Unit+Plan

UNIT PLAN ** __**Unit Title:**__ Advances in Technology __**Grade Level:**__ 8 __**Discipline:**__ Vocal Music
 * MARK T. POOLE

__**Teacher Name(s):**__ Mark T. Poole __**Email address:**__ mpoole64@yahoo.com __**School(s) or District(s):**__ Washington School District

__**Title of Unit:**__ Advances in Technology __**Overview:**__ This unit will focus on learning how to use music notation software, and how to incorporate this knowledge into practical, classroom use. __**Time needed to complete the unit:**__ Approximately ten (10) class periods.

__**RICH AND COMPELLING CONTENT**__ Advances in Technology

"Advances in technology influences the nature of society, and, as a result, also changes the arts of that society"
 * __BIG IDEA__**

__**ESSENTIAL QUESTIONS**__

1. How could music notation software be implemented as a tool in a music classroom to help enhance learning? 2. How can music notation software supplement and / or supplant traditional notation techniques in various music classroom settings? 3. How does the use of music notation technology change the way in which students think and act in terms of their music-making?


 * __SUMMATIVE TASK:__** Students will program a midi file accompaniment (with the classroom music notation software) for a choral piece. Each student will be assigned certain measures to program of the selected choral piece. The students will program the music by doing the measures consecutively. After this task has been completed, the students will perform the song along with the mid file accompaniment that they have programmed. The students will also provide an artist statement to accompany the authentic performance task.

The instant feedback afforded by music notation software allows the student to make creative choices and aesthetic judgements in a way that is quite different than the traditional manner. Rather than waiting for someone to perform one's music (sometimes waiting for long periods of time), the student can now hear the material right away. The student is strongly influenced by the instant feedback. The nature of the work produced by the student is fundamentally changed both in quality and quantity. The immediate feedback will allow the student to make more musical decisions, and better ones as well. The quality and quantity of musical decisions will reflect the influence and effect of technology. All in all, this makes the art of creating music much easier, much faster, more accurate, and more easily done by the non-musician. It also enables people to create / perform music either completely by themselves, or with very few other musicians. Music of our society then becomes more of a "synthetic" experience, rather than a "human" one. In a sense, it makes creating music just as much of a technical skill as it is a creative one, thus enabling many of society to become "musicians" with little musical background or training.

(what students will know) || **__PROCESS INDICATORS__** (What students will do to demonstrate knowledge of the content) || (1b) 1.1.3. F "Understand the meaning of and apply key vocabulary across the various subject areas" || (1a) the students will know basic music notation (up through 8th notes / rests), elements of harmony, melody, timbre, and color (1a) the students will know how to pat / clap basic 4-8 measure rhythm patterns at sight (1b) the students will know the names of the various "tool" buttons and their functions || (1a) in a "question-and-answer" session lead by the teacher, the students will correctly identify by name various music notes / rests listed on classroom board when called upon (1a) the students will correctly pat / clap basic 4-8 measure rhythm patterns at sight one at a time / in small groups as directed by the teacher (1b) after reading about it as well as experimenting with the software in class, the students will correctly identify by name as well as describe the various "tool" buttons and their various functions || (2b) 2.5.8. A "Invent, select, use and justify the appropriate methods, materials and strategies used to solve problems" (2c) 1.3.3. C "Analyze the effect of various literary devices. • Sound techniques (e.g., rhyme, rhythm, meter, alliteration)" || (2a) the students will understand how to create a music score for a MIDI file (2a) the students will know how to correctly input notes, rests, and rhythms into individual music staffs in MIDI file (2a) the students will know how to add various "musical nuances" in, via the various "tools" buttons (2bc) the students will know how to play created file and check for errors || (2a) after observing the teacher's examples, reading about it, and experimenting with the software in class, the students will create a music score for a MIDI file (2a) after observing the teacher's examples, reading about it, and experimenting with the software in class, the students will demonstrate how to correctly input notes, rests, and rhythms into individual music staffs in MIDI file (2a) after observing the teacher's examples, reading about it, and experimenting with the software in class, the students will demonstrate how to add various "musical nuances" in, via the various "tools" buttons (2bc) after observing the teacher's examples, reading about it, and experimenting with the software in class, the students will demonstrate how to play created file and check for errors ||
 * **__PA ACADEMIC STANDARDS AND ANCHORS__** || __**CONTENT INDICATORS**__
 * (1a) 9.1.8. A "Know and use the elements and principles of each art form to create works in the arts and humanities"
 * (2a) 9.1.8. B "Recognize, know, and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts"
 * (3) M8.A.2 "Understand the meaning of operations, use operations, and understand how they relate to each other" || (3) the students will know the names of the various "tool" buttons and how to use them || (3) after observing the teacher's examples, reading about it, and experimenting with the software in class, the students will demonstrate their knowledge of how to use the various "tool" buttons ||
 * (4) R8.B.3 "Understand concepts and organization of non-fictional text" || (4) the students will understand how to organize the music (by notes, rests, and measures) and the process by which they import this information into the music software that they are programming || (4) after observing the teacher's examples, reading about it, and experimenting with the software in class, the students will demonstrate their knowledge of how to import all necessary music content into music software ||
 * (5) 9.3.8. E "Interpret and use various types of critical analysis in the arts and humanities" || (5) the students will understand how music is put together in layers with regards to balance, blend, and rhythmic accuracy, therefore know how to analyze / critique music selections more efficiently after they have completed this task || (5) after observing the teacher's examples, reading about it, and experimenting with the software in class, the students will analyze the class //MIDI// file when completed for overall balance, blend, and quality using various critical analysis. ||

