Part 1

Final Project Based Learning Unit

Unit Project Overview and Goal: Students will be creating an original composition,
album art, and recording that can be accessed using the app Halo AR. They will be
using Noteflight, a notation software, to write their compositions. Once their
compositions are complete, students will record themselves playing their compositions
on a classroom instrument of their choice with the camera and video application on their
tablets that are being requested. After students have completed the composition and
recording process, they will create album art that expresses the music they are
composing (this is up to their interpretation) using Canva. Students will add their
composition onto their album art so that it can be printed as one document. The album
art will come to life after being scanned using Halo AR, where students will add an
overlay that will allow their recording to play when their image is viewed with the app.
These projects will be displayed during the art show so that students can represent their
artistic expression and musical creations. Below are the lesson overviews and the
amount of points that students will be working for throughout the duration of the project.

Lesson 1 - Composition 12 points possible

Lesson 2 - Recording 12 points possible

Lesson 3 - Album Art 12 points possible

Lesson 4 - Connecting Components and 16 points possible

Use of AR

Unit Project Challenge, Problem, or Question for Students to Explore: Students will
be challenged to create a cumulative project that includes three major components
captured in one augmented reality experience. Students will create an original
composition, a recording of their composition, and their own album art that will be
accessed using the app Halo AR. Students will be challenged to access and
successfully implement all components with the new digital tool, Halo AR. Applications
and software required for this project are free on the app store or online, so the only
purchase necessary is for devices that will allow students to complete each component.
 Final Project Based Learning Unit
Lesson Plan 1 - Composition

Project Idea: In this lesson, students will be completing their original composition for
their project. Using Noteflight Notation Software, students will craft an original
composition based on the guidelines of the rubric provided. Students will have the
entirety of the class period to work on this section of their project. This is a cumulative
lesson based on the composition unit and will be a demonstration of learning assessed
as a performance. The development of this section is crucial because students will save
this composition and build on it for the rest of their project. Students will save their
compositions and post them in our shared Google Drive in a folder labeled
“Composition Submissions.” Students will be assessed on the content accuracy of their
compositions.

Content Standard:
● “MU.500.55.01: Compose short pieces within specified guidelines (FCPS, 2021,
p. 11).
● “MU.500.55.02 - Correctly use notation symbols: treble clef, staff, bar lines,
repeat sign, and double bar line” (FCPS, 2021, p. 11).
● “MU.500.55.04 - Compose and notate music using several pitches from the
treble clef staff (e.g. B, A, G, low D, low E, high C, and high D)” (FCPS, 2021, p.
11).
● “MU.500.60.01 - Devise criteria for evaluating performances and compositions
(e.g. rubrics, active listening tools, checklists, and peer response sheets)”
(FCPS, 2021, p. 12).
● “CCSS.ELA-LITERACY.CCRA.W.4 - Produce clear and coherent writing in
which the development, organization, and style are appropriate to task,
purpose, and audience” (CCSS, 2022, para. 5).
● “CCSS.ELA-LITERACY.CCRA.SL.5 - Make strategic use of digital media and
visual displays of data to express information and enhance understanding of
presentations” (CCSS, 2022, para. 6).

ISTE Standard for Students:

● “1.3 Knowledge Constructor: Students critically curate a variety of resources
using digital tools to construct knowledge, produce creative artifacts and make
meaningful learning experiences for themselves and others” (ISTE, 2022, para.
3).
● “1.4 Innovative Designer: Students use a variety of technologies within a
design process to identify and solve problems by creating new, useful or
imaginative solutions” (ISTE, 2022, para. 4).
 ● “1.6 Creative Communicator: Students communicate clearly and express
themselves creatively for a variety of purposes using the platforms, tools, styles,
formats and digital media appropriate to their goals” (ISTE, 2022, para. 6).

Objective(s) for Lesson:

● Students will recall information from the unit about composition.
● Students will identify components about composition that are important for the
production of their project.
● Students will demonstrate learning by using the identified relevant information in
their project planning.
● Students will develop an original composition.
● Students will evaluate their compositions based on the rubric provided and
change materials as necessary.

