Song Lyrics, Poetry, Musical Scripts  Music Vocabulary Word Clouds  Informational Text - “How-to” Info, Composer Quests, Cultural Arts Research Projects  Text for Quiz Answers  Journals, Blog Posts, Questionnaire, Self-Evaluation, and Critique Responses, Sticky Note Wall Posts  Storyboards, Process Guides  Images, Illustrations, Infographics, Music Notation, Musical Portraits, Comics, Photos, Videos, Media
  • 22. Digital Storytelling with iPads and in the Music Technology Lab: “With the Common Core's inclusion of the use of digital technologies throughout the standards, digital storytelling is the perfect model for communicating content knowledge using a digital toolset.” From: Kathy Schrock’s Guide to Everything, Digital Storytelling http://www.schrockguide.net/digital-storytelling.html
  • 23. Resources for Digital Storytelling with iPads and in the Music Technology Lab:  Digital Storytelling Whiteboards, Photo and Graphics, and Drawing Resources: Educreations: https://itunes.apple.com/us/app/educreations-interactivewhiteboard/id478617061?ls=1&mt=8 Show Me: http://www.showme.com ScreenChomp: http://www.techsmith.com/screenchomp.html Toontastic: www.launchpadtoys.com/toontastic Drawing Pad: https://itunes.apple.com/us/app/drawing-pad/ id358207332?mt=8 Pic Collage: https://itunes.apple.com/us/app/pic-collage/ id448639966?mt=8 Kathy Schrock’s Guide to Everything, DigitalStorytelling: http://www.schrockguide.net/digital-storytelling.html Digital Storytelling Resources From Richard Byrne’s Free Tech For Teachers: http://www.freetech4teachers.com/2014/01/seven-freeonline-whiteboard-tools-for.html#.UtvS5PYo7yl  Sketchnoting Resources: Notate Me: https://itunes.apple.com/au/app/notateme-now/ id783567215?mt=8 Sketchnoting Resources from Kathy Schrock’s Guide to Everything: http://www.schrockguide.net/sketchnoting.html  Vocabulary, Reading, and Word Clouds Resources: Visual Poetry: http://visual-poetry.tumblr.com Wordle: http://www.wordle.net Tagxedo: http://www.tagxedo.com Tagul: http://tagul.com ABCya Animate: https://itunes.apple.com/us/app/abcya-animate/ id682094850?mt=8
  • 24. Resources for Digital Storytelling with iPads and in the Music Technology Lab Pg. 2:   Book Creation Resources: iBooks Author: www.apple.com/ibooks-author iBooks: https://itunes.apple.com/us/app/ibooks/id364709193? mt=8 Book Creator: https://itunes.apple.com/us/app/book-creator-foripad/id442378070?mt=8 Storybird: http://storybird.com  Infographics Resources: Glogster:http://www.glogster.com Infographics Resources from Kathy Schrock’s Guide to Everything: http://www.schrockguide.net/infographics-as-anassessment.html Screencasting Resources: From TechSmith: http://www.techsmith.com Snagit: http://www.techsmith.com/snagit.html? gclid=CIPFjJfSirwCFeYWMgodxSoAAQ Camtasia Studio: http://www.techsmith.com/camtasia.html Jing: http://www.techsmith.com/jing.html Screencast.com: www.screencast.com WeVideo: http://www.wevideo.com Animoto: http://www.animoto.com Screener: http://www.screenr.com Videolicious: https://itunes.apple.com/us/app/videolicious/ id400853498?mt=8 QuickTime Player: http://www.apple.com/quicktime/download Screencasting Resources from Kathy Schrock’s Guide to Everything: http://www.schrockguide.net/screencasting.html Online Video Creation Resources from Richard Byrne’s Free Technology For Teachers: http://www.freetech4teachers.com/p/video-creationresources.html#.UtvWSPYo7yk
