Performing ensembles evaluate their own performance recording based on a specific set …
Performing ensembles evaluate their own performance recording based on a specific set of criteria. Students analyze and critique their performance using appropriate music terminology. Students can answer a survey to collect data and immediately compile results, or can share their responses in a collaborative document or learning management system.
Students identify a specific advocacy message regarding music programs. Students create or …
Students identify a specific advocacy message regarding music programs. Students create or remix a short video/audio clip to support that advocacy message. Examples may include “Join Music” “Come To Our Concert,” and “Why Music?”
Using a digital recording platform, create a short video or audio recording …
Using a digital recording platform, create a short video or audio recording to send to a neighboring school of something students have been working on. Issue a challenge to the other school to send a video or audio recording in return. Students provide feedback to others, and practice performance and audience etiquette on a digital platform.
The teacher creates a template for a Music Portfolio on a digital …
The teacher creates a template for a Music Portfolio on a digital platform such as a slide deck. Each student is provided with a copy to edit and add their own work. Students are able to add text, images, and videos to their slide deck to add artifacts throughout the year. Students practice digital citizenship and evaluate their progress over time.
This game provides accountability and some fun when it comes to rehearsing …
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 …
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)
Using teacher-suggested resources, students will select music from appropriate and credible digital …
Using teacher-suggested resources, students will select music from appropriate and credible digital sources to plan a concert for a performing ensemble.
Students actively listen to a practice or performance track to practice and …
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.
Using a web-based meeting platform, students will talk with experts in the …
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 use creativity, critical thinking skills, and collaboration to research, develop, and …
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.
Students use video/audio recording software to review and critique the performance and …
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.
Students respond to ear training examples by using an interactive or collaborative …
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.
Students will use multimedia tools to conduct data analysis related to school …
Students will use multimedia tools to conduct data analysis related to school performances. Students develop data collection tools such as surveys to collect relevant data based on goals such as increasing the number of patrons who attend a performance. Then students can synthesize information to create a project or presentation about goals, data collection, analysis, and suggested changes to the music program to meet stated goals and objectives.
Students will practice sight-reading individually or in groups using sight-reading software. Students …
Students will practice sight-reading individually or in groups using sight-reading software. Students can be placed into groups based on sight-reading skill, and instructors can quickly change the rigor of examples. Sight-reading guidelines from different adjudicated events can be entered into the program so the examples align to these standards. Students can easily receive feedback, and track progress towards sight-reading goals.
Teachers encourage student leadership and ownership of learning by training students rehearsing …
Teachers encourage student leadership and ownership of learning by training students rehearsing in sectionals. Student leaders use mobile applications to establish the tempo with a metronome and establish pitch with a tuning or pitch pipe app.
Students will collaborate to produce a music video of an assigned piece. …
Students will collaborate to produce a music video of an assigned piece. Using a digital audio workstation (DAW), students record themself on their individual part. Students create individual visual storyboards for the music video then collaborate as an ensemble to make a master storyboard. Using the student storyboard ideas, the teacher and students film and edit the video to align with the audio and create a final music video.
Learn about inspirations for a story and how that story can inspire …
Learn about inspirations for a story and how that story can inspire a new song. Mary and Mike travel to the Music Resource Center in Charlottesville to meet up with the author, Marc Boston, and the musician, Tevin White. Marc shares his beautiful children’s book, inspired by his own daughter. And Tevin shares a special song that he wrote, inspired by Marc’s book. Together, we learn how to stop carrying so much stuff!
This plan will introduce choral students to the basics of aural dictation …
This plan will introduce choral students to the basics of aural dictation using solfege. Students will apply knowledge of solfege and counting to dictation skills. Students will find success through the application of solfege by discovering why and how it impacts them as independent musicians.
Students will learn to use an exaggeration of consonants in order to …
Students will learn to use an exaggeration of consonants in order to improve their diction, introducing them to the world of beatboxing. Students will compose four-measure rhythmic and melodic variations which will encourage their individual expression.
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