Tools:
● Promethean Board
● Tablets (class set)
● Teacher Laptop
● Google Drive
● Google Slides (slides 3-10)
● Noteflight Notation Software
● Scrap Paper (brainstorming/notes)
● Pencils
● Internet Connection

Teacher Directed Activities:

● Introduce project directions and describe how it is a cumulative assessment on
the composition unit
● View slides with students for directions on how to get started with composing
● Provide instructions on how to write a composition
○ Review rules and procedures, necessary components, etc.
● View slides with students to discuss Noteflight (how to access and how to use)
● Show students a demonstration on how to use Noteflight and preview sample
finished product
● Review rubric and expectations for this section of the project
● Show students how to save a project and then upload it to the Google Drive
folder labeled “Composition Submissions”
● Distribute tablets
● Assist students logging in and accessing Noteflight
● Help students create a new project and get started
 ● When students are finished, help them save and upload their compositions to
Google Drive as needed

Student Activities:
● Students listen to and engage in the introduction of the project
● Students view how to access, use, and export from Noteflight
● Students get tablets and log in using their credentials
● Students access the Internet
● Once they have the Internet pulled up, students can search for and access
Noteflight
● Using their already existing accounts, students will log in to Noteflight
● After logging in, students will create a new composition by selecting “Create” in
the top left corner, and then choosing “Start from a Blank Score Sheet”
● Students can then begin working on their composition by selecting appropriate
tools, notes, pitches, and elements that fit their ideas.
● Once students are done, they will view the rubric and ensure that their
composition aligns with the requirements for the project
● Students will save their project and export it as “Full Score PDF”
● Students will then access the Google Drive folder labeled “Composition
Submissions” and upload their PDF labeled “Name - Composition”
● Once students have their compositions submitted, they can be graded
● They will access their compositions from this folder later to add to their AR
platform

Performance Based Assessment:

4 3 2 1
(Exceeding) (Meeting) (Approaching) (Developing)

Content of Student’s use Student’s use Student’s use Student’s use of

Composition of rhythms, of rhythms, of rhythms, rhythms,
(accurate pitches, and pitches, and pitches, and pitches, and
rhythms, technical technical technical technical
pitches, etc.) elements are elements are elements are elements are
all accurate mostly somewhat not accurate or
accurate accurate not existent

Part Writing Student has Student has Student has Student has
and demonstrated demonstrated demonstrated demonstrated
Composition mastery in proficiency in basic lack of
Rules part writing part writing understanding understanding
procedures procedures in part writing in part writing
and and procedures and procedures and
 composition composition composition composition
rules rules rules rules

Use of Musical Student has Student has Student has Student has
Elements included at included at included at included 2 or
(form, least 5 least 4 least 3 less different
dynamics, different different different musical
tempo, musical musical musical elements in
accents, etc.) elements in elements in elements in their
their their their compositions
compositions compositions compositions

Possible: 12 points Total: __________

Sample Finished Product:

Mrs. Rolls - Sample Composition Project

Final Project Based Learning Unit

Lesson Plan 2 - Recording

Project Idea: In this lesson, students will be applying their performance skills to record
a video of their original composition being played on a classroom instrument of their
choice. They will use their tablets to view their composition while they practice on their
instruments. When they are ready to record, students will access the video tool on their
tablets and take turns recording their composition in the hallway. When their video is
complete, they will upload it to the class Google Drive folder labeled “Recording
Submissions.” Students will be assessed on the performance accuracy of their
compositions and clarity of their video (this will be used later with the AR tool).

Content Standard:
● “MU.500.60.01 - Devise criteria for evaluating performances and compositions
(e.g. rubrics, active listening tools, checklists, and peer response sheets)”
(FCPS, 2021, p. 12).
● “MU.500.35 - Respond to and imitate expressive elements of music” (FCPS,
2021, p. 7).
● “MU.500.60 - Analyze, describe, and evaluate music” (FCPS, 2021, p. 12).
● “CCSS.ELA-LITERACY.CCRA.SL.5 - Make strategic use of digital media and
visual displays of data to express information and enhance understanding of
presentations” (CCSS, 2022, para. 6).

ISTE Standard for Students:

 ● “1.1c Empowered Learner - Students use technology to seek feedback that
informs and improves their practice and to demonstrate their learning in a variety
of ways” (ISTE, 2022, para. 1).
● “1.6a Creative Communicator - Students choose the appropriate platforms and
tools for meeting the desired objectives of their creation or communication.
(ISTE, 2022, para. 6).
● “1.6d Creative Communicator - Students publish or present content that
customizes the message and medium for their intended audiences (ISTE, 2022,
para. 6).

