TECHNOLOGY INTEGRATION PROJECT GRANT PROPOSAL

Name of Applicant: Patrick Collins

District/School: Gwinnett County Public Schools/Lanier High School

Date: April 18th, 2020

Total Cost of Project: $26,000

Title of Project: Virtual Music Ensembles (Large and Small)

To what organization will you submit this grant application in the future?: Save The Music
Foundation and/or Give A Note Foundation

I. Why is this project important?

With COVID-19 forcing schools across the nation to transition to online learning indefinitely, many
music educators that teach ensemble classes, such as band, chorus, and orchestra, have been left trying
to figure out how to make their instruction work online. Over 40,000 educators have joined together on
Facebook to create a group, “Music Educators Creating Online Learning,” to try and figure out what to
do during this time. Initially, the conversations revolved around how to get students play together, over
video chat applications such as Zoom, Google Meet, or Skype, to try and recreate the experience that
students would normally have in the classroom. Once teachers began to learn that this was not possible
due to latency, the conversation shifted to creating virtual music ensembles, like Eric Whitacre’s Virtual
Choir series. These conversations have intensified as more schools and organizations have made their
own videos (such as ABC’s “Disney Family Sing-A-Long”), which is leading to music educators to feel
more pressure from their stakeholders, especially administrators, to try and create their own. This leads
to anxiety and stress fueled by the fact many of these teachers have little to none of the training required
to create this large of a project.

The vision of the district and school are to be world-class leaders in education in order to develop
students into citizens who will positively impact their community and be prepared for college and the
workforce. We believe that technology is an integral part of this by ensuring our students are learning
through meaningful and authentic experiences. Furthermore, part of being in the digital age and being
world-class is having a global presence. We would like to empower our teachers and students to share
the music that they are creating with a global audience by creating virtual ensembles of their own. Not
only will this encourage greater attention to detail in performance, it will also position the school and
district to showcase what its teachers and students can do that is pedagogically innovative.

II. What would you like to accomplish?

With this grant, we would like to acquire all of the hardware, software, and training necessary so
that our music educators and music students are able to produce high-quality virtual ensembles both at
home and at school. Once we have the proper equipment and training, students and teachers will be

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encouraged to use this equipment as a resource for distance learning, as well as technology integration
for their classroom.

Note: The following reference the ISTE Standards and Georgia Performance Standards (GPS). While
the GPS referenced is the Band standards, they are similar across all of the performing arts classes.

1. Students will use recording equipment to record themselves performing with their instrument. (GPS:
MHSMB.2/3; ISTE-S: 1/3).
2. Students will watch and listen to their recordings to ensure that they are of adequate performance
quality. (GPS: MHSMB.7; ISTE-S: 5/6)
3. Students and/or Teachers will use the software to compile individual performances into a virtual
ensemble video. (ISTE-S: 2/6/7; ISTE-E: 4/5/6)
4. The school shares the virtual ensemble video online through some video social media service. (GPS:
MHSMB.2; ISTE-S: 2/6/7; ISTE-E: 2/3/4/6)

III. In what ways is this project an example of exemplary technology integration?

The SAMR model is a framework for technology integration that provides teachers with a way to
assess how they are using technology compared to traditional methods within a particular lesson. While
there are four levels to SAMR, the model is not intended as a way to show judgement towards less
integration versus more integration. Since different lessons can use technology in different ways, some
activities may be better served by a different level of SAMR; this leaves the model to best be seen as a
continuum from substitution to redefinition rather than steps (L., 2017). The idea of empowering our
music educators and students with the ability to create virtual ensembles is an excellent use of
technology because it can be modified and adapted for the various points along the SAMR model
spectrum. By learning to video and record themselves, the students could substitute practicing their
music in person with each other with practicing together over video chat. Additionally, the students can
augment their practice experience by listening to and evaluating their performance. Also, the original
performance can be modified to be showcased remotely by taking individual performances and
superimposing them on top of each other. Lastly, the students can redefine what a performance is by
recording multiple tracks and creating their own, personal ensemble of just themselves. By acquiring the
resources and learning how to create virtual ensembles, teachers can empower students to continue
making music on their own – even remotely.