Teacher materials needed: //-One(1) or two(2) classroom computers with music software already installed on them connected to white board -Teacher copy of sheet music to be assigned for class project -Music staff paper -Pen / pencil -Piano (optional)//

Student materials needed: //-Student copy of sheet music to be assigned for class project -Music staff paper -Pen / pencil//

Unit vocabulary: //staff tool, key signature tool, time signature tool, clef tool, measure tool, simple entry tool, tuplet tool, smart shape tool, articulation tool, expression tool, repeat tool, mass edit tool, eraser, grace note, tie, MIDI, quantize, import, harmony, melody, timbre, color// Unit warm-up: //Introduce music software and define MIDI file.// Assessing Prior Knowledge: //Vocabulary pre-test, Q & A about music software//

Lesson #1 (2 days of instruction) Topic: //Understanding the Music Software//

Instruction: //-As a review, put various note / rest values up on the board (make large enough for all students to be able to read; preferred seating for all ESL and special learners) -As a review, point to indivual notes / rests written on the board, call on various students to correctly identify the name and value of each note and / or rest -As a review, put a few short, 4-8 measure basic rhythm patterns on board (make large enough for all students to be able to read; preferred seating for all ESL and special learners)// //-As a review, point to indivual rhythm patterns written on the board (make large enough for all students to be able to read; preferred seating for all ESL and special learners), call on various students to correctly perform basic notated rhythm pattern// //-Introduce music software program on computer and explain / go over basic "tool" buttons and their names (extra time as needed)// //-Open sample MIDI files (that come with software) and import various MIDI files into music software program from teacher file folder. This will introduce the idea of working with MIDI files, and how the music software program opens them up into a "score" format (all instruments put onto an individual music staff)// -//Evaluate / examine each MIDI file one by one to understand how music scores are set-up (extra time as needed)// -A//lone / with others, students will experiment with various changes in files to understand how to make modifications to pre-existing MIDI files (i.e., changing tempo, changing key signatures, muting various individual instruments, erasing / altering certain notes / rests / measures, etc.; gifted learners may be given the task of helping to correct mistakes made by other students as an enrichment activity, if said student is unable to find / correct mistake(s) made in programming)//