  • 25. Resources for Digital Storytelling with iPads and in the Music Technology Lab Pg. 3:  Student Exploration (Information Text) and Digital Literacy Resources: Subtext: https://itunes.apple.com/us/app/subtext/id457556753? mt=8 Spelling City: https://itunes.apple.com/us/app/spellingcity/ id538407602?mt=8 BrainPop: http://www.brainpop.com Khan Academy: https://www.khanacademy.org Wonderopolis: http://wonderopolis.org KidRex: http://www.kidrex.org Rover: https://itunes.apple.com/us/app/rover-browser-foreducation/id483262612?mt=8 Thinkfinity: http://www.thinkfinity.org/welcome Smithsonian Institution: http://www.si.edu Artsedge: https://www.google.com/search? q=Artsedge&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:enUS:official&client=firefox-a iTunesU: https://itunes.apple.com/us/app/itunes-u/id490217893? mt=8 Son Of Citation Machine: http://citationmachine.net/index2.php Digital Literacy Resources from Kathy Schrocks’s Guide to Everything: http://www.schrockguide.net/literacy-in-the-digitalage.html DSO Kids: http://www.dsokids.com NYPhil Kidzone: http://www.nyphilkids.org
  • 26. Resources for Digital Storytelling with iPads and in the Music Technology Lab Pg. 4:  Producing and Editing Music Compositions for Digital Storytelling Resources: Noteflight: http://www.noteflight.com Syncing Web Video With Noteflight Tutorial: http://www.noteflight.com/guide#synchronizingMedia Music-COMP (formally Vermont MIDI Project): http://www.music-comp.org Inside Music: https://www.myinsidemusic.comhttp:// www.musicfirst.com/inside-music GarageBand: http://www.apple.com/ilife/garageband Mixcraft: http://www.acoustica.com/mixcraft PreSonus StudioOne FREE version: http:// studioone.presonus.com/free Soundation4Education: http://www.musicfirst.comsoundation-4-education Soundation: http://www.soundation.com (?) Audacity: http://manual.audacityteam.org/man/Main_Page AudioBoo: https://itunes.apple.com/us/app/audioboo/id305204540? mt=8 Croak.it!: https://itunes.apple.com/us/app/croak.it!/id525958948? mt=8 Suggested Resource: Apps for Teaching Music in the Cloud: : http://www.musicfirst.com  Resources for Student Collaboration: PiratePad: http://piratepad.net/DMmyWIJvGz VoiceThread:www.voicethread.com Ask3: https://itunes.apple.com/us/app/ask3/id572042047? mt=8 Today’s Meet:https://todaysmeet.com Google+ Hangouts: https://plus.google.com/up/search Padlet: http://padlet.com Popplet: https://itunes.apple.com/us/app/poppletlite/id364738549?mt=8 QR Reader for iPad: https://itunes.apple.com/us/app/qrreader-for-ipad/id426170776?mt=8 Gaggle:http://www.gaggle.net
  • 27. Resources for Digital Storytelling with iPads and in the Music Technology Lab Pg. 5:  Presentation and Virtual Reality Resources: Prezi: http://www.prezi.com Slideshare: http://www.slideshare.com Smart Notebook Express: http://express.smarttech.com Aurasma: http://www.aurasma.com/#/whats-your-aura Rebecca Dennis’s Music With Mrs. Dennis Blog Site (Using Aurasma for music projects): http://musicwithmrsdennis.blogspot.com/search/label/ apps Cheri Herring’s just a little more Blog Site Aurasma in the Music Classroom: http://www.cphmusic.net/2013/10/aurasma-in-the-musicclassroom.html SplashTop: http://www.splashtop.com Reflector: http://www.airsquirrels.com/reflector AirServer: http://www.airserver.com  Copyright Resources for Students and Teachers (limited): Copyright and Intellectual Property Resources from Kathy Schrock’s Guide to Everything: http://www.schrockguide.net/intellectual-property.html  Common Core Assessment and Rubrics: Common Core Assessment and Rubrics Resources from Kathy Schrock’s Guide to Everything: http://www.schrockguide.net/assessment-andrubrics.html Google Forms: http://www.google.com/google-d-s/createforms.html
  • 28. Resources for Digital Storytelling with iPads and in the Music Technology Lab Pg. 6:  Classroom Management and Productivity for Common Core Music Projects Resources: Dropbox: https://www.dropbox.com SoundCloud: http://www.soundcloud.com Class Dojo: http://www.classdojo.com Gaggle: http://www.gaggle.net Edmodo: http://www.edmodo.com Idoceo: http://www.idoceo.net/index.php/en https://itunes.apple.com/us/app/idoceo-teachersnotepad/id477120941 Socrative: www.socrative.com iTunes Match: www.apple.com/itunes/itunes-match Google Drive: https://drive.google.com Quickoffice: http://www.google.com/drive/apps.html Evernote: https://itunes.apple.com/us/app/evernote/id281796108? mt=8 eduClipper: https://www.educlipper.net LiveBinders: http://www.livebinders.com Pinterest: http://www.pinterest.com Feedly: http://feedly.com/index.html#welcome QR Reader for iPad: https://itunes.apple.com/us/app/qr-reader-for-ipad/ id426170776?mt=8 TicoTimer: https://itunes.apple.com/us/app/tico-timer/id792953890? mt=8&utm_campaign=Listly&utm_medium=list&utm_sou rce=listly Teachit Timer: http://www.teachit.co.uk/custom_content/Timer/ clock3.html Spotify: https://www.spotify.com/us iTunes: http://www.apple.com/itunes
