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Description Of location 

The University Recreation Center (UREC) is the on campus physical center at James Madison
University. The event will be hosted in the atrium where the climbing wall is located.


This experience is important and meaningful because it offers a chance for university students to enjoy
music together in a fun and stress-free way, with hands-on instruction and guidance. The experience
promotes community and cooperation amongst students by offering a public space and facilitated activity
open for all. Additionally, it connects with the demographic by using popular music, and is free and open to
the public. Students taking part in this event will come from various experiences with music, all which are
welcomed. This event will allow them to learn an instrument they had perhaps never considered learning, the

I Can Statements (learning goals) 

● I can play C, D, Em, F, G, and Am on ukulele. (VA HGI.4)

● I can demonstrate proper ukulele technique. (VA HGI.9)
● I can sing or hum while playing ukulele. (VA HG.3)


● Ukuleles
● Projector screen
● Laptop with powerpoint
● Chairs
● Handouts
● Sound equipment
● Microphones

Detailed Process 

1) Set up
a) Tune all of the ukuleles and prepare them for participants
b) Set up speakers, microphones, presentation and projector.
2) Teaching Time
a) Each peer teacher will form groups with participants.
b) In these small groups the peer teacher will demonstrate each of the main
chords that we will be learning (C, D, Em, F, G, and Am).
i) Peer teacher will assist them in constructing the chords one note at
a time, fix things along the way (wrong finger placement, wrong fret,
ii) Practice transitioning from chord to chord with them
iii) Explore strumming patterns together
(1) Teacher may demonstrate and have participant copy
3) Jam session
a) Teachers will lead participants in a jam session via the prepared
b) Teachers will walk around and help students as they strum and sing


Develop specific assessment mechanisms to help you chart the growth of individual students related to each
specific learning goal (I can statement). Actually make some assessments in these forms:

● Checklists
○ __ : The student held the ukulele correctly
○ __ : The student was able to play the chords the teacher demonstrated
○ __ : The student could strum both up and down steadily
○ __ : The student was able to sing while playing the ukulele

● Rubrics
○ 1/5: Student has difficulty holding the ukulele in a way that doesn’t impede their ability to play
and has difficulty strumming. They have a hard time singing a melody while playing.
○ 2/5: Student holds the ukulele with noticeable issues that impede their playing and can strum
and play some chords some of the time. They can sometimes sing a melody while playing.
○ 3/5: Student holds the ukulele in a way that sometimes impedes their playing and can strum
and play chords some of the time. They can usually sing a melody while playing, but
sometimes have issues with steadiness.
○ 4/5: Student holds the ukulele in a way that rarely impedes their playing and can strum and
play chords most of the time. They can almost always sing a melody while playing.
○ 5/5: Student holds the ukulele in a way that almost never impedes their playing and can strum
and play chords almost all of the time. They can always sing a melody while playing.

● Self-assessments
○ Ask the students to show how they think they’ve progressed with different aspects of playing
the ukulele and how they’ve participated by closing their eyes and giving a thumbs up, thumbs
down, or sideways thumb. They’ll answer these questions:
■ Can you hold and strum the ukulele?
■ Can you play the chords that the teacher showed?
■ Can you sing while playing?
■ Did you have fun?
■ Did you sing or dance along to the music?
■ Did you clap along to the music?


- Allow participants to improvise different melodic lines/solos using their ukulele after they feel
comfortable playing the chords
- Allows participants to create vocal harmonies to songs we’re singing as a group
- Teach a different strum pattern and try it out on some of the tunes we’ve already played
- Have a demonstration of the bass ukulele and allow it to be passed around
- Teach students another simple chord, such as Am or FM, on the ukulele that could fit into another
short song, or with the song they have just learned
- Experiment with different strumming patterns throughout the song
- Add more improvisation to let the students have more freedom musically
- Ask if any student would like to play for the group what they have just learned to play!


Size -Size can be edited and changed in order to accommodate vision impairments.
-Slides can be shared to those who can’t see from afar so that they can be read off of
closer devices.

Color - Place different color stickers on places of the ukulele so that they know where to place
their hands. Or, place the same colors on the ukulele as the chords that will be shown on
the board.

Pacing -Teachers will be readily available to wind-back the process of teaching the chords if
-Leader of each song can select an appropriate tempo that will allow participants to keep
up, while not losing interest
-​ ​Wind the experience back: solidify each chord of the song until everyone is on the same
page. This is better than one person working with them so the student doesn't feel left

Modality -Presentation for visual aspect

-Speakers/microphones for auditory to hear the song being lead
-​ ​Instruct learners on what to play by showing them on our own instrument, showing them
on a screen with chord charts, and/or telling learners which fingers to put where. These
options offer learning visually (by showing learners what to do), auditorily (by letting them
listen first and then respond), and kinesthetically (by physically making learners move in
ways that will help them play and sing at the same time). The handout also offers a way
for parents and students to be able to play what they learn here, at home!

Include any visual aids or manipulatives here.