Recent Changes

Notes on Using Data
Problem Statement We will use smartmusic to make practicing more interesting and effective. This will also add to your musical proficiency.
computers at advancedadvanced/average level
Integration Strategies
Organization Strategies
Activities Activities Before Using the Computer A tutorial will be given on how to get to the software\'s method book exercises, and how to submit grades and recording.
Strategies to develop students' attitudes towards the problem, motivation, and overall mindfulness: Student will share how long they practice and what are their goals when practicing in a class discussion. The question will be posed,\" Do you practice often enough?
the computer indivindividually and as instrumental section
Group Information: Students will work in like instrument groups
Activities After Using the Computer Submit recordings and grades, class discussion on how effective the program is or isnt

Smartmusic Integration
Created by Nathaniel Drake Beaufort High School
ID #: 28138
Subject Area: Fine Arts Grade Level: 9
Lesson Summary Students will learn how to use smartmusic software and perform an excercise assesed by the program.
Learning Objectives and Computer Functions This lesson plan uses 1 objectives.
Objective 1: The Student will be able to perform smartmusic exercise 23-26 for Book 2 at a degree of 80%
Problem Problem Nature There is not enough time in the classroom for students to achieve all neccessary practice, their home practice habits are not effective
Problem Data given
Notes on Using Data
Problem Statement We will use smartmusic to make practicing more interesting and effective. This will also add to your musical proficiency.
Data Manipulation Instructions The learner used computers at advanced level
Integration Strategies
Organization Strategies
Elaboration Strategies
Results Presentation
After students complete the exercise they will submit the smartmusic score to the instructors account. The instructor will be able to hear a recording of their practice andsee how long they practiced. The score from smartmusic will be their grade.
Activities Activities Before Using the Computer A tutorial will be given on how to get to the software\'s method book exercises, and how to submit grades and recording.
Strategies to develop students' attitudes towards the problem, motivation, and overall mindfulness: Student will share how long they practice and what are their goals when practicing in a class discussion. The question will be posed,\" Do you practice often enough?
Activities While Using the Computer Students will work at the computer indiv
Group Information: Students will work in like instrument groups
Activities After Using the Computer Submit recordings and grades, class discussion on how effective the program is or isnt
Supporting Activities Practicing new exercises in the hard copy of the Standard of Excellence Method Book. This will prepare them for the smartmusic exercise.
Assessment Students will be assessed by means of:
Performance
Included in the assessment: Correct rhythms, good tone quality, correct notes, and recording submisson.

Proficient musicians
Gain intrinsic value for music
AbilityEffective at home practice
Ability to read lacks proficiency
Poor practice habits
Limited class time address deficiencies
Content Knowledge:
Smartmusic digital method book by Make music
Music Books
Basic musicianship skills
Pedagogical Knowledge:
Rhythms and notes will be re-taught if not mastered
Smartmusic software User Interface will be demonstrated one on one
Learning Groups
Needs
Interests

Phase I: Analysis of Learning and Teaching Needs
Step 1 - Determine Relative Advantage/Disadvantage
Proficient musicians
Gain intrinsic value for music
Ability to read simple rhythms lacks proficiency
Poor practice habits
Limited class time address deficiencies
Step 2 – Asses the TECH-Pack
Content Knowledge:
Smartmusic digital method book by Make music
Standard of Excellence Music Books
Basic musicianship skills
Pedagogical Knowledge:
Differentiated Instructional Strategies
Small group instruction
one on one instruction
group based learning
student based learning
Technological Knowledge:
Technologically savvy: Apple Store, Google Play, Smartmusic, Sibelius, Finale, Microsoft Office Suite, Social Media
Phase II: Planning for Integration
Step 3 - Decide on objectives and assessments.
The Learner Will Be Able To: Perform given exercise from method book on smartmusic at a degree of 80%
Rubric
Playing tests
Smartmusic assessment
Step 4 - Design integration strategies.
Small Group – Same instrument instruction
One on One – Private lessons/hands on modeling
Student Centered – Section leaders (first chair) will assist sectionals
Step 5 - Prepare instructional environment.
Lesson will take three class periods
Basic Smart music tutorial
New rhythm patterns will be taught
Ipad and google tuning apps will be introduced
Pdf fingering charts will be uploaded to tablets and computers
Relationship between method books and smartmusic downloads will be demonstrated
Phase III: Post-Instruction Analysis and Revisions
Step 6 - Analyze results.
Smart music assessment
Rubric assessment
Reflection
Step 7 - Make revisions.
Rhythms and notes will be re-taught if not mastered
Smartmusic software User Interface will be demonstrated one on one
Diverse Learning Groups
Needs
Interests
Abilities
Learning Styles
Gifted and Talented
Differentiated
Sports, Social Media,Technology
Proficient Musically
Kinetic, Visual
Speacial Needs
IEP, 504
Sports, TV, Social Media
Rhythmically capable
Kinetic
Beginners
Differentiated
Sports, Social Media, Technology
Various
Kinetic, Visual