  • 29. Resources for Digital Storytelling with iPads and in the Music Technology Lab Pg. 7:  Creating Class Blogs, Wiki’s, and Web Sites Resources: Edublogs: http://edublogs.org Blogger: https://www.blogger.com/home Wikispaces: www.wikispaces.com Google Sites: http://www.google.com/sites/help/intl/en/overview.html Weebly: http://www.weebly.com/# Gaggle: http://www.gaggle.net Creating Blogs, Wikis, and Websites Resources from Richard Byrne’s Free Technology For Teachers: http://www.freetech4teachers.com/p/creating-effectiveblogs-websites.html#.UtzzIPYo7yk  Resources for Flipping the Classroom (limited): Flipping The Classroom Resources from Mike Gorman’s 21st Century Education Technology and Learning: http://21centuryedtech.wordpress.com/2012/07/18/ flipping-the-classroom-a-goldmine-of-research-andresources-to-keep-you-on-your-feet Flipping the Classroom Resources from Staci Trekles: http://www.slideshare.net/andella/flipping-learning-thegood-the-bad-and-the-ugle Knowmia: http://www.knowmia.com/watch/lesson/19724
  • 30. Hardware Resources for Digital Storytelling with iPads and in the Music Technology Lab:  Hardware for Digital Storytelling with iPads and in the Music Technology Lab (limited): Zoom iQ5 Professional Stereo Microphone: http://www.zoom.co.jp/products/iq5 Korg nanoSeries2 slim-line USB-MIDI Controllers: www.korg.com/us/products/controllers/nanokey2 Zoom H6 Digital Recorder: http://www.zoom.co.jp/products/h6 Adonit JOT SCRIPT Stylus for iOS: http://adonit.net Blue Microphones SPARK Digital Microphone: http://bluemic.com/spark_digital Canon Digital Cameras: http://www.usa.canon.com/cusa/consumer/ products/cameras/digital_cameras Microphones MIKEY Digital Microphone: http://bluemic.com/mikey_digital/Blue Canon Digital Camcorders: http://www.usa.canon.com/cusa/consumer/ products/camcorders/consumer_camcorders MoFi Headphones: http://unleashmofi.com Apple EarPods and In-Ear Headphones: http://store.apple.com/us/ipad/ipadaccessories/headphones#!  Retail Source: http://www.sweetwater.com
  • 31. Selected Writing and Music Composition Related Projects:  Two Stars And A Wish Project: https://www.gaggle.net/blogs.do op=blogMain&t=MjEyMjQxNjM6LTE6LTE=#  Musical Signature Composition Project (iPad): http://comets2.sites.noteflight.com/scores/view/ a39ce91c1cd15db6e716d71e4cf1539b1cbeff30  The Haley Musicbloggers Blog PTA Reflections Composition Narrative Project: https://www.gaggle.net/blogs.do? op=blogMain&t=MjEyMjQxNjM6LTE6LTE=  The Haley Musicbloggers Blog, The Dream Keeper Project: https://www.gaggle.net/blogs.d op=blogMain&t=MjEyMjQxNjM6LTE6LTE=  What Do You Bring To Music Class? Questionnaire Project: https://www.gaggle.net/blogs.do? op=blogMain&t=MjEyMjQxNjM6LTE6LTE=  PTA Reflections Compositions Project - Kaley’s Dream: http://comets1.sites.noteflight.com/scores/view/ eb81b697f741a2b7b7805fb289f32c31be863914  The Dream Keeper Project Project: http://www.noteflight.com/scores/view 310450d1c001a4120ae292bad54e36d1641e78b0  The Dreamscapes Music Sequencing Project: https://soundcloud.com/infusedmus/techno-dream-templateMixdown
