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Idea Phase

-Topic: Facilitating Music Learning

-Title: Using Music Tech Teacher, music instructors have access to tons of different programs,
activities, lesson plans, videos, and provides them the ability to collaborate with other music
teachers. This collaboration will help them share success stories and also failures with each
What is ONE real life problem that you identify and would like to solve?
-Music can be a difficult subject to find learning resources and materials for. Students
may have difficulty understanding how to read notes without prior instruction. This makes it
easy for students to lose motivation and give up on their own abilities.

Explain/describe your project in details by answering the following questions:

1. Who is the audience? What grade level, etc?
Our audience would be music instructors teaching fourth grade
music. Fourth grade is typically when students begin to have
music exposure in class and many only go through it to get a grade
without actually finding an interest in the music itself.

2. What subject do you teach? : The subject that we are going to

teach in this project is music.

3. What technology would you use? : We would use computers,

tablets, and either a SMART board or projector display if

4. How does it solve the real life problem that you’ve identified?
Provides instructors with the tools necessary to compare lesson
plans with other instructors. It can also help students to see music
in a different way.

5. What’s the ultimate impact that you would like to see?

We would like to see students not only grow in their musical
ability, but also gain excitement for the music itself and be more
willing to learn.

6. Why is it important to carry out this project? So many aspects

of school are focused simply on the curriculum or state mandated
standards. Music is an art form that is very important for students
to also gain knowledge of. Musical literacy can improve
performance in other subject areas as well.

7. How is your project unique? Our project is unique because we

will be presenting how learning music can improve student success
across other areas of study, and demonstrate how Music Teach
Teacher has tools to make it simpler and more fun for students and
teachers alike.

● What are some questions and/or concerns you are having right now
about the project? (You will try to find answers to these questions
We are primarily concerned with the sheer amount of work done within
the project. We are still unsure as to how many people will ultimately be
in our group, and if it ends up only being one or two people it may prove
very difficult to complete all tasks on time.

● About you (i.e. what’s your background? Why do you choose to do

this project?)

We chose this project because we have a vested interest in music and the
positive effects it has on students. When we think of education, we
usually think of math, science, history, english, etc. We don’t
immediately think o the music or art programs, and when cuts need to be
made for financial reasons those are typically the programs that get cut
first. We want to demonstrate that this is a mistake and we should invest
more interest into music and art programs.

● Where would your project be operated? What’s the setting?

Our project would be operated within a classroom setting that has any sort
of access to computers and projectors. Typically it would be used in a
music classroom with instruments available at our disposal, but for the
sake of our presentation we will suffice without them. We will try to
incorporate Garageband, which is preinstalled in the classroom’s Mac
computers, and use Music Tech teacher as a database to resources to help
students get creative and make their own short songs or rhythms.

Feedback Report: Music Tech Teacher

The feedback we received pertained primarily to the content of our slides. A group

indicated that we were perhaps unclear about who our project as directed to. The audience was

meant to be music educators that are struggling to present it in a fun way to their students, or

teachers that are not specifically music instructors but are interested in implementing music into

their curriculum.

We spoke with Mr Coventry, who was my math teacher at McLane High School. We

demonstrated to him how the site work and the tools it has to facilitate math instruction. He let

us know that he could definitely see the benefit of using this as a resource. He was surprised to

see one of the music teachers he knew from his past on the site posting additional resources.

We also let him know that it has games that can pertain to both music history and reading

music. These are fun ways to get students excited about learning music.

He did suggest a few tips for improvement though. For starters, our tool is not one that

can simply be implemented in a short lesson. It has so many resources that can be used on

their own that it would be a tool used throughout an entire semester or even a school year. That

may make doing a short demonstration difficult. He also mentioned that the site is laid out in a

way that may appear confusing to teachers who are not as computer proficient. This point does

present an interesting dilemma that could make trying to use Music Tech Teacher take more

work than tools used for other subjects may be.

A few revisions will need to be done. Originally we were going to simply go through a

few games with the class, however the games are tailored for students who are already in a

music class and have some knowledge. This will not be the case for our class demonstration,

therefore we may have to use it in another way. We may have to do it in conjunction with

Garageband, which should come preinstalled with the Mac’s available in our class. We may

have the class create a short song using some of the resources found within Music Tech

Teacher. It is easier to use it as a tool when a classroom is all-in on music, but for a short
demonstration we may need to implement it more so as a database with resources rather than

use it as a tool. This revision has been implemented in Idea Phase.