LoTi is another framework to that provides teachers with a way to assess technology integration
within lessons. This framework is divided into six different levels from non-use to refinement. While
SAMR focuses more on how technology is being used compared to traditional methods, LoTi focuses
more on the quality of technology use – particularly how students are using it to access higher-order
thinking skills. One of the main goals of the LoTi framework is to ensure that students are engaged in
authentic learning experiences (“LoTi Framework”, n.d.). Giving students the knowledge and resources
to create virtual ensembles is a prime example of a LoTi level 6 activity, which can be seen by following
the “LoTi Sniff Test” (n.d.). By recording themselves, the students are meeting the Georgia Performance
Standard that state students should perform alone and with others. Additionally, students are accessing
higher-order thinking skills by analyzing their performance, in addition to the synthesizing multiple
performances to create a final product. Students direct the project by selecting their own music or
ensembles. The project is authentic as these types of videos become more mainstream due to the

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COVID-19 closures. Students are able to communicate with the global community by sharing their
project on social media platforms. Lastly, the idea that an ensemble and/or an individual student could
produce a complete performance remotely is something that can only be done with technology. The idea
of a virtual ensemble is a great example of an authentic and technologically rich learning experience that
provides a solution for not being able to perform music together in person.

IV. How will you complete the work?

A. Describe how the instructional objectives/project outcomes will be met.

In order to ensure that our instructional objectives and project outcomes are met, there are a variety
of actions that we will need to take. The first objective addresses students using the recording equipment
to record their performance. In order to ensure the success of this objective, the students and teachers
will need to be trained how to use the recording equipment. This training includes how to set up the
equipment and proper technique when recording with a microphone. After students have been trained,
they will need to select music to prepare and then record it. The music teacher will assist with the
preparation of the music. The second objective addresses students evaluating their recorded performance
to ensure performance quality. In order to ensure the success of this objective, the teacher will guide
students in performance analysis to ensure they understand the process. During this process, the teacher
will help tune the students’ ears on what to listen for and how to think through solutions to things that
aren’t quite right. After this, students will listen to recording and analyze their performance. The third
objective is that the students and/or teachers will compile the recordings together to make a virtual
ensemble video. In order to ensure the success of this objective, both teachers and students will be
trained on how to use the software to create virtual ensemble videos. As part of this process, the teachers
and students will explore a variety of virtual ensemble videos so that they can see examples of a final
product and see how they are designed. After they have established a plan for how they are going to
produce their video, they will begin producing their video. The final objective is that the classes and
schools will share their virtual ensemble videos with the local and global community. In order to ensure
the success of this objective, classes will evaluate which social media platforms the video should be
uploaded to. After the video has been uploaded, the school and class will share the video on various
platforms so that the local and global communities can see the final product. By working through these
steps, we will be able to ensure the educational and creative success of our students.

B. Describe the time involved.

Item Date Time

Professional Development Pre-Planning 2 Hours
(Audio/Video Equipment)
Professional Development Pre-Planning 2 Hours
(Video Editing)
Project Introduction, Establish August 30 minutes each Thursday during
Ensembles, and Pick Music Academy Time
Instruction on Audio/Video September 30 minutes every other Thursday
Recording during Academy Time
Rehearse Music and Initial September and October 45 minutes every Thursday
Audio/Video Tests during Academy Time

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Instruction on Video Editing October 30 minutes every Thursday
during Academy Time
Record and Produce Virtual November Every Thursday during Academy
Ensembles Time
Publish and Present Virtual December Every Thursday during Academy
Ensembles Time

C. Describe the people involved.

• 500+ Students; Grades 9-12

• 3 Music Ensemble Teachers
• A/V Teacher and Music Technology Teacher
• Local School Technology Coach and Local Technology Support Specialist

