Lesson 1 for 5th Grade General Music

by Gwen Waldman

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE

A Standards-Based Approach
Description: Students will begin this unit by becoming aware of the financial troubles that plague most symphony orchestras. In pairs, students will research symphony orchestras, orchestral programming, and listen to orchestral music.

Daily Lesson GAME Plan Template

Lesson Title: S.O.S. - Save Our Symphony (Orchestra)
Related Lessons: Blogging: What is the Problem? and What Can Change?, Digital Storytelling: Sharing Our Solutions
Grade Level: 5th Grade
Unit: The Demise of Classical Music
GOALS
National Standards for Music Education:
  • Content Standard 6: Listening to, analyzing, and describing music
  • Content Standard 7: Evaluating music and music performance
  • Content Standard 8: Understanding relationships between music and the others arts, and disciplines outside the arts
  • Content Standard 9: Understanding music in relation to history and culture
ISTE NETS-S

o Creativity and innovation
√ Communication and collaboration
√ Research and information fluency

o Critical thinking, problem-solving, & decision-making
√ Digital citizenship

o Technology operations and concepts
Instructional objective(s):
  • Students will describe and evaluate the music that symphony orchestras perform.
  • Students will identify the causes of orchestral demise.
ACTION
Before-class preparation: I will gather online articles about symphony orchestras that have gone out of business or are experiencing financial trouble, gather online resources of symphony orchestra programming, bookmark online resources with Diigo so that students can access the relevant sites. I will print the Internet articles and gather relevant books, encyclopedias, and compact discs. I wil reserve computer carts.
During class
Time
Instructional Activities
Materials & Resources
2 minutes

8 minutes

20 minutes

10 minutes

Watch introductory video: Budget Woes Silence the Honolulu Symphony

Begin KWHL (what we Know, Want to learn, How we will learn, and what we have Learned) Chart

In pairs, students read about the failing orchestras, learn about orchestral programming and listen to musical selections.
Students take notes.

As a whole group, we update our KWHL chart

http://www.khon2.com/news/local/story/Budget-Woes-Silence-Honolulu-Symphony/l854mHwqK0-J5FxDWeYHhg.cspx

SMART Board and tools

MacBooks (one for every 2 students), Internet articles bookmarked on Diigo, print version of Colorado Symphony programming brochure, musical selections found on Karadar.com
Paper and pencil, Word, and/or Inspiration

Student notes, SMART Board and tools
(Students will receive a copy of our updated KWHL chart.)

Notes: Student groupings, environmental modifications needed, etc.
Students will self select their pairings for this lesson. I believe the students will work more effectively and efficiently if they are working with a peer they are comfortable with. For my students who struggle with reading, I will set up the Voice Over application on our MacBooks to help them access and understand the Internet articles. I will also add music sites that are designed for younger readers. Because my music classes are limited to 40 minutes, this lesson may need two class periods for students to thoroughly read the materials and have adequate time to listen to several musical selections and learn about them.


MONITOR

Ongoing assessment(s): Students will have the rubrics for collaborative work, blog postings (for the 2nd lesson), and end of unit presentation. For this lesson, students will be informally assessed on their collaborative work and contribution to the KWHL Chart at the end of class.
Accommodations and extensions: Students who have been to symphony performances, as well as, students who have performed in a recital or concert can share their experiences. If students have performed any of the pieces they find in the orchestral programming resources, they could plan to perform the piece for the class at the end of the unit. In addition to using the Voice Over application and providing music sites at varied reading levels, I will modify all activities to meet students’ Individualized Educational Programs (IEPs).
Backup plan: In case we have difficulty with our Internet connection or computers, I will have printed copies of the Internet articles that I have bookmarked for my students. Books, encyclopedias, symphony brochures, and compact discs (CDs) will be available for students to use in class.
EVALUATE AND EXTEND
Lesson reflections and notes: The final project of this unit (a digital story) will be shared with families on students’ digital portfolios. Innovative ideas for helping symphony orchestras be more financially secure will be shared with the Colorado Symphony Orchestra Programming and Marketing Teams.