Overview of course

Course Outlook: The Fourth-grade students will learn how to read music notes and play
instruments according to what they learn.
Content/materials: The lesson plans will include computers/tablets whichever is
available. The lesson plans will consist of online activities that teach students how to read
music notes, the correct keys on the instruments. If it is required printouts of certain
lesson plans can be accessible for possible homework or in class-work.
Topics: How to read and identify music notes, correct keys/strings on an instrument
- 9 a.m. to 9:30 a.m. give lecture on the topic and explain what is going to be worked
on and what needs to be done. Guide those that need help with navigating the app,
go over past lesson plans to make sure every student is up to speed and
understanding the lessons
- 9:30 a.m. to 10:15 a.m. Time to work on a lesson plan within Music Tech app and let
the students work on what they need more help on such as reading notes or
learning the correct keys.
Communication: To be able to communicate with the students lecture is required and
then work on the computer programs. While students are completing their lesson plans we
will go around the classroom making sure everyone is staying on task and is
understanding. If needed those that need a little more help or want to do more lesson
plans printouts can be provided. The printouts can also show how the student is
progressing and understanding and we can verbally and manually correct the students

Lesson Plan 1

Teacher: David Ramos/Carmen Esqueda Grade Level: 4

Objective: Students will be able to name/identify music symbols such as whole notes, half notes, flat, sharp

Anticipatory Set: Students will be introduced to the various music Check for Understanding:
symbols and explained what the differences are.
CFU #1: Stop intermittently to ask
the students if they are
understanding. Encourage them to
Input/Modeling: A projector will be used to display the individual raise their hands to ask questions
symbols, so the students can be called on to identify a symbol and throughout the lecture, so I can
write the name next to it. Students will be called on individually to know what needs to be explained
answer what the differences are as well as if their peer is correct more or repeated.
on what is written on the projector screen.

CFU #2: Ask which students are

grasping the differences. Guide
those that are catching on to help
their peers that may need more
Guided Practice: Once the students are done being called up help. Check if they need more time
individually they will be handed a “Match the Symbols” worksheet on the worksheet.
that requires them to recall the symbols they just learned. The
students will repeat the names of the symbols and the differences
outloud before receiving a worksheet to be completed individually. CFU #3: Ask the students what can
I explain more in depth or what
examples can I give after they have
completed everything. After going
over their work I can offer to help
Independent Practice: Each student will complete the worksheet those that may need more help in
individually. A worksheet that ask of the students to place the understanding the symbols they are
symbol with its correct name. The worksheet will also consist of a struggling with.
little bit of addition and subtraction to be able to identify a symbol.
Closure: The worksheet will have been completed. The students
will pass their completed worksheet to the student on their left for
correction then checked off with the students initials that
corrected it. Once that is done worksheets will be passed forward
for teacher correction.

Adaptations: This guided information is for beginners to learn what the symbols are and to understand
the differences as to the keys that are being played.

Duration: 30-60 Minutes

Lesson Plan 2
Teacher: David Ramos/Carmen Esqueda Grade Level: 4

Objective: Students will be able to recall the correct notes when asked to identify a certain key on the

Anticipatory Set: Students will have their chromebooks out. This Check for Understanding:
lesson will require students to know how to use a computer and
navigate the website to get to the quiz. They will be guided to the CFU #1: Go over directions and ask
correct website and which quiz they will be participating in. The if everyone understands what they
directions are displayed on the screen but I will go over them as are to do.

CFU #2: Walk around the

classroom checking if the students
are on the right track. Look to see
if they are locating the correct quiz.
Input/Modeling: Once the students are on the website they will be
guided to “Identify the Piano Keys” quiz. I will again go over the
directions of the quiz and what to do once they are finished with CFU #3: Check their individual
their quiz. scores and then go over their quiz
scores with each individual student
to make sure they are truly able to
recall the correct keys.

Guided Practice: The students will be directed on what to do on

the quiz. They will have to rely on all their lesson plans they’ve had
on music symbols. They cannot refer back to their assignments
from previous lectures. This fun, and quick quiz is to help them
recall keys to be able to start learning the basics of the piano.

Independent Practice: Once I have went over the quiz directions

and made sure every student is on the right quiz they may proceed
with the quiz. The quiz is to be worked on individually because it
will test their knowledge of basic keys and know that they know
the differences between the white key notes and the black key
Closure: Once they have completed the quiz they will print out
their score sheets. Having the printout will allow us to know who
is able to recall the keys from memorizing written and lectured
information from previous lesson plans. It will also tell me who
needs more practice.

Adaptations: This is more of a basic quiz for beginners to help with memorization of learning the basic

Duration: 20-30 Minutes

Lesson Plan 3

Teacher: David Ramos/Carmen Esqueda Grade Level: 4

Objective: Students will be able to identify individual music notes written on a staff by name.

