“iCan Create Music” - Polk County Public Schools · “iCan Create Music” Nicole Windle...

“iCan Create Music”

n PROGRAM OVERVIEW A s s e s s i n g s t u d e n t s i n a n

elementary setting can present many challenges, especially when that setting has no desks, writing utensils, or chairs. Assessment in the music classroom generally occurs when the teacher asks a student to perform a task, not through a standardized quiz or activity. This program is designed to help teachers assess their students using technology provided on an Apple iPad. This program has been tested with students in grades K-5 with abilities ranging from self-contained ESE units to Alpha-heavy classes.

Students began working with the program Socrative on the Kindle fire last year. Socrative allows the teacher to create a quiz, control when it is given, randomize the questions, and track all student data instantly on their own device. Students were able to use this program to error detect their own work. Students were then introduced to the app Nearpod on the iPad. This app allows the teacher to send a presentation to students as well as assessments that they can take at their own pace. This app is better designed for younger students and ESE because there is an option to “draw” your answer. Students were sent a picture of instruments and had to circle which ones matched the specific instrument family.

For further information contact…

Nicole WindleOscar J. Pope Elementary

2730 Maine Ave. Lakeland, FL, Route D

[email protected]

2015 - 2016 IDEA CATALOG OF EXCELLENCE

On top of assessment for students the technology was also used to get students to create their own pieces of music on the app Garageband. Students were taught how to use loops and layer them to create their own original piece of music. Students in 5th grade were also given the chance to record their voices, manipulate the sound, and mix it with loops to create an original work. Since so many of today’s top hits are being created using this technology students are being exposed to skills that they can use in the future, if they choose to pursue music as a career.

This program has proven to be a big hit with the students and allows the teacher to collect data and help promote greater student achievement. Not only does it simplify assessment in the music classroom, but it gives students a sense of pride and accomplishment when they get to transfer their knowledge to creating their own musical works.

n OVERALL VALUE T h i s p r o g r am has a l l owe d

students K-5 and ESE to experience a more personalized and differentiated approach to learning music. Through the free apps, Nearpod, Classflow, and Socrative, students have been able to be actively engaged in lessons and participate in instant assessments that are logged and graded as they go.

In a classroom with no desks or tables, it is hard to assess students at their own pace and through a written assessment. With this technology it has made it possible for students to take assessments at their own paces while also being exposed to technology that they will have to use on the EOC this year and future years (typing, multiple choice interface, etc.)

“iCan Create Music”


n LESSON PLAN TITLES• Pitched vs. Unpitched

Instruments• You know I’m all about that

brass, no woodwinds• iCan Create Music

n MATERIALS Material list can be found with each

lesson plan.

n ABOUT THE DEVELOPER Nicole Windle graduated from

Florida State University with a Bachelor of Music Education degree in 2012. She is currently working on her Master of Music Education degree at Florida State University through the Summer Master’s Program. She has been teaching music for 2 years and is currently the music educator at Oscar J. Pope Elementary in Lakeland, FL.

Nicole Windle has started many exciting ventures within her music program since starting including ukulele, guitar, and world drumming ensembles, and most recently a bucket drum line. Ms. Windle has been able to fund her ensembles through DonorsChoose.org as well as several grants. This is her 1st time as a developer.

H H H

n SUBJECTS COVERED Music, Sound Comparison (Science),

Critical Thinking

n GRADESK-1, ESE

n OBJECTIVES Students will be able to compare

and contrast pitched and unpitched instruments in the music classroom.

n SUNSHINE STATE STANDARDS

Florida Standards: Language Arts/MathLAFS.K.RI.3 With prompting and support identify

similarities and differences between to texts or topics

MAFS.K.MD Descr ibe objects in terms of

measurable attributesSunshine State Standards: Other Content areasMU.K.C.1 Attend to sounds from various

sourcesMU.K.O.1 Respond to a variety of music

n MATERIALS • iPads• Nearpod app• Orff instruments• drums• aux. percussion

n VOCABULARY • Pitched• Unpitched• Greater than• Less than• Timbre

n DIRECTIONS 1. Students will be logged onto Nearpod

on iPad. Students will follow along with lesson (attachments) with teacher.

2. Teacher wil l def ine “pitched” instruments as any instrument that has more than one sound. Teacher will demonstrate by playing different pitched instruments around the classroom.

3. Students will be asked to identify other instruments around the classroom that have more than one pitch.

4. Students will be sent a picture of p i tched AND non-pi tched instruments and will be instructed to circle the ones that are pitched.

5. Students will then compare and contrast their answers with those of other groups in the classroom.

6. Students will be directed by Nearpod to go on a “scavenger hunt” in the classroom and sit with a group of pitched instruments, already set up by the teacher. Students will get to test the different sounds on the instrument and compare what they hear to the definition of pitched instruments.

7. Steps two through six will be repeated but with “non-pitched” instruments.

“iCan Create Music” Nicole WindleLesson Plan No 1: Pitched vs. Unpitched Instruments

n ACCOMMODATIONSStudents with visual disabilities can

enlarge pictures during presentation. Students with hearing impairments

can replay questions/put on captions. Students who are usually off-task

will not be able to log out of the program, it locks them on it so they can’t go on.

n EVALUATION/ASSESSMENT T h r o u g h o u t t h e N e a r p o d

presentation students will be assessed on their understanding of vocabulary and musical concepts. At the end of the activity students will have been assessed on the iPad, on actual instruments and finally will be asked to compare and contrast the different instruments and decide if there are more pitched or non-pitched instruments in the classroom. This will be done using a polling app already installed on Nearpod.