Lesson 2 for 5th Grade General Music

by Gwen Waldman

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE

A Standards-Based Approach
Description: In this lesson, students will take the knowledge they have gained from reading articles about symphony orchestras, listening to orchestral music, reading about the music and composers, and blog with their peers in class and their fifth grade peers at a school in Loveland, Colorado. Through their blogs, students will identify why symphony orchestras cannot continually draw large enough audiences to sustain their organizations. After identifying the problem(s), students will continue to blog to explore solutions and discuss ways to present their ideas in a digital story format.

Daily Lesson GAME Plan Template

Lesson Title: Blogging: What is the Problem? and What Can Change?
Related Lessons: S.O.S. Save Our Symphony (Orchestra), Digital Storytelling: Sharing Our Solutions
Grade Level: 5th Grade
Unit: The Demise of Classical Music
GOALS
National Standards for Music Education:
  • Content Standard 6: Listening to, analyzing, and describing music
  • Content Standard 7: Evaluating music and music performance
  • Content Standard 8: Understanding relationships between music and the others arts, and disciplines outside the arts
  • Content Standard 9: Understanding music in relation to history and culture
ISTE NETS-S

√Creativity and innovation
√ Communication and collaboration

o Research and information fluency


√ Critical thinking, problem-solving, & decision-making
√ Digital citizenship

o Technology operations and concepts
Instructional objective(s):
  • Students will collaborate using blogs to identify orchestras’ difficulties in attracting large enough audiences to remain financially viable.
  • Students will collaborate using blogs to explore solutions to orchestras’ funding difficulties.
  • Students will discuss in their blogs how to present their solutions.
ACTION
Before-class preparation: Before the start of this unit, I will obtain parental permission for each student to work on the blogging project. I will reserve computer carts so that each student will have a laptop on which to blog. With my students input, I will place the student pairs (from the previous lesson) into groups of four students each and set-up a private blog for each group. My teaching partner Mrs. Cochran and I will set up video conference addresses for each group on Skype.
During class
Time
Instructional Activities
Materials & Resources


10 minutes

25 minutes

5 minutes

25 minutes

10 minutes

5 minutes

Day 1
As a whole group, we review KWHL (what I Know, what I Want to know, How I will find information, and what I Learned) Chart, Find out which musical pieces each group heard.

Students identify causes of orchestras’ difficulties through blogging. (Students are encouraged continue their blog discussions at home.)

Students shut down and put laptops away properly, and return computer carts to the technology room.

Day 2
Students explore solutions to the orchestras’ funding difficulties through blogging.

Students discuss (through blogging) how to share their solutions. Students understand that their presentation must be a digital story. (Students are encouraged to continue their blog discussions at home.)

Students properly shut down and put computers away, and return computer carts to the technology room.



Our saved chart on the SMART Board, paper copies for students to use during blogging

A laptop for each student, blogs set-up for each group, Skype accounts

Computer carts

A laptop for each student, blogs, Skype accounts

Computer carts

Notes: Student groupings, environmental modifications needed, etc.: Students will be in groups of 4-5 students. The groupings will be based on students that work well together. Consideration will also be given to their academic level to try to arrange homogeneous groups. Video conferencing may be used if there are groups who have great difficulty reading and writing; a teaching assistant or parent volunteer will take notes during the videoconferences.

MONITOR

Ongoing assessment(s): Students will be assessed on their work in the blog with a blogging rubric.
Accommodations and extensions: As mentioned in the environmental section, students with significant learning disabilities may utilize video conferencing instead of blogging. Students can extend the blogging (video conferencing) activity by blogging (conferencing) at home. I will set up specific times that students should blog in the evening so they are blogging synchronously.

Backup plan: If there is a problem with blogging, each group will have a Skype address so that they can videoconference. If there are problems with small group videoconferencing and blogging, we could videoconference as whole classes. If there are Internet problems, students can work collaboratively in their groups.
EVALUATE AND EXTEND
Lesson reflections and notes: I am planning that students will blog synchronously so that they can share generate and share many ideas in a short period of time.

