This lesson allows students to create a slideshow presentation about digital citizenship. The slideshow will focus on interacting with others online.This lesson involves the design process witht the creation of a slideshow. Students will choose from a list of Digital Citizen rules to focus on in their slideshow.Focus on concepts such as :Being Polite, Following Website Rules, Staying Positive, Being Respectful are to be included in the slideshow.Each slideshow should include a title slde and at least 4 additional slides. 

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 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.

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.

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 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 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 practice rhythm literacy skills using a slide deck. The students practice moving the pictures around the squares to make new rhythms.

Students will use digital  research skills to Find Basic Information (F.B.I.) about a composer.  Through Classic for Kids: Composer Explorer, students will learn about a specific composer, or composers from a specific geographic area, culture, genre, or time period.

Facilitated by a teacher, students can digitally exchange a recording of an individual or ensemble performance with students in another school, state, or country. When students receive the recording from the other class, they can respond to questions about the performance, such as a “Hear-Think-Wonder”.

Teachers will need to make a copy of the digital activity prior to using it.Students will complete a slide that will describe them and show a photo.

Students will feel like a real DJ as they explore and record basic beatboxing sounds. Students create a homemade “DJ Board” and use a music editing program to make their sounds come to life.

Students will use a recording platform to layer tracks and produce a small ensemble piece as the only performer. This process encourages individual accountability and emphasizes the importance of ensemble performance skills.

Students integrate the use of a digital audio workstation (DAW) to understand musical theory including timbre (layering), composition (creative thinking), and voicing. Students learn various DAWs in order to use a variety of technologies within a design process by creating new, useful, or imaginative musical creations.

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.