Formative assessment: S//tudents will create an audio journal (using the audio software AUDACITY) or video journal (using a VADO) addressing the following question: "As a result of programming this music, in what ways has your music-making abilities been influenced or changed?" This will be an on-going assessment throughout all three lessons. The teacher will listen to these after the completion of each lesson to find out what each student has learned / has not yet learned throughout each instructional phase.// //Students may also be asked to describe the functions of the various tool buttons, demostrate how to open up a MIDI file, and demonstrate how to make various alterations / changes to pre-existing MIDI files with music software for an audio portfolio.//

Additional accomodations for special students: //-Help from other students -Extra time as needed// //-Preferred seating -Enlarged directions written on the board and / or printed handouts -Altered goals / assessments//

Additional accommodations for ESL students: -V//ocabulary words -Dictionaries -Help from other students// -//Extra time as needed -Preferred seating//

Additional enrichment for gifted learners: //-May create an original composition to accompany a short 30 sec. to 1 min. movie scene -May program and arrange the school alma mater / school song / star spangled banner so that students can learn the melody and any harmony parts by using this program -May be given the task of helping to correct mistakes made by other students, if said student is unable to find / correct mistake(s) made in programming//

Lesson #2 (3 days of instruction) Topic: //Beginning Process of Creating MIDI Files with the Music Software//

Instruction: -//Begin to explain the MIDI file writing process (preferred seating for all ESL and special learners)// -//Demonstrate for students how to create score for MIDI file, which is also continued-learning of how to use the various function / tool buttons in music software (enlarged directions written on board): a. title// //b. composer / arranger// //c. tempo// //d. key signature// //e. time signature// //f. instruments used / score order (have students come up to classroom computer one at a time to try this skill for themselves at the conclusion of teacher demonstration) -Demonstrate for students how to "mouse" in notes / rests from printed score to the proper music staff (have students come up to classroom computer one at a time to try this skill for themselves at the conclusion of teacher demonstration; gifted learners may be given the task of helping to correct mistakes made by other students, if said student is unable to find / correct mistake(s) made in programming; extra time as needed) -Demonstrate for students how to add various "musical nuances" in, via the various "tools" buttons: a. ties b. slurs c. dynamic markings d. accents e. articulation markings f. fermatas g. etc... (have students come up to classroom computer one at a time to try this skill for themselves at the conclusion of teacher demonstration; gifted learners may be given the task of helping to correct mistakes made by other students, if said student is unable to find / correct mistake(s) made in programming; extra time as needed) -Demonstrate for students how to play created file and check for errors (have students come up to classroom computer one at a time to try this skill for themselves at the conclusion of teacher demonstration; gifted learners may be given the task of helping to correct mistakes made by other students, if said student is unable to find / correct mistake(s) made in programming; extra time as needed)// -//Assign each student a certain number of measures that they will be responsible for programming into our music software for our class MIDI file project for homework//

Formative assessment: S//tudents will continue creating their audio journal (using the audio software AUDACITY) or video journal (using a VADO) addressing the following question: "As a result of programming this music, in what ways has your music-making abilities been influenced or changed?" This will be an on-going assessment throughout all three lessons. The teacher will listen to these after the completion of each lesson to find out what each student has learned / has not yet learned throughout each instructional phase.// //Students may also be asked to demonstrate (with help from teacher) how to create a score for a MIDI file, how to "mouse" in notes from printed score, and how to play created file and check for errors for an audio portfolio.//

Additional accomodations for special students: //-Help from other students -Extra time as needed -Preferred seating -Enlarged directions written on the board -Altered goals / assessments//

Additional accommodations for ESL students: -V//ocabulary words -Dictionaries -Help from other students// -//Extra time as needed -Preferred seating//

Additional enrichment for gifted learners: //-May create an original composition to accompany a short 30 sec. to 1 min. movie scene -May program and arrange the school alma mater / school song / star spangled banner so that students can learn the melody and any harmony parts by using this program -May be given the task of helping to correct mistakes made by other students, if said student is unable to find / correct mistake(s) made in programming//

Lesson #3 (5 days to complete project) Topic: //Creating MIDI Files with the Music Software for Class Project//

