Technology Integration Plan

            For the last interactivity final project, I chose the lesson that I did from a canvas. The lesson was about how students learn to identify different sound of the instruments by listening to it on YouTube, and they learn simple rhythms in order to improvise the lesson later and share their work to the class. Through this lesson, the students will review different sounds that each instrument produces. They will continue to learn about rhythms notations such as quarter notes and eighth notes that make the simple rhythms. As they continue to learn and practice the basic rhythm notations given from the professor, the teacher will ask the students to create their own rhythms that can be performed as a group. The final part of the lesson is to compose their own improvisation, and perform it with the given instrument to share with the class.

            On my first row of my spreadsheet final project includes teaching strategy of a direct lesson for the students. In this part, teachers see how the students understand a different sound that each instrument makes. In NJCCCS standard 1.1.2.B.4, categorize families of instruments, and identity their associated musical properties. The NetS-S standard 4.d uses multiple processes, and diverse perspectives to explore alternative solutions. The internet Google search or public library online database can be used for visual presentations for students to review. In addition, they can search on YouTube and review teacher’s PowerPoint to review which instruments is which. Through these technologies, they can search on their own to explore individually.

            My next row involves work is for students to read, listen and exercises that includes detail information about the instruments. This section uses NJCCCS standard 1.1.2.B.1 explores the elements of music through a verbal and written response to both diverse aural prompts and printed scores. The NetS-S standard 4.4, which is about collecting, organizing, analyzes date and decision making First, the teacher would demonstrate the activity and the student would do the rest of the activity. The students would march the sounds of each instrument and the notations that each instruments makes so that they are gaining the knowledge of rhythms. Then as they reach to end the activity, the students will come together and discuss what kind of answer that they got, and this is where the teacher do formative assessment of the students’ knowledge of understands this lesson. The teachers would use iTunes for listening to songs that the students listens to different instrumentations and they will also explore YouTube and watch the “Peter and the Wolf” so that they clearly understand a simple instrumentations makes these different sounds.

            The third rows in my matrix are about teachers demonstrating a small-improvised rhythm to the students, so they can do the similar one. This includes students to create creativity of their improvisation, performance and writing. This uses NJCCCS standard 1.3.2.B.5 which is about improvising short tonal and rhythmic patterns to create expressive ideas, except the teacher is only allowing students to use rhythmic patterns to create short composition. The NetS-S standard 1 is about a creativity to create works of art and use in digital presentations. Through this lesson, they can use computer app and Garage band to compose their own music by exploring, and making music. They can use additional technology devices such as iPods, mp3 and phones to listen or remix their composition to make it creative. Then, they would email to the teacher or share to their friends and family what they have made.

            The fourth row contains student’s evaluations such as formative assessment by going over their group presentations. This will use NJCCCS standard 1.3.8.B.2, which they will perform independently or in a group with expressive qualities appropriately aligned with the stylistic characteristics of the genre. The NetS-S standard 6 uses digital imaging technology to modify, and to create works of art for digital presentations use. The students will be using Garage Band on the computer to present in class, and then email the final project to share with his or her friends and family what they made in class. This is similar to the third row in exception to this section allows students to talk about their music in class.

            Finally, the last row includes students to individually perform or group presentations on the performance of their composition, and answer questions from others critics in the classroom of why they did this composition; which later it will end up as a class discussion. Through this, they will use any technology devices that help them in their project, so that they can successful present their project. This demonstrate NJCCCS standard 1.3.P.B.2 which is to use a variety of musical instruments to create music, alone or with others, using different beats, tempos, dynamics, and interpretations. The NetS-S standard 1.b concentrates on creativity and innovation that creates original works as a means of a personal or group expression. For the purpose of assessment, the students will be asked to share their project and will be asked from the teachers or other classmate what they used and why is it meaningful, and why it is written like that. Then the teachers can see if the students understand the concept of musical terms and musical elements. The students will use any technology devices, and the computer Google search to help them back up their information that they learned in class.