D. Describe any professional development that you or others will complete prior to
implementing the grant.

• How to use microphones to record high-quality audio

• How to use cameras to record high-quality video
• How to use video editing software to compile and produce a virtual ensemble
• How to upload virtual ensembles to the internet and copyright law related to virtual ensembles

E. Describe the materials needed for the project.

• Microphone – Students will use microphones to capture the sound of their instrument/voice
performance. High-quality microphones are ideal for more transparent sound reproduction so
that students can hear exactly what they sound like.
• Webcam – Students will use a camera to capture the video of their performance. By adding video
to their audio, the final product (virtual ensemble) will be more engaging to the audience.
Additionally, students will be able better diagnose performance issues.
• Computer and Video Editing Software – Students and Teachers will use the computer to compile
the final project in the video editing software. By using these resources, the students will learn
how to use computers to edit and produce video resources, which is a common task in the
modern workforce.

IV. What is the timeline for assessing accomplishments and objectives/project outcomes?

To ensure the success of the objectives and project, we have established criteria for evaluation
and a timeline for those evaluations. The first objective addresses students using the recording
equipment to record their performance. To evaluate this objective, we will document ensemble and
student participation based on the number of videos that have been recorded. This will provide an idea
of classes that are having more trouble with the recording process, be it musical or technical, that need
additional assistance or support. In addition to this, the music teachers will begin to watch and evaluate
the videos for audio, video, and performance quality. Teachers will be able to use this information to
adjust the expectations on students for their videos so that the final product is of higher quality. Success
will be determined by 80% participation. The timeline for these evaluations is late-August through mid-

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September. This will allow enough time for students to adjust their recordings. The second objective
addresses students evaluating their recorded performance to ensure performance quality. To evaluate
this objective, students will document their analysis of their performance. This analysis will include
what they hear that is good, what they hear that isn’t very good, and what they are going to do to make
the not-so-good parts better (whether it’s a musical change or a technical change). Additionally, students
will get a peer to analyze their recording and provide them with feedback. Finally, the music teachers
will read the students reflections and provide further feedback, including suggestions for change.
Success will be determined by the teachers rating the majority of the recordings as a 4 out of 5 for
quality. The timeline for these evaluations is mid-September through mid-November. This will allow
students time to make their analysis, receive feedback, and record again if needed. The third objective is
that the students and/or teachers will compile the recordings together to make a virtual ensemble video.
To evaluate this, the technology coach and video teacher will review the videos before they are rendered
to ensure they are complete and of high quality. This rubric will evaluate the video quality, audio
quality, and engagement-factor of the video. Success will be determined by videos achieving an average
score of 4 out of 5. The final objective is that the classes and schools will share their virtual ensemble
videos with the local and global community. To evaluate this, the local school technology coach will
track local and globally reach and interactions of the videos using analytics built into the hosting
platform. Additionally, the local school technology coach will make a holistic evaluation based on the
comments on each video. Success will be determined by a positive community interaction the virtual
ensembles. The timeline for these evaluations is December the videos have been completed through the
spring semester. The overall success of the project will be determined by each musical ensemble having
at least one virtual ensemble video produced and publicly available by the end of the semester. The goal
is to have a significant reach, both physically and emotionally, to a local and global audience that the
students can be proud of.

V. How will the students be impacted by the project?

By participating in this process, not only will students create a meaningful and authentic project
that is shared with a global audience, but they will also acquire a better understanding of how they
practice and how they should practice. When most students practice, they are performing and listening at
the same time. This means that their attention is divided into two separate tasks, “Evaluation Mode” and
“Conceiving Mode” (Kageyama, n.d.). Since neither task has our full attention, both suffer.
Additionally, we are unable to listen objectively while we are playing since we cannot evaluate and
conceive at the same time; some moments of our performance we judge too softly, while other moments
we judge we judge too harshly (Kageyama, n.d.). By recording and then listening to those recordings,
not only are performers able to more clearly evaluate their performance, they can also focus all of their
energy on performing when they play. Through the virtual ensemble recording process, students will
learn to separate these thought process, which should lead to better performances and more focused
practice sessions. The impact of this will be exponential on their musicianship as they continue to apply
this practice to their future practice sessions outside of the virtual ensemble project. This data will be
assessed through improved audition success in events such as All-State Honor ensembles and school
ensembles being able to perform more rigorous literature to a higher level. Additionally, students will be
surveyed about their experience recording and how they felt it has influenced their playing.