Review:Reflection
For the NTeQ assignment I used this template for the previous week three assignment. I modified what I did earlier to satisfy the objectives of the week 5 assignment. The template does offer help for utilizing the technology standards. It asks all the questions for input so the user simply needs to input prepared data and the website formats the lesson plan for use. It was fairly simple once I figured out the nuances of what it was asking for. This planning tool allows for clear objectives and aligns them in a way that will aid the teacher in lessons. The finished lesson plan is easy to understand and is designed in a way that it can be shared with other teachers for future lessons. Once students have clear objectives for what is expected of them and how they will be assessed, they will have guidelines for a successful experience. In my lesson Microsoft Powerpoint, Google, various music websites, and YouTube were the modes of technology that were used. The web based sites were used for research, Power point for the presentation, and youtube (or iTunes) for the music sample portion of the presentation. I feel that the lesson planner aids in preparing for a lesson and helps the teacher stay organized. I plan to use this lesson this year for my music appreciation class, and I will try to use this template for the guide to preparation. I will also share this planner with my colleagues during planning meetings.
Musical History Presentation
Technology Operations and Concepts:
Students demonstrate a sound understanding
and operations.
Materials
Laptop

Review:
For the NTeQ assignment I used this template for the previous week three assignment. I modified what I did earlier to satisfy the objectives of the week 5 assignment. The template does offer help for utilizing the technology standards. It asks all the questions for input so the user simply needs to input prepared data and the website formats the lesson plan for use. It was fairly simple once I figured out the nuances of what it was asking for. This planning tool allows for clear objectives and aligns them in a way that will aid the teacher in lessons. The finished lesson plan is easy to understand and is designed in a way that it can be shared with other teachers for future lessons. Once students have clear objectives for what is expected of them and how they will be assessed, they will have guidelines for a successful experience. In my lesson Microsoft Powerpoint, Google, various music websites, and YouTube were the modes of technology that were used. The web based sites were used for research, Power point for the presentation, and youtube (or iTunes) for the music sample portion of the presentation. I feel that the lesson planner aids in preparing for a lesson and helps the teacher stay organized. I plan to use this lesson this year for my music appreciation class, and I will try to use this template for the guide to preparation. I will also share this planner with my colleagues during planning meetings.
Musical History Presentation
Class:
Musis Appreciation
90 minutes
State Standards:
VI. ANALYZING.
Listening to, analyzing, and describing music.
VII. EVALUATING.
Evaluating music and music performances.
VIII. MAKING CONNECTIONS.
Understanding relationships between music, the other arts,
and disciplines outside the arts.
IX. RELATING TO HISTORY AND CULTURE.
Understanding music in relation to history
and culture.
NTeQ Standards:
Research and Information Fluency:
Students apply digital tools to gather, evaluate, and use information.
Critical Thinking, Problem Solving and Decision Making:
Students use critical thinking skills to plan and conduct research, manage projects, solve problems
and make informed decisions using appropriate
digital tools and resources. processes and diverse perspectives to explore alternative
solutions.
Technology Operations and Concepts:
Students demonstrate a sound understanding
of technology concepts, systems and operations.
Materials
Laptop
Microsoft Powerpoint software
search engines
Itunes or Youtube
Presentation clicker
Lesson Summary
The students will create powerpoint presentations on various Musical Eras. They are to identify: Major Composers Major Musical Pieces Timeline of the Era What lead to the end of the era A musical Example
Learning Objectives and Computer FunctionsThis lesson plan uses 2 objectives.
Objective 1: The student will create a 10 slide power point presentation on an assigned musical era.
Uses The Internet to Find tools for their power point
Uses Searh Engines to Find tools for their power point
Uses Publishing Tools to Power point to design slide show
Uses Library Catalog to Find content for presentation
Objective 2: Students will identify: Major Composers Major Musical Pieces Timeline of the Era What lead to the end of the era A musical Example
Uses The Internet to Find content on assigned era
Uses Searh Engines to Find Content on assigned era
Uses Library Catalog to Find Content on assigned era
ProblemProblem Nature
Students will identify the evolution of musical history....
Problem Data
located
Notes on Using Data
Problem StatementWe know what music sounds like today, but it all came from somewhere else. We will find how music started in order to know where it came from to become what we now it as today.
Data ManipulationInstructions
The learner used computers at intermediate level
Integration Strategies
Organization StrategiesStudents will compile information they find through various resources and decide which info to add to the power point.
Elaboration StrategiesHow does my era tie in with the previous and future eras
Results Presentation
Students will use Microsoft Powerpoint to present their findings. They must have at least 10 slides. They must identify: Major Composers Major Musical Pieces Timeline of the Era What lead to the end of the era A musical Example
ActivitiesActivities Before Using the Computer
Students wil be presented with the different eras of music, key points of each era will be shared. Teacher will share a powerpoint presentation to model the desired outcome
Strategies to develop students' attitudes towards the problem, motivation, and overall mindfulness:
Who is your favorite artist of all times? What is it that you enjoy about their music?
Activities While Using the Computer
Students will work at the computer groups
Group Information:
Students will : Gather info as a group of 3 -4 Design the powerpoint Present to the class (each student will share their contribution)
Activities After Using the Computer
Students will ask questions after the presentation. They will also discuss how the eras tie in together.
Supporting Activities
Library time will given to groups to do research.
Assessment
Students will be assessed by means of:
Rubric
Performance
Presentation
Included in the assessment:
Students must address all requirements of the assignment at a degree of at least 80% determined by a presentation rubric.
10 slides - 20pts
Major Composers - 10pts
Major Musical Pieces - 10pts
Timeline of the Era - 10pts
What lead to the end of the era - 10pts
A musical Example - 10pts
Groups physical appearance - 10pts
was the group confident in the content? 10pts
quality of presentation - 10pts
Total- 100pts

