Distance Learning Plan

1. Introduction
This plan is to accommodate the possibility of teaching remotely, either in long-term
absence or in extended school closure. Some of the materials in this plan will be used
regularly throughout the school year, but can be expanded as outlined below when
needed. While much of this plan relies on technology, each aspect has the potential for
non-tech applications whenever available.
2. Instructional Strategy
Instruction will be composed of four main themes:
1. Active Instrumental Learning
a. Students actively playing their instruments throughout the week
b. Students receiving specified instruction and feedback on their
playing and how to improve
c. Students learning repertoire for performance and practice
2. Passive Applied Instrumental Learning
a. Students learning specific information relating to their instrument
b. Students listening to music performed on their primary instrument
c. Students exploring sounds produced by their instrument
d. Students exploring techniques available on their instrument
3. Passive Musical Learning
a. Students learning general information about music as a whole
b. Students learning history of repertoire
c. Students learning history of music genres
d. Students learning about careers in music
e. Students listening to and writing about music
4. Active Creative Learning
a. Students applying musical skills and knowledge in creative ways
not tied to curriculum
b. Students exploring other opportunities in music and art that are not
necessarily academic

3. Use of Technology
a. As a replacement for face-to-face instruction
i. Zoom/Skype/Google Classroom/Microsoft Teams are all viable
options for a live class done online. In music, it is important to keep
in mind that not every student has equal access to technology,
especially to ​quality ​technology.
1. An alternative to full-band live rehearsal would be to have
sectional rehearsals, with small groups of students. Students
 would get more individualized attention with less distraction
and a better audio experience, but would lose the full band
experience and hearing every single part of the piece of
music at once.
ii. Flipgrid/Youtube/SmartMusic are great options for audio/video
instruction that isn’t live. Because internet quality, lag, and even
individual device processing power can affect something like live
music, which must be precise and performed as a group,
pre-recorded lessons give students a way to follow along at home
and participate in similar assignments while circumventing
tech-based issues that may arise.
b. As a supplement to face-to-face instruction
i. If a student is absent, a recording or even live stream of class can
be made for them to catch up. Rehearsal notes are important, and
should not be missed. Audio and Video are the best option for
providing adequate instruction through a student’s absence.
ii. If live/recorded audio/video in the band room is unavailable, the
next best thing would be to utilize email/document sharing to
provide students with
4. Use of Social Media
a. As a replacement for face-to-face instruction
i. Supplementing Live Classes: Social Media platforms are ideal for
quickly and freely spreading news and other information about
classes and the music program when regular interaction is not
taking place. Live classes can be cross-posted and streamed live,
as if to serve as an open rehearsal for parents and the community,
or free instrumental music and ensemble lessons. Getting the
community involved is important in keeping students engaged. WIth
no regular schedule and no live performance upcoming, students
will feel unmotivated and without direction.
ii. Replacing Live Classes: If live active participation music class is
unavailable, social media platforms, such as Facebook, Instagram,
Twitter, and Youtube, are great ways to provide extra instruction in
both short and long forms that are easy to digest. In addition, the
informal nature of social media allows for a relaxed, fun-filled
environment that shifts focus away from dense study.
b. As a supplement to face-to-face instruction
i. Social Media is an amazing way to engage students, their parents,
and the community outside of school. Social media often gives
 people small, digestible interactions. In addition, different media
websites are geared towards different styles of interaction, so an
online media presence can still be varied and balanced.
ii. Showcasing student success is very important in a subject area
where performance is the main avenue through which we assess.
Posting videos of students performing well and demonstrating
growth is the online equivalent of hanging the perfect test score on
the fridge.
5. Use of Website/Blog
a. As a replacement for face-to-face instruction
i. A website adds just another layer of online interaction. Most online
information can be added to a website to centralize everything in
one access point for ease of use. A website alone wouldn’t
necessarily replace face-to-face instruction through distance
learning, but it could easily help facilitate it.
b. As a supplement to face-to-face instruction
i. A website or blog would work best as a supplement to face-to-face
instruction. As technology becomes a bigger part of peoples’ daily
lives, the necessity for an online presence grows. A successful
business would offer most of their services online as well as
in-store. While a music program is not a business per se, it is
important to get the public to “buy in” to your mission. The more
community support around a program, the more flexible a director
may be in their actions. It also creates a larger purpose, and you
feel the music program reach out beyond the band room. It’s an
incredibly special thing to have. While a website will not create this
instantly, it gives the community a centralized location to learn
about the program and opens up more lanes of communication.