  • 32. Why Music Composition Via Notation in the Elementary School Music Setting?  As young composers work independently or collaboratively to compose, edit, arrange, and notate rhythmic phrases, melodic phrases, and orchestrations while creating music compositions, they covertly extend their learning of music concepts involving melody, harmony, rhythm, tone color, form, and expression. Additionally, because the Noteflight app facilitates built in peer collaboration (also heavily emphasized in the National Core State Standards) and teacher input via the Sharing Tab and Annotation Tool, students can listen to, analyze, and evaluate their own and others’ music compositions using established criteria and appropriate music terminology, and music teachers can define and model characteristics of effective musical works.  Because my school PTA organization realizes the incredible potential that this app holds for students in music composition, they have purchased a Noteflight Teacher/Classroom (Crescendo) subscription for our school the last three years. My 3-5 Grade students pursue music composition projects using blended learning (flipped classroom) strategies, engaging the app both at school and at home.
  • 33. How to createan “Aura” Using Aurasma: 1. 2. 3. 4. Go to: http://www.aurasma.com/#/whats-your-aura. Select a video as your “Aura” Overlay. Capture a Trigger Image. Take a snapshot of your “Aura” and save it to your Aurasma Private Channel. 5. Share the Private Channel with parents via the E-mail link option in Aurasma. 6. Create QR link for your “Aura” and post in students’ E-mail accounts and on posted hard copy presentations. 7. Parents can access students’ “Auras” with their mobile devices via the QR links on hard copy presentations in the music room hallway. From: Rebecca Dennis’s Music With Mrs. Dennis Blog Site (Using Aurasma for music projects): http://musicwithmrsdennis.blogspot.com/search/label/apps
  • 34. Common Core and the Arts in the Context of Mathematics in Music Class:  Standards For Mathematical Practice:  Make sense of problems and persevere in solving them.  Reason abstractly and quantitatively.  Construct viable arguments and critique the reasoning of others.  Model with mathematics.  Use appropriate tools strategically.  Attend to precision.  Look for and make use of structure.  Look for and express regularity in repeated reasoning. From: The Arts and the Common Core: A Review of Connections Between the Common Core State Standards and the National Core Arts Standards Conceptual Framework http://nccas.wikispaces.com/Common+Core+Alignment
  • 35. Selected Mathematics Common Core Standards (Grade 4) and Correlated RISE Goal Strategies: Mathematics Standards: RISE Goal Strategies: 3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 1. Students will engage workstation games utilizing digital workstations, manipulatives, and worksheets involving meters and rhythm values and how they relate to number sense, computation, function, and measurement, by addition and subtraction of whole numbers, fractions, and decimals during music class. 4. Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. 2. Students will create music compositions utilizing meter and rhythm values toolkits that include meters, rhythms, and rests, and how they relate to number sense, computation, function, and measurement, by multiplication and division of whole numbers, fractions, and decimals during music class. 5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. 3. Students will compute rhythm equations (function) involving addition and subtraction in digital and hard copy workstations during music class. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. 4. Students will compute rhythm equations (function) involving multiplication and division during digital and hard copy workstations music class. From: English Language Arts Academic Standards Grade 4 https://learningconnection.doe.in.gov/Standards/ PrintLibrary.aspx 5. Students will utilize a digital and hard copy rhythm ruler to measure rhythm values and patterns in various meters in digital and hard copy workstations and in composed and performed in music compositions, songs, and playing projects during music class.
