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

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/wp-
content/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
 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
From: A Conceptual Framework for Core Arts Learning
http://nccas.wikispaces.com/Conceptual+Framework

10. The “Re-Imaged” National Core Arts Standards:
 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
From: The National Association for Music Education,
January 24, 2014
https://www.youtube.com/watch?
v=RlSF56tkueA&feature=youtu.be
 Draft Copies of the Revised
National Core Arts Standards
Are Now Posted At:
http://nccas.wikispaces.com
 Live links to a final review
survey will be posted on
February 14th, 2014.

11. Common Core and the Arts in the Context of Reading
Literacy in Music Class:
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
 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 Pre-
Conference, 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

12. What Is Close Reading?
Close Reading:
“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.”
From: 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
Close Reading Defined:
 An investigation of a short
piece of text
 Multiple readings over multiple
lessons
 Text-based questions and
discussion encourage deeper
analysis and appreciation

13. Close Reading Common Core Alignment
In Music Class:
Music Class Texts:
 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 Pre-
Conference, January 8, 2014
http://flmusiced.org/FLmusicApps/Conference/Schedule/
Details.aspx?ID=2123
Close Reading Music:
 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.com/resources/com
mon-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-materials-
for-using-mentor.html

15. Correlations Between the Creative Writing Composition
and Music Composition Process:
Writer’s Workshop 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
Music Composition Process:
 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:
 Focus or Mini Lesson
 Writing Time
 Sharing Time
From: ELF Writing Introduction and Writer’s Workshop
PowerPoints, Barbara Boggs, District Instructional
Coach, Fort Wayne Community Schools
Music Composition Process
Components:
 Focus or Mini Lesson, Mus Tech
Tutorial
 Composition Time
 Sharing Time

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. 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)
Selected Common Core Writing (Grade 4) and Revised
Core Arts Standards (Grade 4-Draft) Pg. 2:

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 GarageBand for 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 public
websites.
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
Project Festival.
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
Project Festival.
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-interactive-
whiteboard/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, Digital Storytelling:
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-free-
online-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-for-
ipad/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-an-
assessment.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-creation-
resources.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-for-
education/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:en-
US: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-digital-
age.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/popplet-
lite/id364738549?mt=8
QR Reader for iPad: https://itunes.apple.com/us/app/qr-
reader-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-music-
classroom.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-and-
rubrics.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-teachers-
notepad/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-effective-
blogs-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-and-
resources-to-keep-you-on-your-feet
Flipping the Classroom Resources from Staci Trekles:
http://www.slideshare.net/andella/flipping-learning-the-
good-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
Zoom H6 Digital Recorder:
http://www.zoom.co.jp/products/h6
Blue Microphones SPARK
Digital Microphone:
http://bluemic.com/spark_digital
Microphones MIKEY Digital Microphone:
http://bluemic.com/mikey_digital/Blue
MoFi Headphones:
http://unleashmofi.com
Apple EarPods and In-Ear Headphones:
http://store.apple.com/us/ipad/ipad-
accessories/headphones#!
Korg nanoSeries2 slim-line
USB-MIDI Controllers:
www.korg.com/us/products/controllers/nanokey2
Adonit JOT SCRIPT Stylus for iOS:
http://adonit.net
Canon Digital Cameras:
http://www.usa.canon.com/cusa/consumer/
products/cameras/digital_cameras
Canon Digital Camcorders:
http://www.usa.canon.com/cusa/consumer/
products/camcorders/consumer_camcorders
 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=#
 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=
 Musical Signature Composition
Project (iPad):
http://comets2.sites.noteflight.com/scores/view/
a39ce91c1cd15db6e716d71e4cf1539b1cbeff30
 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-template-
Mixdown

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 create an “Aura” Using Aurasma:
1. Go to: http://www.aurasma.com/#/whats-your-aura.
2. Select a video as your “Aura” Overlay.
3. Capture a Trigger Image.
4. 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.
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.
From: English Language Arts Academic Standards
Grade 4
https://learningconnection.doe.in.gov/Standards/
PrintLibrary.aspx

36. 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.
Selected Mathematics Common Core Standards (Grade
4) and Correlated RISE Goal Strategies Pg. 2:
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: RISE Strategies:
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.
10. Students will communicate using appropriate mathematics
terminology and vocabulary as it relates to meters and rhythm
values 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 (ex. “rhythm equations”,
“fraction pies”).
1. Draw points, lines, line segments, rays, angles (right, acute,
obtuse), and perpendicular and parallel lines. Identify these in two-
dimensional figures.

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 Workshop PowerPoints, 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 the Mus 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 Core page at the .
http://musingswiki.wikispaces.com/Technology+Driven+Music+Projects+to
+Support+Language+Arts+and+Math+in+the+Common+Core
Note: This 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