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.
Saturday, April 21, 2012
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:
Sunday, April 1, 2012
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
Thursday, March 8, 2012
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
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) |
Friday, February 24, 2012
Saturday, February 4, 2012
Musical Periods Lesson Plan (Authentic Instruction Activity)
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:
9th-12th, 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 20th 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
Wednesday, January 25, 2012
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.
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
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