6. Learning without technology or internet access.
a. Repertoire
i. Students will have regular concert-cycle repertoire, which can
easily be made available with any other physical copy of work that
is taken home. Using repertoire is good because it allows students
to continue to learn through performance. This is what they would
be doing in band class face-to-face, so it gives them a sense of
normalcy and routine when that gets interrupted.
ii. Repertoire is an important aspect of music performance, however it
is meant to be a final product which is accomplished through
practice.
b. Etudes and Technique
i. Etudes and other technique studies are valuable resources for
distance learning. Music class is often a group activity, and time is
carefully planned with focus on the repertoire and performance. A
lot of technique is brushed over because directors don’t have a
specific knowledge of every insturment’s quirks and features, or
they simply don’t have the time. Time away from large ensemble
learning is a gift when it comes to Etudes. Every instrument has
multiple etude books at varying levels available. They are very
accessible, especially when there is no regular group class to
attend.
ii. Etudes are usually short studies, like scales, patterns, and short
musical excerpts. They are meant to focus learning on one aspect
of music at a time in order to build that specific skill. Short studies
are very easily managed and can be incorporated into a practice
routine as a way to separate larger studies of repertoire.
c. Method Books
i. Method books are important resources for beginner students. While
guided use is ideal, most method books are written in such a way
that students can easily and successfully work through them at their
own pace.
d. Music History and Music Theory
i. It’s important to emphasize that music is not all about learning to
play an instrument. There is a lot of important information that tells
us how music is created and why it sounds the way it does. Some
of that information is about the history of music, and some of it is
about music theory. Understanding these relationships is the
“cherry on top” of musicianship. Playing well is one thing, but being
able to understand the meaning behind the notes on the page
brings musicianship to the next level.
e. Music Misc
i. There’s a ton more to learn about music that isn’t a direct
application of instrumental studies. This is a great opportunity to
send home information that is often overlooked. Here is a list of
possible articles, lessons, etc. that can supplement a music
education without the stress of performance or skillbuilding:
1. Music Careers
2. Music as a characteristic of culture
3. Dance and Music
7. Grading and Expectations for Learning
a. Precedent
i. Most assessment that takes place in a music classroom is
formative, on the spot observational assessments, followed
immediately by feedback, reapplication of skills, and more
assessment. Transferring this type of assessment and feedback
system to online lessons, especially those that are not live, is a
challenge.
b. Short-Term Assignments
i. Preparedness: Students are prepared with instrument, music,
pencil, metronome and tuner, and any other necessary supplies.
This is especially important if classes are live, so students can be
ready to participate when needed.
ii. Scales & Studies: Every week or every other week, depending on
other distance learning class schedules, students will learn new
scales and other techniques and demonstrate their knowledge on
video, either live or recorded.
iii. Weekly Check-in: Students would be required to attend a weekly
check-in class where we have class updates/housekeeping, new
assignments, and general music education without the need for
instruments.
c. Summative Assessments
i. Repertoire: Students will still be required to learn and record
repertoire for a concert cycle. This can then be edited together and
shared as a virtual concert, or even performed live if technology is
adequate.
ii. Music Reflection/Research Project: To keep students engaged,
several written/non-performance projects will be proposed at the
beginning of the term. Students will have an option to complete a
minimum (not all), one of which must be a research and reflection
on the repertoire. This allows students to understand the music
more closely, as well as make up for this type of instruction that
would normally take place in face-to-face lessons.
iii. Chair Auditions: At the end of the term, students will be required to
complete recorded chair auditions for the next term. This gives
students a chance to experience new challenges as well as reward
them for their growth.
iv. Leadership Auditions: At the end of the Spring term, leadership
auditions will take place for students wishing to fulfil those roles in
 the next school year. While it is not a graded assessment, it is still
important to keep in mind, as a student’s actions throughout the
entire school year serve as a reflection of their leadership
capabilities. For instance, a student must be in excellent standing in
band to be considered for a leadership position by following the
above guidelines.
d. Students with no access to internet/technology
i. With the school’s permission, the students can come by the school
once per month to drop off written assignments that they could not
submit online.
ii. If possible, students can schedule time to play their instrument and
meet, distantly, in person to fulfill performance assessments.
iii. Students without access to internet/technology will still be allowed
to audition for leadership roles. Accommodations can be made for
face-to-face meetings or written responses to interview questions
and the like.