Rose Library Group

JMUke Collaborative Experience Design

Summary
We will have learning stations where each participant will have the opportunity
to learn chords one at a time. There will also be a station with percussion instruments so
people can sing and play different beats along with the ukuleles. For people that may be
uncomfortable playing an actual instrument but still want to participate, there will be
iPads available for people to play the chords and still be able to be a part of the
experience without the potential stress of playing a new instrument. There will be
posters around the room with each ukulele tab, and stickers that show where to put the
fingers on the strings to play the chords. Once we start learning the chords we will have
folk songs that utilize the chords that they will learn for a group pre-learning jam. The
event will end with one big jam session that includes all participants playing songs
together.

Rationale
The premise of this experience is to encourage participants to learn skills that
may develop lifelong musicianship. Rather than directly teaching how to play chords,
participants will feel more at ease in a jam session setting where they can participate
regardless of skill. Although we are assisting in teaching the chords and other
techniques needed for the event, they will primarily be learning through observing the
facilitators of the experience. Participants will be encouraged to continue to learn music
on their own in the same manner that they did in this experience - through observation.
Musical skills can be learned through reciprocity, and can then be molded in such a way
that the musician can create his or her own music in the future. For people that may
have had reservations or difficulty starting a new instrument, this experience can
hopefully be an impetus for those people to continue using the musical skills that we
explored and continue making music by and for themselves.

I Can Statements:
I Can:
Play chords on a ukulele in order to apply this knowledge and
Participate in a jam session at the end of the event
Play a chord progression in C major
Play a chord progression in G major
Make music with a ukulele
Engage in music making experiences
Standards
Creating:
Anchor Standard #2: Organize and develop artistic ideas and work
Performing/Presenting/Producing:
Anchor Standard #6: Convey meaning through the presentation of
artistic work
Responding:
Anchor Standard #8: Interpret intent and meaning in artistic work
Connecting:
Anchor Standard #10: Synthesize and relate knowledge and
personal experiences to make art

Materials
JMUkes
Auxiliary Percussion Instruments
Projector/PA system (Transported by PMA!)
Community interest (audience: college students)
Signs (to lead students to the event location)
Poster board (x6)
Easels (x6)
Google slide show for the chord learning
Google slide show for jamming
Index cards that correlate with the tabs colors on the poster board
Stickers for each chord tab
iPads

Detailed Process - There are TWO. Process A for ideal turnout, Process B
for lower turnout.
Process A:
1. Set-up PA/Projector, percussion, mics, and posters around the projector
2. 4:00pm: Event starts
3. [Play Lava Song as a team]
4. Greet students!
5. Go through logistics for stations (i.e. Around you, there are stations for learning
some of the basic ukulele chords. After youve picked up a ukulele and weve
tuned, head to a station for 3-5 minutes to learn the chord!)
6. Different stations will teach different chords, another will teach strumming, and
another station for tuning.
 7. After station rotations are done, we will assemble as a large group to jam for a
few songs. Facilitators are strongly encouraged to participate as well as use the
accommodations listed below.
Process B
1. Setup and introduction is the same as Process A.
2. Instead of using stations, some of the facilitators will be audience participants,
encouraging others to join the event and individually offering help to
participants. One member of our team will lead the event.
3. Chords, tuning, and strumming will be taught as a group. We will end with the
same jam offered at the end of Process A.

Assessment
Informal - If a student shows signs of distress, I can go up to them with an
index ring of tabs and assist. There will be two things to keep in mind as
we assist students:
1. Is it a fingering or strumming issue?
2. Are the chords correct, but the timing a bit off?
Since this is an informal event, the aim of the assessment is for students to
make the chords and strumming patterns accessible for the jamming
experience preceding the learning.

Adaptations
Size - Index cards cut out to the specific hand position are handed out to
students who need a smaller, hands on version of the visual tab
Color - Chords are color coded; if a student is having trouble with a particular
tab, the students can find the tabs color around the room or on the ring of index
cards and figure out the finger position and/or coordinate the color with the
sound of the chord
Pacing - The student learns the chord progression in C major OR the student
uses two chords (F and C are recommended); another option is for students to
engage in the music making on auxiliary percussion for one tune or singing for
one
Modality -
Visual - the index card tabs allows for a closer visual representation of the
chord
Aural - Call and response for teaching things like chords allows the
participant room to listen before attempting.
Kinesthetic - We could have an iPad or some device that can play chords
with the hit of a button. One of us can finger the chords while a participant
strums. Offering percussion instruments for those who may not want to
sing or play Ukulele is also viable.