Web 2.0 Tools

Links to great interactive music websites:

www.themusicinteractive.com/TMI/The_Music_Interactive_-_Welcome.html

www.melodystreet.com

www.primary-education-music.wikispaces.com

www.psemusic.cmswiki.wikispaces.net/home

www.creatingmusic.com

Georgia Performance Standard
6th Grade

MMSMA.3 - Reading and notating music
  a. Identify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, expression,
     and key signatures.
  b. Notate music on a staff using either staff paper or notation software.
  c. Analyze harmonic and tocal structures in the music being studied.

Concept Mapping Activity

Sample Concept Map:

 

 

All About Me

My name is Kaylyn Moran.

I am 24 years old.

I have brown hair and I wear glasses. 

School

I attend Georgia Southern University

I am working on my Masters of Higher Education Administration

Books

My favorite book this semester is "Technoloty Integration for Meaningful Classroom Use" by K. Cennamo, J. Ross, & P. Ertmer

Home

I live in Dublin, GA

Two Brothers

I have an older brother, J.D. and a younger brother, Paul.

Puppy

I love dogs.

I take care of my neighbor's puppies.

MHSMA.9 - Understanding music in relation to history and culture a. Identify and explain a particular music example’s historical and cultural significance.

b. Compare and evaluate the roles of musicians throughout history.

c. Recognize music’s role in today’s culture.

d. Identify sources of American music genres, trace their evolution, and identify musicians associated with them.

Concept Map to be completed:

Fair Use Activity

It is important for educators to teach their students how to appropriately use any information or technology they accquire through the internet, reseach, interviews, or the library. Intelectual property is just as important to safe-gaurd as physical property. Teachers should set the example of good reporting practices for their students.

It is important for teachers, especially teachers who require papers or projects, to include several lessons on copyright and plagirism laws and how to uphold academic integrity when creating a project or writing a report. Teachers should regularly cite sources for information, or technological resources during thier daily lectures as an example for their students.

I found several sites that were helpful for teachers in regards to copyright laws and practices:

 www.copyright.gov - the website is the official copyright website it explains the laws and keeps a current events and new laws sidebar

www.ala.org - the American Library Association website has archives of different copyright legislation

www.copyright.laws.com - this website has some basic copyright information for the general public

Rubric Activity

Social Studies Grade: 5 Georgia Performance Standard  Historical Understandings SS5H1 The student will explain the causes, major events, and consequences of the Civil War. a. Identify Uncle Tom’s Cabin and John Brown’s raid on Harper’s Ferry, and explain how each of these events was related to the Civil War. b. Discuss how the issues of states’ rights and slavery increased tensions between the North and South. c. Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox Court House. d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas “Stonewall” Jackson. e. Describe the effects of war on the North and South    Assignment Each student will compile information from their textbooks, class discussions/lectures, and independent research (library books, internet research, etc) Each student will create a Power point presentation that includes all of the following elements: 1.     List and describe three significant events that led up to the Civil War and how they contributed to rising tensions in the country (ie. the writing of Uncle Tom’s Cabin, Dred Scott Decision, Harper’s Ferry, Kansas-Nebraska Act, Fugitive Slave Act, etc)  (2-3 slides) 2.      Discuss the issue of States’ rights and how the South viewed the issue vs. the North (1-2 slides) 3.     Identify key battles include (1-3 slides) a.      Where the battle was fought b.     Who the key figures were c.      When the battle was fought d.     Who won and how that impacted the direction of the war 4.     Identify and describe key figures (how they were involved in the war, their “qualifications”, how they were effected after the war) (2-5 slides) a.      Abraham Lincoln b.     Robert E. Lee c.      Ulysses S. Grant d.     Jefferson Davis e.      Stonewall Jackson 5.     List 3 ways the war affected the North and the South (1-3 slides) Your presentation should include pictures, maps, timelines, and text. Be careful not to include too much text on each slide. Your oral presentation should fill in all the information not found on your power point. Include references. You must include at least 3 outside resources.  Be creative!  Your final presentation should be app. 9-13 slides long. You must include information found in your independent research (ie. not found in your text or class notes). The presentation should be polished and professional. Grading Rubric     HyperStudio/Powerpoint Appearance and Content : Causes and Effects of the Civil War
Teacher Name: Ms. Moran
Student Name: ________________________________________
CATEGORY	4	3	2	1
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that might be inaccurate.	The content is generally accurate, but one piece of information is clearly flawed or inaccurate.	Content is typically confusing or contains more than one factual error.
Effectiveness	Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide. Includes 11 or more slides.	Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide. Includes 9-10 slides.	Project is missing more than two key elements. It would make an incomplete study guide. Includes 7-8 slides.	Project is lacking several key elements and has inaccuracies that make it a poor study guide. Includes less than 7 slides.
Sequencing of Information	Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.	Most information is organized in a clear, logical way. One card or item of information seems out of place.	Some information is logically sequenced. An occasional card or item of information seems out of place.	There is no clear plan for the organization of information.
Originality	Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way. Includes 3 or more outside sources.	Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way. Includes 2 outside sources.	Presentation shows an attempt at originality and inventiveness on 1-2 cards. Includes 1 outside resource	Presentation is a rehash of other people\'s ideas and/or graphics and shows very little attempt at original thought. Includes no outside resources.
Use of Graphics	All graphics are attractive (size and colors) and support the theme/content of the presentation. Includes a map, timeline, and pictures.	A few graphics are not attractive but all support the theme/content of the presentation. Presentation missing one of the following: timeline, map, or pictures.	All graphics are attractive but a few do not seem to support the theme/content of the presentation. Missing two of the following: timeline, map, or pictures.	Several graphics are unattractive AND detract from the content of the presentation. Missing all of the following: timeline, map, pictures.
Spelling and Grammar	Presentation has no misspellings or grammatical errors. Backgrounds and text consistent throughout, professional quality.	Presentation has 1-2 misspellings, but no grammatical errors. Formating inconsistent.	Presentation has 1-2 grammatical errors but no misspelling. Formating inconsistent.	Presentation has more than 2 grammatical and/or spelling errors. Formating inconsistent and juvenile.
Oral Presentation	Well planned out infomation for each slide. Student makes eye contact, speaks clearly and effectively.	Well planned out information. Student does not make eye contact or does not speak clearly and effectively.	Information not well planned out for each slide. Student does not make eye contact or does not speak clearly.	Information is not planned, student does not make eye contact and does not speak clearly.
Date Created: Mar 01, 2012 05:59 pm (UTC)

