Students use assistive technology to visually represent the aural concepts of note length and volume as it pertains to wind band articulation. Use any application and audio recording device that visually shows sound waves. Students can see the difference and generate their own patterns to more thoroughly understand the differences and similarities of different articulations.

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.

Using resources available, advocate for and explore areas of music including copyright, public domain, fair use and Creative Commons. Create scenarios asking what is acceptable use of recording and using music, photocopying and sampling.

Students explore copyright and intellectual property standards as they relate to music, music technology, and digital citizenship. Students will identify and apply their knowledge of copyright law and licensure to select appropriate licenses for an original work. Students then analyze copyrighted material and understand how to obtain appropriate permission to use the material.

Students use creativity, critical thinking skills, and collaboration to research, develop, and produce podcasts that inform and educate listeners on various musical topics. Students brainstorm ideas for their podcast topic, and conduct research on their selected topic. Students then write an outline and script for a podcast. Finally, students learn how to record their script like a podcast, and share it with others.

Students submit audio or video of themselves performing a certain passage from their ensemble music, a specific exercise from their method book, or a scale/skill/technique. Once the audio/video has been uploaded, the teacher can provide written or spoken feedback. Students have the option to provide a self-assessment to monitor and track practice and progress towards goals.

Students use appropriate technology to enrich understanding of music, musicians and composers of music literature being studied. Students can create a research product such as write program notes or create a podcast.

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?”

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 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.

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 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.

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.

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 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.