4th Grade Beginning Strings

WELCOME TO 4TH GRADE BEGINNING STRINGS!

RATIONALE

The purpose of this learning object is to provide beginning strings students with tools that will enhance their musicianship skills. In accordance with the California Fourth Grade Music Standards, students will receive a music education that not only aligns with these standards but also the International Society for Technology in Education (ISTE) Student Standards as well.

After analyzing student prior knowledge of the subject and current teaching methods, it was determined that the current teaching methods lacked student engagement and interest therefore deterring student motivation to practice. By designing a website that incorporates elements of gamification, students will be able to develop their musicianship skills through more relevant learning objects such as online games, online composing, online reading, and creative online assessments. The current website incorporates units of lessons that ideally would be implemented over the course of a trimester with the understanding that classes meet for face-to-face instruction twice a week for 40 minute lessons. Because of the regularly scheduled in-person instruction, I can evaluate and receive immediate feedback on the effectiveness of my learning object and make adjustments as needed. The online assessments will also be a good indication of the effectiveness of my learning object. I believe I was able to fulfill the goals listed in my initial vision. I have incorporated learning objects that support development of music theory knowledge, musicianship skills, and historical and cultural knowledge of music in a way that is relatable to this generation of technologically savvy students.

ED TECH PHILOSOPHY

According to the Association for Educational Communications and Technology (AECT), educational technology is defined as "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources" (Richey, Silber, & Ely, 2008). Closely aligning to the Constructivist Theory, in which teachers are viewed more as facilitators of knowledge rather than instructors directing knowledge to their students, educational technology will more than likely replace some aspects of the classroom routine in order to adapt to the growing technological needs of the younger generation of learners. "The role of the learner. . .is conceived as building and transforming knowledge. . .[as well as] construct[ing] new understandings using their current knowledge" (Paria, 2015, p. 12). Students are improving their performance by building on prior knowledge and creating new, individualistic thoughts that are unique to their own experiences. As the teacher, it is our responsibility to create and promote a safe learning environment for students not just in the classroom but online as well.

My learners are comprised of nine and ten-year-old fourth graders residing in the areas of San Juan Capistrano and Aliso Viejo, California. Considering demographics, it is understood that some students will have better access to Internet and the devices required to access the Internet, while others will not. Because our music program services all types of students, I will need to make sure to provide a multitude of online learning experiences in order to fulfill a variety of learning needs.

Close consideration of an SEL program and its inclusion into the class content is vital to the success of educational technology. Not only do students need to develop awareness of proper and appropriate use of language when it comes to online learning and student engagement, but they should also be educated on Internet safety and having a heightened awareness of potential threats and inappropriate content that can arise. According to studies by Bond and Hauf (2004); Hawkins, Smith and Catalano (2004); Nation et al. (2003); and Weare and Nind (2011), "this is best done through effective classroom instruction, student engagement in positive activities in and out of the classroom, and broad parent and community involvement in program planning, implementation, and evaluation" (2013 CASEL Guide: Effective Social and Emotional Learning Programs, Preschool and Elementary School Edition 9/12, p. 9). Considering the development of cognitive skills, I plan to incorporate game-based learning which has shown to promote student "beliefs and attitudes that guide one's sense of self and approaches to learning and growth" (Takabori, 2019). Providing a platform for students to interact and engage with other users should address and fulfill the affective domain of student learning which is referred to as "objectives which describe changes in interest, attitudes, and values, and the development of appreciations and adequate adjustment" (Bloom, 1956).

Once online, learners will have the opportunity to continue improving their musicianship skills through the use of online note recognition tools and games, develop their aural skills through ear training programs, practice their instrument along with an accompaniment that the learner can manually control the tempo of, and compose their own musical pieces. Lessons will consist of a combination of synchronous and asynchronous learning. It's critical to continue holding face-to-face meetings to provide consistency and allow students to still connect in real time. ISTE Student Standard 1b recognizes that "students build networks and customize their learning environments in ways that support the learning process" (ISTE Standards for Students, 2021). I understand the importance in meeting all students' learning needs, which is why asynchronous learning should also be incorporated. Asynchronous lessons are beneficial for the students that learn better at their own pace and on their own time. It's imperative to "use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs" (ISTE Standards for Educators, 2021) by incorporating digital tools that will support students' musical knowledge and intrinsically motivate them to improve their skills. Students will have the opportunity to collaborate in small groups on online projects composing and arranging music intended for an in-person live performance in class, and the digital tools provided on this site will assist in creating a positive learning experience for all.

References:

Bloom, B. S. (1956). Taxonomy of educational objectives. In Handbook I: Cognitive Domain. New York: David McKay.

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2012). 2013 CASEL Guide: Effective Social and Emotional Learning Programs, Preschool and Elementary School Edition (9/12). https://casel.org/wp-content/uploads/2016/01/2013-casel-guide.pdf

International Society for Technology in Education (ISTE). (2021). ISTE standards for educators. https://www.iste.org/standards/for-educators

International Society for Technology in Education (ISTE). (2021). ISTE standards for students. https://www.iste.org/standards/for-students

Paria, K. (2015). Review of constructivism and social constructivism. Journal of Social Sciences, Literature and Language, Volume 1 (1), 9-16.

Richey, R. C.; Silber, K. H.; & Ely, D. P. (2008). Reflections on the 2008 AECT definitions of the field. TechTrends, Volume 52 (1), 24-25.

Takabori, A. (2019, December 3). The overlooked third domain of social-emotional learning: cognitive skills. The Science of Learning Blog. https://www.scilearn.com/the-overlooked-third-domain-of-social-emotional-learning/

For questions, please email Mrs. Lin at

ltharvey@capousd.org