Inclusive Classroom and Assistive Technolgy Powerpoint

Musical Periods Lesson Plan (Authentic Instruction Activity)

Marriage of Figaro - Overture

 

Georgia Performance Standards

MMSMT.6 - Listening to, analyzing, and describing music

a)      Uses sequencing software to isolate individual elements for critical listening.

b)      Identify and describe compositional devices, tonalities, meters, chordal structures, and techniques.

c)       Uses sequencing software or digital audio workstation to compare and contrast musical styles, genres, and performance

MMSMT.8 - Understanding relationships between music, the other arts, and disciplines outside the arts

a)      Learns the relationship between music, the arts, and other disciplines using CAI and multimedia software.

b)      Demonstrates the relationships among music, the arts, and other disciplines by creating a multimedia presentation.

Grade level: 9^th-12^th, Advanced Music Theory

Authentic Instruction Method

The Inquiry/Discovery Method would be used to help students explore the different ways that musical styles have been influenced by history and culture.

Lesson Plan

The unit would begin with a video overview of the different musical eras from the medieval to the 20^th century. The lesson would also include listening and identifying certain musical aspects that indicate the musical style (instrumentation, chordal structures, polyphony, compositional style, etc) as a class and individually.

The students would then be placed in groups and assigned a specific piece of music that exemplified the western classical music era in which it was written. For example, one group might be assigned a portion of the opera, The Marriage of Figaro by Wolfgang Amadeus Mozart written during the Classical period, (1750-1820). The students would be required to check out the appropriate CD and/or accompanying scores from the library (if available) and/or search the internet for recordings of their assigned works and others works of the same period. Students would be required to research their musical era on the internet, discovering the musical style components that typified the music of that period. The students would also need to research the lives and culture of the composer, drawing inferences between his or her life and their music. The groups would then present a power point presentation addressing the question, “Does art influence culture or does culture influence art?” based on the information they learned about their composer and his or her work. The presentation would need to include multimedia (pictures, musical examples, recordings, etc) from their assigned composer and musical era.

Technologies Used

Internet, power point, word and excel for timelines, CDs or electronic music files, music notation software to highlight certain unifying motifs from music

Explanation for my Blog

   This is my first blog for my class, Instructional Technology Foundations ITEC-7530. I am learning to use technology as an aid to classroom instruction.

   I am looking forward to learning about new technology and integrating it into my life, especially blogging.

Lo! Men have become the tools of their tools. ~Henry David Thoreau