JMUke Farmer’s Market 

Overview 

JMUke at the Harrisonburg Farmer’s Market downtown from 10am to 12pm on Saturday, April 6th. The event
will take place in a tent next to the pavilion. Facilitators will “recruit” and teach ukulele for x minutes, and play
through slides for the remainder of the time, potentially stopping periodically to review ukulele basics.

Rationale 

This experience is important as it provides the space and resources needed for a facilitated and accessible
music making experience. This experience promotes community and cooperation among the people of
Harrisonburg through a team based event focused on producing an inclusive and public music making
experience.

I Can Statements 

● (HGI.2) By the end of the session, I can read chord charts and play them on my ukulele.
● (HGI.3) ​By the end of the session, I can demonstrate strumming techniques in simple meter.
● (HGI.1) By the end of the session, I can sing familiar songs as part of a group.
● (HGI.1) By the end of the session, I can explain the difference between forte and piano.
● (HS.1) By the end of the session, I can match the pitch and style of singing of those around
me.
Materials 

● Ukuleles
● Google Slides/Powerpoint
● Handouts
● Tent
● Sound systems, mics, amps, cords, etc.

Detailed Process 

Time Required
20 mins. 1) Set up:
a) Tune Ukuleles and prepare for participants
b) Set up laptop, screen, speakers/microphones, cords, tent
30 mins 2) Introduction:
a) People start to trickle in and are given ukuleles and the handout
b) Students walk around and teach participants the basics of ukulele playing

60 mins. 3) Jam Session

a) Slides are presented and students take turns teaching their song to the
 group
b) Students not leading go around teaching any newcomers

15 mins. 4) Clean up/Tear down

a) Pack up supplies (ukuleles, laptop, speakers, microphones, screen, etc.)
b) Go Ducks

Assessments 

Develop specific assessment mechanisms to help you chart the growth of individual students related to each
specific learning goal (I can statement).
● Self-assessments:
○ (HS.1) By the end of the session, I can match the pitch and style of singing of those
around me.
○ (HGI.1) By the end of the session, I can sing familiar songs as part of a group.
■ A google form will be made that the participants may complete for self
assessment
● Performance assessments with clear criteria for how you are assessing:
○ (HGI.2) By the end of the session, I can read chord charts and play them on my ukulele
■ Assessment will be done by observing the participants, and their ability to accurately
play the chords displayed on the slides.
https://forms.gle/4TpQ7UA3NE7tNeHW7

Extensions: 

Winding Forward:
- Participants can play different strumming patterns on one chord
- Participants can play different strumming patterns while changing chords
 - Participants can sing and play at the same time
Winding Back:
- Participants can play one chord of a given song, rather than changing chords
- Participants can only strum on a chord change, giving them ample amounts of time to change chords
- Participants can demonstrate some sort of dynamic contrast
- Participants can sing and play separately, rather than do them at the same time

Adaptations 

Size Different sizes of ukuleles:

- Soprano
- Concert
- Tenor
- Bass

Color - Stickers on ukuleles offer color-coded chord labels

- Handout, powerpoint, and lyrics are color-coded based on lyrics

Pacing - Facilitators can move at different speeds and paces when teaching individual
students
- Students can work with more than one facilitator, to adjust the pacing based on
their needs

Modality - Facilitator can play chords while student strums

- Facilitator can tune the ukulele in open fifths in the key of the song
- Student can put down only one finger of the chord

- Handout:
https://docs.google.com/document/d/1lBQdCjmDZuqjS03hOtqdP_GpewQ8mLbpii
PefigkM2c/edit?usp=sharing
- Slides:
https://docs.google.com/presentation/d/1wkWGnWrsSWGddCYeU491cLUgJ1EO58
6LVigGC_hJ8Cg/edit?usp=sharing
 JMUke @ UREC
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.

Rationale 

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 a facilitated activity
open for all. Additionally, it connects with the demographic (general community) 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 of which are welcomed. This event will allow them to learn an instrument they had perhaps never
considered learning, the ukulele.

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)

Materials 

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

Detailed Process 

20 mins 1) Set up
a) Tune all of the ukuleles and prepare them for participants
b) Set up speakers, microphones, presentation and projector.
30 mins 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,
etc).
ii) Practice transitioning from chord to chord with them
iii) Have fun and be enthusiastic. Make a human connection!
iv) Explore strumming patterns together
 (1) Teacher may demonstrate and have participant copy

60 mins 3) Jam session

a) Teachers will lead participants in a jam session via the prepared
presentation
b) Teachers will walk around and help students as they strum and sing
15 mins 4) Clean up/Tear down
a) Pack up supplies (ukuleles, laptop, speakers, microphones, screen, etc.)

Assessments 

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 pitch and sustain of singing sound.
○ 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 confident 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 confident 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?

Extensions: 

- 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!
- Make social connections through music, so that there is a transfer into the personal lives of the
participants

Adaptations 

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
needed
-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
alone.

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.