  • 36. Selected Mathematics Common Core Standards (Grade 4) and Correlated RISE Goal Strategies Pg. 2: Mathematics Standards: RISE Strategies: c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. 6. Students will analyze and decipher ordered tables of meters, rhythm values and rhythm patterns in various meters by data analysis in digital and hard copy workstations during music. 4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equation sto represent the problem. 6. Use decimal notation for fractions with denominators 10 or 100. 7. Students will identify, interpret, and place representations (“rhythm pies”) of fractions on a pie chart to represent rhythm durations digital and hard copy workstations during music class. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. 8. Students will identify, interpret, and draw (place) geometric shapes and lines of symmetry (bar lines) on the musical staff in digital and hard copy workstations and in composed and performed in music compositions, songs, and playing projects during music class during music class. 2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 9. Students will describe geometric shapes, objects using appropriate mathematics terminology in digital and hard copy workstations and in composed and performed in music compositions, songs, and playing projects during music class during music class during music class. From: 2013-14 RISE Goals, Wendy Bloom http://www.riseindiana.org
  • 37. Selected Mathematics Common Core Standards (Grade 4) and Correlated RISE Goal Strategies Pg. 3: Mathematics Standards: 4. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. 1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures. RISE Strategies: 10. Students will communicate using appropriate mathematics terminology and vocabulary as it relates to meters and rhythm valuesin digital and hard copy workstations and in composed and performed in music compositions, songs, and playing projects during music class during music class during music class (ex. “rhythm equations”, “fraction pies”).
  • 38. Selected Mathematics and Music Related Project:  Rhythm Ruler and Rhythm Fractions Workstation Project http://musingswiki.wikispaces.com/Technology+Driven+Musi c +Projects+to+Support+Language+Arts+and+Math+in+the +Common+Core
  • 39. Math and Music Resources with iPads and in the Music Technology Lab:  Rhythm Ruler And Rhythm Fractions Workstation Resources: Beyond The Notes: http://www.beyondthenotes.net/index.php Phil Tulga Fraction Pies Game: http://www.philtulga.com/pie.html Phil Tulga Counting Music Game: http://www.philtulga.com/counter.html Rhythm Expert: https://itunes.apple.com/us/app/rhythm%20expert/id650789343?mt=8 QAstroNotes and QMeasureUp Arcade Games at Quaver Music: http://www.quavermusic.com/Default.aspx Simple Duple Meter: http://en.wikipedia.org/wiki/Duple_and_quadruple_meter Tie: http://en.wikipedia.org/wiki/Tie_%28music%29 Triplets: http://en.wikipedia.org/wiki/Tuplet#Triplets Lego Rhythms: http://elementarymusicresources.blogspot.ca/2013/05/ centers-lego-music.html Beat Blocks: http://www.etsy.com/shop/beatblocks Music Tech Teacher: http://www.musictechteacher.com http://www.musictechteacher.com/music_quizzes/ music_quizzes.htm
  • 40. Session Sources: The Common Core State Standards Initiative: http://www.corestandards.org The Partnership for 21st Century Skills: http://www.p21.org The National Coalition for Core Arts Standards: http://nccas.wikispaces.com The Arts and the Common Core: A Review of Connections Between the Common Core State Standards and the National Core Arts Standards Conceptual Framework: http://nccas.wikispaces.com/Conceptual+Framework English Language Arts Academic Standards Grade 4 https://learningconnection.doe.in.gov/Standards/PrintLibrary.aspx Standards For Mathematical Practice: http://nccas.wikispaces.com/Common+Core+Alignment Indiana Common Core Standards – Math: https://learningconnection.doe.in.gov/Standards/PrintLibrary.aspx 2013-14 RISE Goals (Wendy Bloom) http://www.riseindiana.org