Anticipatory Set: The lights in the classroom will dim. The Check for Understanding:
students watch a short video of a person playing “Ode to Joy” on
the piano. Students will be asked to watch his hands carefully and CFU #1: Asking the class
see how he moves them. They will then be told that they will learn questions such as:
about how to read music and that is the first step to playing songs. “Which note is this one?”
“What sound does this make?”
Input/Modeling: A PowerPoint presentation identifying the “Does the place on the staff matter
individual notes will be displayed on the screen. These will be if the note looks the same?”
gone over and introduced together with the class. The slides will
also have a clickable media file that triggers the sound that the note
represents. CFU #2: Collect the guided
worksheets and the independent
worksheet and see which notes
Guided Practice: Students will be given two worksheets from they could identify correctly.
MusicTechTeacher that show notes on a staff and have blanks
beneath them. As a class we will go over one of the worksheets by
identifying the individual notes and vocally making the sound CFU #3: Check their results on
associated with it. “Note Name Invaders” and see
which notes students found
Independent Practice: Students will work on the second easiest and the ones struggled
worksheet in partners. Once complete they will turn them in, they identifying.
will be directed to the MusicTechTeacher site to independently play
the game “Note Name Invaders” without their cheat sheet. Once
they have completed it with 80-100%, they will confirm that it has
been completed with the teacher. If they complete it with a lower
score they must review their sheet and try again until they get 80-

Closure: Students will be asked to put away their sheets and take
out their white boards (if available in the classroom). A note name
will be displayed and they will be asked to draw it on their white
board and lift it up to show if they can identify it. Then some notes
will be shown in note form and they need to write on their white
board the note’s name.

Adaptations: Students are expected to know the different parts of a staff (notes, lines, spaces, treble
clefs, measures) prior to this lesson, but still have very minimal background in music. This will be their
first introduction to actual notes.

Duration: 45 Minutes

Lesson Plan 4
Teacher: David Ramos/Carmen Esqueda Grade Level: 6

Objective: Students will be able to define musical terms on their own.

Anticipatory Set: On their computers, students will be given 5 Check for Understanding:
minutes to play the old Atari game Space Invaders, and are told we
will be playing Space Invaders today with music definitions. CFU #1: What is the difference
between a sharp and a flat?
Input/Modeling: The teacher will use a PowerPoint presentation
with a separate slide for each term and definition. CFU #2: How do you count a
Guided Practice: Students are given a sheet where they can
match up musical terms with their definitions. CFU #3: A crescendo is a passage
of what?
Independent Practice: Students will go onto Music Tech Teacher
and go onto the “Music Definitions Quiz” and take it.

Closure: Students will do one more activity for fun and will play
the Music Family Space Invaders game on Music Tech Teacher.
Completing the game gets them their ticket to recess.

Adaptations: There are images displayed that can help students hard of hearing by having them
visualize the terms.
Duration: 60 Minutes

Lesson Plan 5

Teacher: David Ramos & Carmen Esqueda Grade Level: 5

Objective: Students will be able to complete a quiz about the life of a pop star (Michael Jackson) and
practice his song “I’ll Be There” on piano.
Anticipatory Set: Students will be shown a brief video for the song Check for Understanding:
“I’ll Be There” by Michael Jackson. They will be shown the 1971
and 1983 versions and asked to identify differences between them. CFU #1:Which other musicians
influenced Michael Jackson in his
Input/Modeling: The teacher will show a PowerPoint
demonstration of different events that transpired throughout
Michael Jackson’s life. CFU #2:Besides singing, what other
The instructor will then demonstrate a performance of a custom music-related jobs did Michael
rendition of “I’ll Be There” found on Music Tech Teacher that is Jackson have throughout his
catered to make it simpler for elementary students to play. career?

Guided Practice: As a class they will identify which notes are CFU #3: What are the most popular
being played at a given time, and slowly go through the song genres of music Michael has
together. performed in?

Independent Practice: Students will go to MusicTechTeacher and

complete the Michael Jackson Quiz game on there. If they reach at
least a 70%, then they can continue practicing “I’ll Be There.” If
they get below 70%, they can review and try again.

Closure: The class will have a Kahoot! game with other questions
from the PowerPoint that were not present in the
MusicTechTeacher quiz and will try to demonstrate their ability to
play at least a few notes from I’ll Be “There.”

Duration: 60 Minutes
Potential issues/barriers
- Students may not know how to use a computer or navigate the through the app
- Students at beginner level may not be able to catch on to the lesson plans
- Some music lessons may not be accessible without certain programs installed on the computer
In order to facilitate every student rather they be beginner or intermediate we would have to find
lesson plans fit for their level of experience. For the students that are not familiar with computer
apps we can work with them to teach the basics of how to search and find what they need to

- The students have access to computers individually within their classrooms such as chromebooks
or tablets.

- The students music abilities range from beginner, intermediate to advanced
- As stated previously lesson plans will be according to the class setting
- Classes will be taught in groups if there is a need for it depending on the different levels
- Most of the students are beginners or intermediate
- We could enlist the help of the advanced students to work with the lower level students
- Lesson plans will be adjusted accordingly