This game provides accountability and some fun when it comes to rehearsing your ensemble. Using a digital whiteboard or slidedeck, create a Battleship board game that represents each instrument group (can be applied to Band, Orchestra or Choir). Students then take turns “firing” at different sections. Teachers and students are encouraged to provide feedback to sections after each “hit” or “miss” to encourage growth and improvement.

Give students different real-world musician tasks to perform. Students must determine which technology is the best digital tool for the job (e.g. digital metronome, pitch pipe, piano app, digital audio workstation, music notation software, social media platform, web page, boom box, cell phone, mp3 player, web-based meeting software, headphones, microphone, audio interface, laptop)

Students select and use appropriate technology to create appropriate learning goals. With the help of the teacher, the class or ensemble will discuss, designate, and set rehearsal goals and when they will be accomplished or assessed. Create digital calendars or similar technology to set appropriate reminders for students to monitor practice and progress toward these goals and performances.

Personalize Learning with Video Demonstrations of Art Techniques. Video clips of art techniques covered in class allow students to pause, repeat, and access content on demand as needed for review, remediation, make-up work, and/or enrichment.

Using teacher-suggested resources, students will select music from appropriate and credible digital sources to plan a concert for a performing ensemble.

In order for students to remark on the progress they have made on a particular skill or technique, the student will record themselves performing that specific skill and track progress towards goals.

Students actively listen to a practice or performance track to practice and improve their individual part. Students are able to listen and learn the various sections of the song, and develop a deeper understanding for how their individual part fits into the larger ensemble sound. Practice and performance tracks can be stored on a students’ learning management system for student practice.

Students experiment with and compose rhythmic grooves to use with their warm-up exercises. Using Groove Pizza, students manipulate and create rhythmic grooves to use as their own backing tracks. Students play or sing warm-up exercises along with their created rhythmic back-tracks.

Share Art Knowledge with Short Video Commercials. Student artists can use short video “commercials” to create and share messages about topics of interest related to course content, art advocacy, to highlight student artwork, or advertise student art exhibitions.

Using a web-based meeting platform, students will talk with experts in the music industry that relate directly to the music or project they are creating or performing.

Students “attend” a virtual masterclass. During this masterclass, students would receive feedback, critics, and suggestions. The immediate nature of the feedback will allow students to apply these suggestions in the moment. Providing a question and answer session will give students the opportunity to dive deeper in their playing and in their music.

Compile a collection of stock photos of musicians or take photos of yourself with incorrect posture. Use these photos to help students identify problems in instrument position and posture. This can be done using a digital tool that allows students to circle, type, or draw on an image or slide deck. Teachers can also display the images and discuss the issues in person.

Students use creativity, critical thinking skills, and collaboration to research, develop, and produce podcasts that inform and educate listeners on various musical topics. Students select appropriate media to develop and produce the podcasts.

Think Critically about Art using Digital Discussions. Students develop critical thinking skills by engaging with artistic works and in describing, analyzing, interpreting, and evaluating works of self and others.

Engage with Global Arts and Cultural Connections using Interactive Digital Experiences. Interactive digital arts and cultural experiences allow students to examine and explore a variety of artistic and cultural perspectives on art, artmaking, and art exhibition. Virtual exhibitions from around the world can be explored on museum websites as virtual tours and virtual galleries.

Students use video/audio recording software to review and critique the performance and practice of their peers. Students provide feedback to one another, building community while demonstrating an understanding of music performance, technique, terminology, and technology.

Identifying Copyright Infringement in Art. Students will research prominent cases of infringement, fair use, and appropriation of images in the arts.

Students explore copyright and intellectual property standards as they relate to music, music technology, and digital citizenship. Students research copyright laws, investigate the trends of copyright throughout history, and make connections to how copyright laws impact music as a creator, performer and consumer. Students can also collaborate to propose their own “Copyright Act'' for the future based on current trends and predictions for future technology.

Students exercise creative thinking skills including, but not limited to, identifying and testing solutions, developing multiple solutions to problems, and participating in an interactive design process through the use of music applications. Students will create and explore interactive experiences designed to facilitate learning in a game-like environment.

Students respond to ear training examples by using an interactive or collaborative slide deck. Examples can be short rhythm or solfege patterns. Students begin by choosing an option that matches the example and advance up to full rhythmic and melodic dictation. Interactive slide decks allow the teacher and student to receive immediate feedback and assessment of learning to track progress towards goals.