Objective(s) for Lesson:

● Students will recall their compositions created last class.
● Students will select a classroom instrument that is appropriate for the
composition they wrote.
● Students will apply knowledge of classroom instruments to practice their
compositions.
● Students will demonstrate the ability to perform their compositions on their
selected classroom instruments.
● Students will create a new recording of themselves performing their original
compositions.
● Students will evaluate the performance quality of their recording based on the
rubric provided before submitting their recording to the Google Drive folder.

Tools:
● Promethean Board
● Tablets (class set)
● Teacher Laptop
● Google Drive
● Google Slides (slides 11-16)
● Internet Connection
● Video Camera on Tablets
● Classroom Instruments
● Students’ Compositions

Teacher Directed Activities:

● Introduce project directions and describe how it will connect to the previous
lesson
● View slides with students for directions on how to get started with recording
● Provide instructions on how to record using the camera/video application on their
tablets
 ● View slides with students to discuss how to access composition and go through
instrument selection
● Review rubric and expectations for this section of the project
● Show students the sample finished product for this section of the project
● Show students how to save their recording when finished and then upload it to
the Google Drive folder labeled “Recording Submissions”
● Distribute tablets
● Assist students logging in and accessing recording application
● Help students access Google Drive to open their compositions
● One at a time, students will come up and select an instrument to use for their
recording that accurately fits their composition
○ Accurate pitch range
○ Instrument can demonstrate written elements
● Allow students practice time with their instruments and then send them out in the
hallway one at a time to record their projects
● Once students are done, assist them with saving their recording and uploading it
to Google Drive as needed

Student Activities:
● Students listen to and engage in the introduction of the project
● Students get tablets and log in using their credentials
● Students access Google Drive to open their composition submission
● Once students have accessed their compositions, they will choose a classroom
instrument that appropriately fits their composition
○ Different instruments have different capabilities, so students will select an
instrument that is able to perform all of the rhythms, pitches, elements,
and expressions of their compositions
● Students will have time to practice playing their compositions on the instruments
they chose
● Once students feel prepared, they will access the camera/video application on
their tablets
● Students will take turns going into the hallway where it is quiet to record their
videos of them playing their compositions
● Students may take as many times as needed to get a recording that is clear and
accurate based on what they wrote
● When finishing their recordings, students will view the rubric to ensure they have
met the criteria needed for this section of the project
● After students have recorded a performance they are happy with, they will save
the video to their computer and then upload the file to the Google Drive folder
labeled “Recording Submissions”
● Students will return all materials to where they belong and log out of their devices
Performance Based Assessment:
4 3 2 1 (Developing)
(Exceeding) (Meeting) (Approaching)

Use of Student can Student can Student can Student can

Technology access and use access and use access and use not access or
technology with technology with technology with use technology
full little some on their own
proficiency assistance assistance

Selection of Student Student Student Student did

Instrument selected an selected an selected an not select an
instrument that instrument that instrument that appropriate
completely fits mostly fits the somewhat fits instrument to fit
the style and style and part the style and the style and
part writing of writing of their part writing of part writing for
their composition. their their
composition composition composition

Recording Student’s Student’s Student’s Student’s

Quality recording is recording is recording is recording is
very clear and mostly clear. somewhat not very clear.
articulate. Student took clear. Student Student did
Student took time to record seems a little not take time
time and their work rushed and to record
recorded their unsure about submittable
best work recording work

Possible: 12 points Total: __________

Sample Finished Product:

Mrs. Rolls - Sample Composition Recording

Final Project Based Learning Unit

Lesson Plan 3 - Album Art

Project Idea: In this lesson, students will be creating album art that expresses visually
what they wrote in their original compositions. Students will be using Canva to illustrate
and create artwork that will demonstrate their ideas and can be visualized when
listening to their compositions. Once students have completed their artwork, they will
paste a clip of their composition onto the image so that they can be printed together as
one document. This document will be printed out and used as a display to set up the
next section of the project. Once students have completed their illustrations and have
attached their compositions, they will submit their product to the Google Drive folder
labeled “Album Art Submissions” to be graded. I will then print out their submissions for
them before the next class so that they can have a tangible document to work with
when implementing the next step.