  • 41. Session Sources Pg. 2: Joseph Luechauer, Monty Musgrave, Common Core and the Instrumental Classroom Session, FMEA Conference, January 8, 2014. Reference: Mark Coates, Fine Arts Coordinator (2011): Howard County Public School System's Transition to Common Core State Standards Wiki Instrumental, Vocal & General Music Practices and Their Relationship with Common Core: http://flmusiced.org/flmusicapps/conference/Schedule/Details.aspx?ID=2122 Mark Coates, Fine Arts Coordinator (2011): Howard County Public School System's Transition to Common Core State Standards Wiki: Mathematics and Writing Literacy Standards: https://transitiontocommoncore.wikispaces.hcpss.org/Music Melanie Faulkner, Common Core and the Elementary Classroom, Session 2, FMEA Pre-Conference, January 8, 2014 http://flmusiced.org/FLmusicApps/Conference/Schedule/Details.aspx?ID=2123 Depth Of Knowledge Fine Arts Chart: http:/www.stancoe.org/SCOE/iss/common_core/ overview/overview_depth_of_knowledge/dok_arts.pdf Depth Of Knowledge Chart: http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf Implementing the Common Core State Standards: A Primer on "Close Reading of Text": http://www.aspeninstitute.org/publications/implementing-common-core-state-standards-primer-close-reading-text
  • 42. Session Sources Pg. 3: Lucy Calkins Common Core Resources: http://readingandwritingproject.com/resources/common-core-standards.html Lucy Calkins Writer’s Workshop: http://readingandwritingproject.com/resources/publications-for-teachers/publications-lucy-calkins.html A Curricular Plan for The Writing Workshop, Lucy Calkins and Colleagues from The Reading and Writing Project, Portsmouth, NH, Heinemann, Lucy Calkins, 2011. ISBN-13: 978-0-325-04307-4 ISBN-10: 0-325-04307-8 ELF Writing Introduction and Writer’s WorkshopPowerPoints, Barbara Boggs, District Instructional Coach, Fort Wayne Community Schools Fort Wayne Community Schools Instructional Framework: Prepare students to learn, Communicate and clarify purpose, Present new learning, Model, Check for understanding, Practice, Assess: https://vpn.fwcs.k12.in.us/+CSCO+0h756767633A2F2F75627A722E736A70662E7831322E76612E6866++/ AcademicServices/-CSCO-3h--pages/curriculum/CUR001.pdf
  • 43. Session Sources Pg. 4: Kathy Schrock’s Guide to Everything: http://www.schrockguide.net Richard Byrne’s Free Technology For Teachers: http://www.freetech4teachers.com Mike Gorman’s 21st Century Educational Technology and Learning: http://21centuryedtech.wordpress.com Tammy Worcester: http://tammyworcester.com Edshelf: https://edshelf.com TeachThought: http://www.teachthought.com Edutopia: http://www.edutopia.org Kleinspiration: http://www.kleinspiration.com Music PLN: https://www.facebook.com/groups/musicpln TI:ME (Technology Institute for Music Educators): http://www.ti-me.org Music-COMP (formally Vermont MIDI Project): http://www.music-comp.org Music First: http://www.musicfirst.com Barb Freedman’s MusicEdTech: http://musicedtech.com Katy Wardrobe’s Midnight Music: http://www.midnightmusic.com.au Amy Burns: http://www.amymburns.com MusTech.Net: http://mustech.net Karen Garrett’s Music Tech Teacher: http://musictechteacher.com Rebecca Dennis’s Music With Mrs. Dennis: http://musicwithmrsdennis.blogspot.com/search/label/apps Cheri Herring’s just a little more Blog Site Aurasma in the Music Classroom: http://www.cphmusic.net/2013/10/aurasma-in-the-music-classroom.html
  • 44. Session Links: You can access the session PowerPoint, handout, and other resources at theMus Tech+Language Arts+Math: Technology Driven Music Projects to Support Language Arts and Math in the Common Core blog post at: . http://bloomsinger.wordpress.com and at the Technology Driven Music Projects to Support Language Arts and Math in the Common Corepage at the . http://musingswiki.wikispaces.com/Technology+Driven+Music+Projects+to +Support+Language+Arts+and+Math+in+the+Common+Core Note: The handout is intended to be a supplement to the session’s PowerPoint presentation. Note: I will send a Dropbox invite to those of you who submitted your E-mail address for you to access the session PowerPoint and handout.
  • 45. Contact Info: Wendy Bloom Wendy.Bloom@fwcs.k12.in.us Blog Site: http://bloomsinger.wordpress.com Wiki: http://musingswiki.wikispaces.com