Instruction: -//Review how to use music software as well as the MIDI file writing process (preferred seating for all ESL and special learners)// //-Pull students up to classroom project computer in small groups to have them input their assigned measure(s) for class MIDI file project (gifted learners may be given a more difficult piece of music to program that involves not only more complex rhythms, but also involves creating a music score with greater instrumentation; extra time as needed; additional help from other students as needed)// //-Students at their seats will study music score alone / with others to make sure they are very familiar with all facets of the measures of music that they are responsible for programming -The students will also provide an artist statement to accompany the authentic performance task (students will work on this at their seats while awaiting their turn at the computer).//

Formative assessment: S//tudents will continue creating their audio journal (using the audio software AUDACITY) or video journal (using a VADO) addressing the following question: "As a result of programming this music, in what ways has your music-making abilities been influenced or changed?" This will be an on-going assessment throughout all three lessons. The teacher will listen to these after the completion of each lesson to find out what each student has learned / has not yet learned throughout each instructional phase.// //Students may also be asked to demonstrate how to correctly input their assigned parts from music score into class MIDI file project for an audio portfolio.//

Additional accomodations for special students: //-Help from other students -Extra time as needed -Preferred seating -Enlarged directions written on the board -Altered goals / assessments//

Additional accommodations for ESL students: -V//ocabulary words -Dictionaries -Additional help from other students// -//Extra time as needed -Preferred seating//

Additional enrichment for gifted learners: //-May create an original composition to accompany a short 30 sec. to 1 min. movie scene -May program and arrange the school alma mater / school song / star spangled banner so that students can learn the melody and any harmony parts by using this program -May be given the task of helping to correct mistakes made by other students, if said student is unable to find / correct mistake(s) made in programming//


 * //__RUBRIC:__//**

demonstrate their knowledge and understanding of programming music by completing this task virtually note perfect in both rhythm and pitch. The student also programmed shaping elements such as dynamics, tempo and phrasing indicators. || The student will demonstrate their knowledge and understanding of programming music by completing this task strong, but with some flaws in both rhythm and pitch || The student will demonstrate their knowledge and understanding of programming music by completing this task so that the music is recognizable, but technically flawed in both rhythm and pitch || The student will demonstrate their knowledge and understanding of programming music by completing this task so that the music is not recognizable, and poorly prepared in both rhythm and pitch || with the midi file will be virtually note perfect in both rhythm and pitch. The student also sang using the correct dynamics, tempo, and phrasing. || The student's performance along with the midi file will be strong, but with some flaws in both rhythm and pitch || The student's performance along with the midi file will be recognizable, but technically flawed in both rhythm and pitch || The student's performance along with the midi file will not be recognizable, and poorly prepared in both rhythm and pitch ||
 * **CRITERIA** || **ADVANCED** || **PROFICIENT** || **BASIC** || **BELOW BASIC** ||
 * **Analyzing music and realizing it in electronic, digital format** || The student will
 * **Performing along with music that has been programmed in an electronic, digital format** || The student's performance along
 * **Artist Statement** || The artist statement documents the students understanding of the impact of technology on how we work differently through profound observations and comments, speculations on how technology might influence us in the future, and evidence of outside readings or other research || The artist statement documents the students understanding of the impact of technology on how we work differently through insightful student comments with evidence of some outside research || The artist statement mentions technology as an influence || The artist statement is off topic (and addresses issues other than technology) or is inappropriate or unscoreable due to illegibility ||

Unit accommodations for students not proficient on summative task: //-Student(s) will be given a more basic song to program -Student(s) will work one on one with another student or teacher to help improve proficiency -Student(s) will be given extra class time to work on improving proficiency skills//

Unit accommodations for ESL students: -V//ocabulary words -Dictionaries -Additional help from other students// -//Extra time as needed -Preferred seating//

Unit enrichments: //-Adding the vocal text -Extracting individual parts from score for printing purpose -Creating percussion parts -Playing in other parts via a MIDI keyboard//