TECH 507
Annotated Bibliography
Group A
In the Annotated Bibliography assignment my group, Group A, used the Diigo website in order to bookmark and annotate web based resources. It took me a while to get acclimated to using the site. There was a slight learning curve, but once I viewed the tutorial video and played around with the websites through the diiglett I was able to figure out how to use it. I can imagine this would be a great resource for departments in a school, district, or focus group. Teachers can share websites and how they used them in their classes for other members to have an idea of how to utilize the different websites in their classes. The fact that it is web-based makes it global, therefore wouldn’t be limited to local members. Resources can be shared from one end of the world to the other. Can you just imagine the endless possibilities? Even if it is just a matter of teachers sharing ideas just to get the “creative juices flowing”. Teacher can take an idea and tweak it for the students that the come in contact with. There are three sites that caught my attention in this assignment.
www.google.translate.com seems to be a great resource across all disciplines, whether it is used as a tool in a foreign language class or as a communication tool. It can be used by students to aid them in simple translations when the language’s dictionary is not available. I myself have used it as a communication tool. I had a non-English speaking student last year and we had a communication gap originally. I would translate musical terms and items, and show her how to use them. She seemed to understand what was going on and was able to perform the tasks I out in front of her. This showed me that the message was being relayed. When I would count off in Spanish she was able to start playing and perform the written dynamics. I have found that the site is more useful with short terms or phrases. The usage gets a little mixed up when you translate more than one line.

Nathaniel Drake, Jr.
TECH 507
Annotated Bibliography
In the Annotated Bibliography assignment my group, Group A, used the Diigo website in order to bookmark and annotate web based resources. It took me a while to get acclimated to using the site. There was a slight learning curve, but once I viewed the tutorial video and played around with the websites through the diiglett I was able to figure out how to use it. I can imagine this would be a great resource for departments in a school, district, or focus group. Teachers can share websites and how they used them in their classes for other members to have an idea of how to utilize the different websites in their classes. The fact that it is web-based makes it global, therefore wouldn’t be limited to local members. Resources can be shared from one end of the world to the other. Can you just imagine the endless possibilities? Even if it is just a matter of teachers sharing ideas just to get the “creative juices flowing”. Teacher can take an idea and tweak it for the students that the come in contact with. There are three sites that caught my attention in this assignment.
www.google.translate.com seems to be a great resource across all disciplines, whether it is used as a tool in a foreign language class or as a communication tool. It can be used by students to aid them in simple translations when the language’s dictionary is not available. I myself have used it as a communication tool. I had a non-English speaking student last year and we had a communication gap originally. I would translate musical terms and items, and show her how to use them. She seemed to understand what was going on and was able to perform the tasks I out in front of her. This showed me that the message was being relayed. When I would count off in Spanish she was able to start playing and perform the written dynamics. I have found that the site is more useful with short terms or phrases. The usage gets a little mixed up when you translate more than one line.
www.simple.wikipedia.com is a great tool to get kids started on their research. Wikipedia is not a reliable source to cite, but it can be a wonderful start for students when beginning a project. The site puts the information of subject in terms that can be easier to understand. Students can start here with getting a background on the subject matter. If students don’t fully understand what the subject is that they are working on they input it in the search bar of the site and it will give them a background on the desired subject. This can help with writers block or with what to look for once they begin the research.
www.webmath.com is a site that allows students to input math problems and see the work that is involved in solving the problem. They can input equations and see step by step how the answer is found. If used correctly they can figure out the work and use it for future assignments and have a command of the type of problem when it arises again. This can be used as reinforcement or as remediation for simple or complex math.
The potential for diigo is amazing; I hope I am able to use this in the future. Hopefully, a circumstance will come along and we can use this at least on the school site level. I can already think of the audience I would like to share it with in the fine arts department in my district.