Lesson 3 for 5th Grade General Music

by Gwen Waldman

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE

A Standards-Based Approach
Description: In this lesson students will create digital stories. They will choose to use their digital story to share the solutions they have found to help symphony orchestras stay in business or create a Public Service Announcement (PSA) to inform the public of the difficulties that orchestras are facing.

Daily Lesson GAME Plan Template

Lesson Title: Digital Storytelling: Sharing Our Solutions
Related Lessons: S.O.S. Save Our Symphony (Orchestra), Blogging: What is the Problem? and What Can Change?
Grade Level: 5th Grade
Unit: Unit: The Demise of Classical Music
GOALS
National Standards for Music Education:
  • Content Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts.
  • Content Standard 9: Understanding music in relation to history and culture.
ISTE NETS-S

√ Creativity and innovation
√ Communication and collaboration

o Research and information fluency


√ Critical thinking, problem-solving, & decision-making
√ Digital citizenship
√Technology operations and concepts

Instructional objective(s):
  • Students will collaborate to create digital stories either suggesting solutions to the symphony orchestra crisis or alerting the public to the problem through a PSA.

ACTION
Before-class preparation: I will reserve the computer cart so that each student will have a laptop to use for this project. I will obtain permission from parents for their children to appear in the digital stories in the event that these project could be shared with the Colorado Symphony marketing and programming committees or used as a PSA on the Internet or a local television station. I will create a webpage addressing safe and ethical Internet and digital tools usage.
During class
Time
Instructional Activities
Materials & Resources

10 minutes
30 minutes
40 minutes each day
40 minutes

Day 1
As a whole group, students will review safe and ethical Internet/digital tools practices. I will also present the website Video in the Classrom.com which has great resources for digital storytelling and copyright information.
In their small groups, students decide how they will present their digital story and create a storyboard. (Students can choose to work with their blog teammates in Loveland, Colorado or simply collaborate with their classmates.) Students will decide which jobs each member of the group will perform. (If students cannot appear in the digital story (because they did not receive parental permission, they could take the video or pictures, they could write the script, or edit the story. The group might also decide to create their digital story without having any groups members in the story.)

Day 2 & 3
Students continue to work in their groups creating their digital story.
Day 4
Students will share their digital stories in class. Stories will be shared on the Internet, local television station, or with the Colorado Symphony marketing and programming committees if appropriate. As well as receiving feedback and assessment from the instructor, students will self-assess using the rubric.

SMART Board, safe and ethical practices webpage, website Video in the Classroom.com
Laptops, VoiceThread, iMovie,
Same resources as above
Laptop, projector, digital storytelling projects, digital storytelling rubric

Notes: Student groupings, environmental modifications needed, etc.
Unless difficulties with groupings arise, students will continue with the same classmates they worked with in Lesson 2. Students with severe learning disabilities will have the assistance of a teaching assistant or parent volunteer.

MONITOR

Ongoing assessment(s): During students’ group time, I will monitor the groups to keep students on track and collect information on how they are progressing.To assess the students’ work for this unit, I will adapt the digital storytelling rubric on the website Video in the Classroom.com (URL http://www.needleworkspictures.com/vic/make_movies/).
Accommodations and extensions: The time allotted for creating the digital stories can be extended or reduced depending on the students’ needs. If a group finishes very quickly, they could create the other type of digital story that they did not choose the first time.
Backup plan: Although I am planning for students to include images and/or video of themselves, if they do not receive parental permission, this project can be done without including students in the stories. If parents object, these digital stories do not have to be shared outside of our school community.
EVALUATE AND EXTEND
Lesson reflections and notes: This unit has the potential to be a very powerful example of how music relates to other arts and disciplines. To extend the students’ understanding and appreciation for the service symphony orchestras provide to communities, I play to take my fifth grade classes on a field trip to a Colorado Symphony Youth Concert.