In addition to the musical benefits, this project can help bridge the digital divide among our
students in regards to exposure to technology in an academic setting. While the majority of school

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technology funding is allocated towards STEM programs, the career field as a whole is disproportionally
underrepresented by minorities and women. Of all STEM workers in the United States, only 31% are
minority, and only 14% and 25% of Engineering and Computer workers are women, respectively (Funk
& Parker, 2018). While this data addresses the workforce, the lack of overall workforce representation
stems from lack of representation in education programs, and since the majority of technology funding is
spent on these programs, these groups are much less likely to have been exposed to meaningful
technology during their coursework. By increasing the access to technology in a largely unrelated field,
a broader cross-section of the student population will be exposed to meaningful and authentic
technology use that they might not have otherwise had. This data will be assessed through a survey of all
students involved on their exposure to meaningful, career-specific technology before and after the
learning experience. These students will also be asked about how this experience influenced their
opinions on and interest in technology. This data can then be shared with the administration as a way to
determine how to further allocate funding to appropriately expose all students to career-specific
technologies for greater impact and engagement among students.

VI. What is the proposed budget?

Item Cost Quantity Total Cost

Professional $50/hour 4 $200
Development
MacBook Pro $2,200 12 $24,000
Blue Yeti Microphone $150 12 $1,800
HD Webcam Included with 12 $0
MacBook Pro
Apple Garageband Included with 12 $0
License MacBook Pro
Adobe Premiere Pro District Licenses 12 $0
License Covers Cost
Total Cost $26,000

V. List your supporting references.

Funk, C. & Parker, K. (2018, January 9) 1. Diversity in the STEM workforce varies widely across jobs.
Pew Research Center. https://www.pewsocialtrends.org/2018/01/09/diversity-in-the-stem-
workforce-varies-widely-across-jobs/
Georgia Performance Standards for Fine Arts Education: Music. (2009, June 18). Georgia Department
of Education. https://www.georgiastandards.org/standards/GPS%20Support%20Docs/Fine-Arts-
Music-GPS.pdf
ISTE Standards for Educators. (n.d.). ISTE. https://www.iste.org/standards/for-educators
ISTE Standards for Students. (n.d.). ISTE. https://www.iste.org/standards/for-students
Kageyama, N. (n.d.) Why Is It So Important to Record Yourself? Bulletproof Musician.
https://bulletproofmusician.com/why-is-it-so-important-to-record-yourself/
L., H. (2017, October 30). SAMR Model: A Practical Guide for EdTech Integration. Schoolology.
https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration

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LoTi Framework. (n.d.) LoTi Connection. https://www.loticonnection.com/loti-framework
LoTi Sniff Test. (n.d.) LoTi Connection.
https://drive.google.com/file/d/1h1L6Kz0qJQpQhySIbKuw5qQPReJsXQ-c/edit

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 INSTRUCTIONAL TECHNOLOGY GRANT PROPOSAL
EVALUATION FORM/SCORING RUBRIC

Total Points (out of 300): __________

1. Impacts a variety of skill levels and/or learning styles or impacts an important target population.

Possible number of points: 60 __________

2. Clearly identifies standards and learning objectives/project outcomes being addressed.

Possible number of points: 60 __________

3. Pedagogically sound, based on research and/or best practices.

Possible number of points: 60 __________

4. Clear plan for assessment of project and goals with examples of implementation methods.

Possible number of points: 60 __________

5. Impacts large number of students and/or can be recycled/reused.

Possible number of points: 60 __________

General Comments:

Adapted from: The Education Foundation of Oconee County, Inc.

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