Content Standard:
● “AR.500.15 - Recognize that art represents what people see, know, imagine,
and feel” (FCPS, 2021, p. 2).
● “AR.500.25 - Evaluate the ways in which works of art express ideas about self,
other people, places, and events” (FCPS, 2021, p. 4).
● “MU.500.65 - Discover relationships between music and other disciplines”
(FCPS, 2021, p. 13).
● “MU.500.65.02 - Identify similarities and differences in the meanings of common
terms used in visual and performing arts (e.g. form, line, and contrast)” (FCPS,
2021, p. 13).
● “MU.500.60 - Analyze, describe, and evaluate music” (FCPS, 2021, p. 12).

ISTE Standard for Students:

● “1.1c Empowered Learner - Students use technology to seek feedback that
informs and improves their practice and to demonstrate their learning in a variety
of ways” (ISTE, 2022, para. 1).
● “1.3 Knowledge Constructor: Students critically curate a variety of resources
using digital tools to construct knowledge, produce creative artifacts and make
meaningful learning experiences for themselves and others” (ISTE, 2022, para.
3).
● “1.6 Creative Communicator: Students communicate clearly and express
themselves creatively for a variety of purposes using the platforms, tools, styles,
formats and digital media appropriate to their goals” (ISTE, 2022, para. 6).

Objective(s) for Lesson:

● Students will describe the components of their composition that can be
transferred to an illustration.
● Students will translate those components into elements of art with visuals and
colors.
● Students will illustrate their album art that accurately depicts what is heard in
their compositions.
● Students will combine their composition with their album art so that both
documents are located on the same page.
● Students will evaluate their album art to ensure it meets the criteria listed in the
rubric.
Tools:
● Promethean Board
● Tablets (class set)
● Teacher Laptop
● Google Drive
● Google Slides (slides 17-22)
● Canva
● Internet Connection
● Students’ Compositions
● Students’ Recordings
● Printer
● Scrap Paper (for brainstorming)
● Pencils

Teacher Directed Activities:

● Introduce project directions and describe how it will connect to the previous
lesson
● View slides with students for directions on how to get started with creating their
album art
● Provide instructions on how to illustrate a project using Canva
● View slides with students to discuss how to analyze their composition to select
elements that can be visualized in their artwork
● Review rubric and expectations for this section of the project
● Show students how to save their projects when finished and then upload it to the
Google Drive folder labeled “Album Art Submissions”
● Show students the sample finished product for this section of the project
● Distribute tablets
● Assist students logging in and accessing Canva
● Help students create a new project or blank document - poster setting might be
best depending on what they want to create
● Help students access Google Drive to open their compositions and recordings (if
needed)
● Once students are done, assist them with saving their album art and uploading it
to Google Drive as needed
● After all students have submitted, each project needs to be printed in preparation
of the next part of the project

Student Activities:
● Students listen to and engage in the introduction of the project
● Students get tablets and log in using their credentials
 ● Students access Google Drive to open their composition submission and
recording (as needed)
● Once students have accessed their materials, they will begin to analyze their
compositions for elements that can be transferred into a visual component
○ What do you see? Are there any patterns?
○ What tone are you setting with your composition?
○ Does it make you think of a particular place?
○ What do you want your listeners to see when they listen to your song?
● Students may take as much time as needed throughout the class period to create
an album cover for their song
● Students will open a new project on Canva and begin illustrating
● Once they are finished with the illustration, students will add a clip of their
composition onto the album art so that it can be printed as one document
together
● When finishing their artwork, students will view the rubric to ensure they have
met the criteria needed for this section of the project
● Once students have evaluated their artwork, they will save the image to their
computer and then upload the file to the Google Drive folder labeled “Album Art
Submissions”
● Students will return all materials to where they belong and log out of their devices

Performance Based Assessment:

4 3 2 1 (Developing)
(Exceeding) (Meeting) (Approaching)

Connection to Student Student Student Student didn’t

Composition illustrated an illustrated an illustrated an create an
album cover album cover album cover album cover
that can be that can be that can be that connects
completely mostly somewhat to their
connected to connected to connected to composition
their their their
composition composition composition

Complete Student’s art Student’s art Student’s art Student’s art is

Illustration has multiple has multiple has multiple lacking use of
(use of colors, colors and colors and colors and colors and
looks final, attention to attention to attention to attention to
student effort) detail - looks detail - looks detail - looks detail - does
completed and completed somewhat not look
distinguished completed completed

Use of Student can Student can Student can Student can

 Technology access and use access and use access and use not access or
technology with technology with technology with use technology
full little some on their own
proficiency assistance assistance

Possible: 12 points Total: __________

Sample Finished Product:

Mrs. Rolls - Sample Album Art

Final Project Based Learning Unit

Lesson Plan 4 - Connecting Our Components

Project Idea: In this lesson, students will be using the app Halo AR to compile all of the
components they have created so far into one project that can be accessed at the same
time. Students will use their print-out of their album art and composition as a “trigger
image.” When this image is scanned with the Halo AR app, an overlay of their video
recording will play over the album art. Students will be learning how to access a new
application, utilize that application, and create a project for final submission using the
application. When students complete the project, they will be assessed on each
component of the project they have created, as well as their ability to put all
components together with the Halo AR application.