H H H


“iCan Create Music” Nicole WindleLesson Plan No 2: You know I’m all about that brass, no woodwinds

n VOCABULARY • Instrument families• Brass• String• Woodwind• Percussion

n DIRECTIONS 1. Use Quaver’s Marvelous World of

Music to learn about the different instrument families.

2. Students will complete interactive whiteboard activities to help them understand what family each instrument belongs to.

3. The teacher will have instruments from each family available to show students.

4. iPads will be used to assess students once the other activities have been completed. Students will be asked to identify different instruments and sort them into their respective families using Socrative.

n ACCOMMODATIONSStudents with visual impairments

can have pictures enlarged for them Students will be able to go at their own pace to answer questions.

n EVALUATION/ASSESSMENT Students will be assessed using

Socrative on the iPads. Socrative is an app that allows students to take quizzes at their own pace. They are sent questions and pictures which they can enlarge. Student data is immediately sent to the teacher so they are able to gauge what part of the standard students are having trouble with. Students will then be able to answer “quick questions” that will help the teacher identify where students are misunderstanding the standard and vocabulary.

H H H

n SUBJECTS COVERED Music, Science, Language Arts, Math

n GRADESThree - Five

n OBJECTIVES Students will identify instruments and

sort them into different families


Florida Standards: Language Arts/MathLAFS.5.L.3 Determine of clarify the meaning

of unknown and multiple-meaning words

SC.5.P.13 Investigate and describe that the

greater the force applied to it, the greater the change in motion of a given object (blowing and buzzing into instruments)

Sunshine State Standards: Other Content areasMU.5.F.1 Create a performance using visual,

kinesthetic, digital, and/or acoustic means to manipulate musical elements

MU.5.O.1 Analyze, using correct music

vocabulary, the use of musical elements in various styles of music

n MATERIALS • iPads• Quaver music• Instruments


“iCan Create Music” Nicole WindleLesson Plan No 3: iCan Create Music

n VOCABULARY • Improvise• Expressive Characteristics• Compose• Arrange• Ostinato

n DIRECTIONS 1. The teacher will have students log

into Nearpod and will go through the steps to composing a piece of music

2. Students will be sent a picture of a staff and will have to create a four beat rhythm

3. Student rhythms will be sent to each iPad using Nearpod and everyone will perform the rhythms together.

4. Students will then be sent a staff again and asked to create a piece of music using musicnotes (melody).

5. Students will then be taken through the steps of using Garageband while they are still in Nearpod

6. Students will be asked to switch to Garageband and will be given time to create their own piece of music using loops

7. Students will share final projects with the class and be assessed on their ability to “mix” loops so they sound like a piece of music instead of a cloud of sound.

n ACCOMMODATIONSStudents with visual impairments will be

able to zoom in. Students with hearing impairments will

be able to adjust volume and put on captions.

Students will be locked into the Nearpod app and cannot get off task by switching apps.

Students with ADHD will be able to choose from a multitude of loops that they can put together to create a piece of music, they will not have just “one way” to do something.

n EVALUATION/ASSESSMENT Students will share their f inal

Garageband projects with the class and will have to create a “composer statement” that describes in detail why they chose the loops they did and how that affects the artistic quality of the piece of music.

H H H

n SUBJECTS COVERED Music, Technology, Math

n GRADESThree - Five

n OBJECTIVES Students will design their own piece of

music using Garageband on the iPad Standards: (Include both the code and description)


Other Content areasMU.5.F.1 Create a performance using digital

means to manipulate musical elements

MU.5.F.3.2 Practice safe, legal, and responsible

acquisition and use of music media and describe why it is important

MU.5.O.1 Analyze using correct music

vocabulary, the use of musical elements in various musical styles

n MATERIALS • iPad• Nearpod• Garageband• Headphones• Headphone splitters


Materials Budget SUPPLIER ITEM DESCRIPTION COST QUANTITY TOTAL COST

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Teacher ____________________________________________

School ____________________________________________

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Subtotal

Tax if applicable

Shipping if applicable

TOTALBUDGETAMOUNT

“iCan Create Music” Nicole WindleLesson Plans Materials Budget

Amazon.com iPad mini 250.00 3 750.00

iPad mini case 18.00 3 54.00

Nicole WindleOscar J. Pope Elementary

$804.00

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n/a

$804.00



“iCan Create Music” Nicole WindleRubric

1 2 3 4

MU.H.2.2Describe how

technology has changed how we experience

music

MU.H.3.1Use critical

thinking processes in music and

transfer them to other disciplines

MU.S.2.1Use knowledge

of musical structures to aid in

sequencing and memorization

of details

MU.S.1.2Compose short pieces of music using a variety

of sounds

Not meeting standard




Sometimes meets standard




Mostly meets Standard




Always meets standard




Student Name _______________________________________________________________

“iCan Create Music” - Polk County Public Schools · “iCan Create Music” Nicole Windle...

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