Week 1 Blog Assignment: ISTE Standards-based Lesson Idea and Insight from This Week's Readings

ISTE Standard 1.6: Creative Communicator
- a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. 

Part II: Students in a 5th grade general music class could address this ISTE standard by choosing a digital music creation software program from a list provided to compose their own 12-bar blues melodies. One of the units in my 5th grade music curriculum is The History and Song Structure of the Blues. Students learn about the roots and origin of this music genre, as well as the song structure. Students are then asked to compose their own Blues melodies while following the 12-bar blue song structure. Students would begin by accessing my Wakelet (have not made, but would make if this were a real assignment) to choose a music creation program to compose their melody with. There would be a total of 3-4 programs to choose from. Students would already know the basics of how to use these programs from previous units in my class. Two options that would be listed would be Garageband (tutorial here) and Soundwave (tutorial here). I would be there to assist when/if necessary. After using several class periods to work on their composition, they would then post them to Google Classroom. Students would then be assigned to listen to at least two other compositions and fill out a very basic rubric on if the song matched the chord structure of the blues. There would also be a spot for comments/compliments. 

Part III: 
I took insight from both Kolb's book "Learning First, Technology Second." Specifically, the Triple E Framework: Engage, Enhance and Explain. Even before reading this, a primary driver in my lesson planning is to plan highly engaging activities. When students (and humans in general) are engaged, they learn better. Garageband and Soundwave are both very engaging and motivating, and use co-engagement (vs passive usage). These apps simply don't work without consistent input and engagement from the user. GB and SW allow students to demonstrate their knowledge and understanding of the learning objectives in a unique way that paper-and-pencil composition would not: immediate sound feedback, easily erasable, color-coded, can program different instruments, etc. Lastly, this activity extends knowledge beyond the classroom. Both programs are free and students can go home and teach their families and friends how to use these programs, as well as use them on their own time to create more musical compositions. Additionally, a student could have a tune/song in their head, and pluck it out on one of these apps to figure out the actual note/rhythms of the song. After reading these chapters I realized that I was already implementing a lot of these ideas as a teacher. This was validating, as I don't necessarily consider technology one of my stronger points. 

References: Kolb, L. (2017). Learning First, Technology Second  


Comments

  1. Chelsea DandreaJuly 2, 2023 at 5:40 PM

    Hello!

    Its so nice to see you in class again! I also just finished my 8th year of teaching. I think your lesson idea is so fun and definitely uses the Triple E Framework. Its amazing how much students are capable of when using technology.

    I look forward to working with you this semester!

    Chelsea

    ReplyDelete

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