Content Standard:
● “MU.500.65 - Discover relationships between music and other disciplines”
(FCPS, 2021, p. 13).
● “CCSS.ELA-LITERACY.CCRA.W.6 - Use technology, including the Internet, to
produce and publish writing and to interact and collaborate with others” (CCSS,
2022, para. 7).

ISTE Standard for Students:

● “1.1c Empowered Learner - Students use technology to seek feedback that
informs and improves their practice and to demonstrate their learning in a variety
of ways” (ISTE, 2022, para. 1).
● “1.3c Knowledge Constructor - Students curate information from digital
resources using a variety of tools and methods to create collections of artifacts
that demonstrate meaningful connections or conclusions” (ISTE, 2022, para. 3).
● “1.4 Innovative Designer: Students use a variety of technologies within a
design process to identify and solve problems by creating new, useful or
imaginative solutions” (ISTE, 2022, para. 4).
 ● “1.6 Creative Communicator: Students communicate clearly and express
themselves creatively for a variety of purposes using the platforms, tools, styles,
formats and digital media appropriate to their goals” (ISTE, 2022, para. 6).

Objective(s) for Lesson:

● Students will recall previous components of the project (i.e. composition,
recording, and album art).
● Students will identify which components will be used for each section of the Halo
AR implementation.
● Students will use Halo AR to connect each piece of their project and make one
final product.
● Students will develop their final project submission with the Halo AR application.
● Students will evaluate their project to ensure it meets the criteria needed for final
submission.

Tools:
● Promethean Board
● Tablets (class set)
● Teacher Laptop
● Google Drive
● Google Slides (slides 23-30)
● Halo AR app (app for mobile devices but can be viewed at this link)
● Internet Connection
● Students’ Composition and Album Art Print-outs
● Students’ Recordings
● Tape (for hanging projects in the hallway)

Teacher Directed Activities:

● Introduce project directions and describe how it will connect all previous
components of each lesson
● Introduce Halo AR
○ What is it?
○ How do you use it?
○ What does it do?
● View slides with students for directions on how to get started with creating their
final product on Halo AR
● Review rubric and expectations for this section of the project
● Show students how to save their projects when finished and then upload it to the
Google Drive folder labeled “Final Halo AR Submissions” (this will be a
screenshot that their project is finished, each project will be displayed and viewed
during the art show)
 ● Show students the sample finished product for this section of the project
○ Also provide a live demonstration on how it works
● Distribute tablets
● Assist students logging in and accessing Halo AR
● Help students create a new project
● Help students access Google Drive to open their recordings (if needed)
○ Also distribute their print-outs of their album art and composition
● Once students are done, assist them with taking a screenshot of their finished
product and uploading it to Google Drive as needed
● Once students are completely finished, provide them with tape and a location to
post their album art/composition in the hallway

Student Activities:
● Students listen to and engage in the introduction of the final section of the project
● Students get tablets and log in using their credentials
● Students access Google Drive to open their recordings
● Students get their print-outs of their album art/composition
● Once students have accessed their materials, they will access Halo AR on their
tablets
● Students will create a new project and get started
○ Take an image of their album cover
○ Create an overlay of their recording
● Students may take as much time as needed throughout the class period to create
and finish their final submissions using Halo AR
● When students are near the end of this section, they will review the rubric to
ensure they have met all criteria for the project
○ Students may make any edits now but once they have turned in their
screenshot of the final product, they are unable to make any changes to
their projects
● Once they are finished with the final component, students will take a screenshot
of their finished project on the Halo AR app and upload it to the Google Drive
folder labeled “Final Halo AR Submissions” to show that their project is complete
● Students will get tape from the teacher and go to the hallway to hang up their
album art for the art show
○ Students may use their tablets to test their projects once they are on the
wall if they wish to do so
● Students will return all materials to where they belong and log out of their devices

Performance Based Assessment:

4 3 2 1 (Developing)
 (Exceeding) (Meeting) (Approaching)

Incorporation Student Student Student Student

of All successfully successfully successfully incorporated 1
Components incorporated all incorporated all incorporated 2 or less
in the Final 3 components 3 components components in components in
(composition, in their final in their final their final their final
recording, and product on their product with product with product with
album art) own little assistance assistance assistance

Completion Student Student Students Student

and completed and completed and completed and completed and
Submission of submitted all submitted all submitted at submitted at
Project Pieces project steps to project steps to least 3 project least 2 project
to Google Google at the Google at the steps to steps to
(step by step necessary time necessary time Google at the Google or did
submissions of submission of submission necessary time not turn things
each class) without with little of submission in at the
assistance assistance with some necessary time
assistance of submission

Use of Student can Student can Student can Student can

Technology access and use access and use access and use not access or
technology with technology with technology with use technology
full little some on their own
proficiency assistance assistance

Ability to Use Student can Student can Student can Student can
and Navigate fully navigate mostly somewhat not navigate
Halo AR and complete navigate and navigate and and complete
activity on Halo complete complete activity on Halo
AR - project is activity on Halo activity on Halo AR - project is
ready for AR - project is AR - project is not ready for
display ready for almost ready display
display for display

Possible: 16 points Total: __________

Sample Finished Product: Mrs. Rolls - Sample Final Halo Screenshot

References for all Lessons:

Common Core State Standards Initiative (CCSS). (2022). College and career readiness
anchor standards for reading and writing. http://www.corestandards.org/ELA-Literacy/
Frederick County Public Schools (FCPS). (2021, October 21). FCPS EVPA 3-5 art
curriculum.
https://drive.google.com/drive/folders/1CXBI4NwIFnNxP56iy7wS9CTxIQhs_s3g

Frederick County Public Schools (FCPS). (2021, July 19). 2021-2022 FCPS elementary
general music curriculum 3-5 priority standards.
https://docs.google.com/document/d/1yJHyvKHdFvYdc0e1xH75KI9tHglYFLbLDKxH41
UI72o/view

International Society for Technology in Education. (2022). ISTE standards: Students.

https://www.iste.org/standards/iste-standards-for-students
 Part 2
Funding Proposal

Funding Source: Donorschoose.org

Description of Classroom/Students: This project is crafted for 5th grade, general

music students in an inner-city, Title 1 school. Each 5th grade class has approximately
twenty two students, and there are five classes. The purchasing of these materials will
benefit other grades for different topics while encouraging arts integration and
implementation of technology in teaching and learning.

Description of Project Idea and Goal: Students will be creating a cumulative project of
an original composition, album art, and recording that can be accessed using the app
Halo AR. They will be using Noteflight, a notation software, to write their compositions.
Once their compositions are complete, students will record themselves playing their
compositions on a classroom instrument of their choice with the video application on
their tablets. After students have completed the composition and recording process,
they will create album art that expresses the music they are composing (this is up to
their interpretation) using Canva. Students will add their composition onto their album
art so that it can be printed as one document. The album art will come to life after being
scanned using Halo AR, where students will add an overlay that will trigger their
recording to play when their image is viewed with the app. These projects will be
displayed during the art show for a display of artistic creation and musical expression.

Learning Objectives:
● Students will identify elements of composition for the creation of an original song.
● Students will use previous learning and a new application to extend their
knowledge of technology.
● Students will demonstrate their understanding of the composition unit by creating
an original composition as a cumulative assessment.
● Students will use technology to record a demonstration of their ability to perform
their original compositions.
● Students will use interpretation of the sound elements in their compositions to
illustrate album art.
● Students will combine each element of their project into one to create a final
product on Halo AR.
● Students will evaluate their projects based on the provided rubrics to ensure they
are meeting the project criteria.
Description of Need for Funding: In my classroom, I do not have any technology for
students. Classroom teachers in my building have approximately 10 Chromebooks, but
students do not get their own. When I want students to use technology, they have to
bring their Chromebooks with them to music, but they have to share. There are
occasions when students are not able to bring their Chromebooks with them due to
scheduling conflicts with other classes. I have not been able to get my own class set of
Chromebooks, but with the purchasing of these tablets, students will be able to have
technology that stays in my room for them to use. I will also be able to use these tablets
with the rest of my students, which is upwards of 450. I prefer the tablets because
students will be able to access different platforms and utilize them for a multitude of
activities throughout the school year. With the funding of this project, these tablets will
belong to my classroom and students will always have them when needed. I intend on
sharing them with the rest of my team so that they may utilize the same technologies
and opportunities for students in their classrooms.

