Teacher Page

Introduction:

The highest level of learning on Blooms DOK is creating. Allowing students to opportunity to compose music offers the opportunity for you to see if they fully understand the concept and how to pull together all content knowledge.

It is also important that students gain a proper foundation for their work. Including tasks tied to quick formative assessments will ensure they are aware of the additional elements as well as offer you as the teacher a moment to collect and view data of their learning.

Moving forward, students will take this information and use the composition or future rhythmic compositions as the foundation for the melody unit composition project.

Learners

This WebQuest is intended for 3rd grade students, but could be used as a reference or resource for other grade levels depending on where your students fit on the continuum of learning.

Differentiated Instruction:

• Videos are great for provided flexible pacing. Students have the ability to skip and review content as needed. In addition, videos offer an additional way to reach visual and auditory learners.
• An extension activity is offered for "fast finishers" to ensure students are consistently engaged and working at a pace and level that is just right for them.
• Students are offered tactile resources for traditional writing if needed based on student choice and learning style. Digital options are also available.
• Naturally, student choice is included in the art of music composition; however, addition digital and traditional music composition tools are available and can be used to modify the process as needed.

Standards

Music:

M3GM.3 - Reading and notating music.

M3GM.3a. Read aloud rhythmic patterns including quarter note, quarter rest, paired eighth notes, beamed sixteenth notes, dotted half notes, half notes, and whole notes using traditional symbols in 2/4 and 4/4 meter.

M3GM.5 - Composing and arranging music within specified guidelines.

M3GM.5b. Compose rhythmic patterns in simple meter including quarter notes, quarter rests, half notes, paired eighth notes, beamed sixteenth notes, and whole notes.

ISTE Technology Standards:

1c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

3c. Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

6b. Students create original works or responsibly repurpose or remix digital resources into new creations.

Process

Grouping:

Students will be grouped in sets of 4. Traditionally, I offer a diagnostic assessment to group students based on ability; whether that be with leveled groups or mixed-level groups. For tasks that require students to take risks and step outside of their comfort zone, which music tends to do, I allow students to select their group members to aid in building confidence and true learning at this young age. A rubric to aid in student engagement and collaboration is included to help students track and monitor their progress.

Time Frame:

This project is a culminating activity at the end of the rhythm unit of study prior to beginning the study on melody. This WebQuest is designed to last 2 to 3 class meetings depending on student skill/level.

Materials

Computers/Laptops/Chromebooks

iPad (with QR reader)

Headphones

Headphone splitters (5-way) if possible

Quaver Quiz (handouts or could be digitally delivered through the website)

Pencils

Class Account for www.quavermusic.com

About the author: Megan Endicott

Megan Endicott is the general music teacher at Dolvin Elementary School. She serves as a Fulton County Fine Arts Support Teacher where she coaches and provides support for elementary music teachers across the district. In addition, Mrs. Endicott serves on the leadership team for the district Vanguard team and works with educators across multiple grade levels and disciplines to support a personalized learning environment in their classrooms, build capacity, and seamlessly integrate technology. She holds a bachelor’s degree in music education from the University of Georgia and a master’s degree in educational technology from Central Michigan University. She is currently working on her specialist degree in instructional technology with a leadership certification from Kennesaw State University. Mrs. Endicott was recognized and awarded the Atlanta Families’ Award of Excellence in Education and Teacher of the Year. Mrs. Endicott has presented at various conferences on topics such as PBL, Personalized Learning, Rigor & Blooms Taxonomy in music, Voice and Choice, and App Smashing to name a few at conferences such as: ISTE, CUE, TI:ME, NAfME, GMEA, GaETC and local school district professional development sessions. She has co-hosted PlayDateATL and EdCamp Fulton. Mrs. Endicott serves as an ambassador for TouchCast, Seesaw, WonderWorkshop Innovation Squad, Plickers, Osmo, Quaver's Marvelous World of Music, Edmodo, Symbaloo as well as an Ozobot and Nearpod Certified Trainer and PioNear. Mrs. Endicott is a published author for the children's book, In the Hall of the Mountain King and published in the NJMEA music journal, Tempo on personalized learning in the music room. Follow her on Twitter @EndicottSpot, Instagram @dolvinmusic, or her blog at www.dolvinmusicendicott.blogspot.com.