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 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 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)

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 “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 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 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 will learn and perform a backing track as an ensemble, then improvise over that ensemble-recorded backing track. 

One of the key elements of any video is the sound that we hear along with it. In this lesson, students will use video editing software and/or a digital audio workstation (DAW) to record a soundtrack to a film.

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.

Students use electronic effects using digital audio to manipulate their voice or instrument’s sound. Students research and explore various recording effects on sound. Students then record student performances or compositions, and use a digital audio workstation to apply effects and manipulate the sound. Using the creative process, students research, generate ideas, test, refine, and reflect on their original composition. Students develop confidence to use their instrument as a voice of creativity within both acoustic and digital spaces. For a more detailed instructional plan, visit GoOpenVA: Using Effects in the Creative Process.