Description of How Learning will be Measured: During the project, students will
submit their progress after each day for the individual components to be graded. This
will include their compositions, recordings, and album art. These will serve as formative
assessments on students’ progress throughout the unit. In the summative assessment,
students will have their projects posted in the school for the art show. Anyone who visits
the art show can download the Halo AR app for free and scan the artwork to hear each
students’ performances. I will individually view each project and test it on the app to
assess and grade each student’s work. I will use the rubrics provided to gauge the level
of each project.

Description of Provided Sustainability: After the implementation of this project, the

funded materials will be used in other lessons that will benefit other various grade level
students. The difficulty level of the materials and ease of implementation for future
projects will be beneficial for younger students to use. With the purchasing of these
materials, I will be able to construct more meaningful projects for students of different
ages and content areas. These materials can also be shared with other members of the
specials team (music, art, physical education, and media). This means that the
hardware and software purchased will benefit more than just the general music
students, but can also be used for the creation of projects in other content areas. The
implementation of technology in the classroom is critical, as our students are learning in
a world that is evolving. These materials will provide me with the necessary tools to host
a project-based, arts integration learning environment for my students.

Link to Funding Proposal: Donors Choose Funding Proposal Link

 Part 3
Final Unit Project and Course Reflection

During the creation of this final project, I ran into some obstacles. I had planned
for certain activities that didn’t end up working out, or I wanted to do something and my
pieces weren’t connecting. Typically, I don’t run into this issue in my classroom. I
realized that the reason I was hitting these roadblocks was because I don’t typically
implement such tech-heavy lessons in my room. When I want students to write
something, I give them staff paper. When I want my students to play something, I have
them do it live. With the implementation of this technology, the depth of the lesson is
greater, but so is the reward. As an educator, it is my job to ensure those working
pieces are ready for my students. In this project, I was able to really see and understand
how each part works together and how to plan for error. As for technology in my room, I
don’t have any. After Covid, we started to run very low on Chromebook supply, so even
classroom teachers only have about 10 of them. This means that I definitely don’t have
any in my room. My school is meant to be an arts integration school, and I think that
technology should be a huge portion of that. During this course, I realized the incredible
importance of technology in our students’ education and that it should be utilized
regularly to familiarize our students with an ever-evolving world of technology.
In the classroom, tech tools should be used and implemented for every piece of a
project. This doesn’t mean that students need to be glued to a Chromebook or tablet for
the entire class, but teachers should rotate portions of the lesson onto tech tools so that
students can become accustomed to using technology for each part at some point.
When our students leave us, they head to middle school, and inevitably high school. If
we are exploring technology this much at the elementary level, then students will
definitely need these skills at the middle school and high school level. Preparing
students, or even helping them become comfortable navigating technology will set them
up for success in their future courses. Implementing these tools in special area classes
is just as important as implementing them in core classes. If students know how to
browse, create, perform, and exchange information in creative ways, it will aid them in
practicing those skills for the projects they may have in their core classes. Practice
makes progress!
In this unit plan, students are utilizing multiple tech tools. Even though they will
be using their tablets for the entirety of the project, they are being exposed to three
different platforms for creation. Noteflight will allow students to compose an original
composition, they will craft album art using Canva, and then they are making their
pieces come alive with Halo AR. Even though we are not focusing the whole unit around
one platform, students are creating mini-project with each to compile into a bigger
picture. The variety offered in this lesson will give students experience navigating tech
tools and help them process how they need to learn new information. Allowing students
the freedom to experience these tools at their own pace will make them more willing to
try new things and get comfortable with what they are creating. The exposure to these
platforms using their tablets will improve student learning by familiarizing them with
various amounts of technology and showing them ways to express and create new
materials using that technology.
During this course, I have put forth nothing but my best efforts in my work and
creation of materials. I have thoroughly enjoyed the projects we have created and hope
to implement most, if not all of them in my classroom. This course has helped me to
understand the evolving role of technology in the classroom and the importance of
exposing our students to it. As educators, we are meant to grow with our students. If we
continue to teach the way we were taught, our students will never learn. Being a young
educator, I am still experiencing a lot of things in the social media world that our
students are in. I hope to continue on this learning journey for the betterment of myself
for my students.