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Grade
level:
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9-11
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Subject:
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Music
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Technology
Standards:
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1.
Creativity and Innovation
Students demonstrate creative thinking,
construct knowledge, and develop innovative products and processes using
technology. Students:
a. apply existing
knowledge to generate new ideas, products, or processes. b. create original
works as a means of personal or group expression.
2.
Communication and Collaboration
Students use digital media and
environments to communicate and work collaboratively, including at a
distance,
to support individual learning and contribute to the
learning of others. Students:
b. communicate information and ideas
effectively to multiple audiences using a variety of media and formats
5.
Digital Citizenship
Students
use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the
learning of others. Students:
a. interact,
collaborate, and publish with peers, experts, or others employing a variety
of digital environments and media.
b. exhibit a
positive attitude toward using technology that supports collaboration,
learning, and productivity.
6.
Technology Operations and Concepts
Students demonstrate a sound understanding
of technology concepts, systems, and operations. Students:
a. understand and
use technology systems.
b. select and use applications
effectively and productively.
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North Carolina
Essential Standards of Music:
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Contextual Relevancy
1.2: Understand the
relationships between music and concepts from other areas
Musical Response
1.2: Analyze aural examples
of music representing diverse genres, styles, and cultures in terms of the
basic elements of music and their interrelationships.
Musical Literacy
1.3: Recognize expressive
elements (such as dynamics, timbre, blending, and phrasing) when singing or
playing a varied repertoire of music.
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Brief
description of lesson:
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The instructor will describe what background music is and play several
different verses while projecting a graphic organizer that accompanies each example
of background music. As a whole group
we will have a discussion about what background music is and spend time in
class identifying and analyzing background from various media. Counting measures and outlining them using
a computer, LCD projector, and graphic organizer to visualize the concept.
Students will compose the background music for the poem using MixCraft.
Students will then construct a story line of pictures using Power Point. Students
will import their pictures into Movie Maker. Students will then compose the
background music for the poem using MixCraft. Students will then record their
own voice with the background music using Audacity and export it as an MP3.
Student will then import the MP3 in Movie Maker and complete their video
project. Students will post their projects to eChalk and evaluate and
critique the work of five other students in a positive and constructive
manner.
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Instructional
Objectives:
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·
The student will be able
to identify what background music is.
·
The student will compose background
music and post it to discussion board.
·
The students will create a
movie presentation of a poem.
·
The
student will evaluate and critique the work of five other students in a
positive and constructive manner.
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Procedures for
whole group introduction :
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As a whole group we will have a discussion about what background music
is and spend time in class identifying and analyzing backgrounds music from
media. We will review how to use Mix
Craft, Audacity, eChalk, and Power Point.
We will also practice composing background music together class a
class project.
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Address
diverse needs of learners:
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Students can make their composition as simple or complex as they feel
comfortable. Students who have trouble
remembering the procedures will be given a graphic cheat sheet with the
procedures outlined for each step of each program. Students will also have access to tutorial
videos detailing each step of each activity.
Students who have completed the project will assist those who are or
may be struggling as will the instructor. Students whom work at a much slower
pace assignment length will be modified.
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Grading Rubric:
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CATEGORY
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5 Superior
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4 Excellent
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3 Good
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R - Redo
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Movie
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The Movie is very neat and all required
elements are included: title, name, punctuation,
and is grammatically correct.
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The movie is neat. Two or less of the
required elements are missing.
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The movie is coherent. Three to four of the
required elements are missing.
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The movie is incoherent and many of the
required elements are missing.
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Posted WAV file
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The composition is creative, clean, and
includes all required elements that fit together in a cohesive manner.
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The composition is somewhat creative. Most
of the required elements are included and fit together in a reasonably cohesive
manner.
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The composition is very basic. At least
half of the required elements are included and fit together in a somewhat
cohesive manner.
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The composition is not complete. Less than
half of the required elements are included. Project needs to be revised.
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Peer Review
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Evaluated and critiqued the work of five
other students in a positive and constructive manner
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Evaluated and critiqued the work of four
other students in a positive and constructive manner
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Evaluated and critiqued the work of three other
students in a positive and constructive manner
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Evaluations and critiques of other students
were not positive and constructive. Project needs to be revised.
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References
Acoustica
Inc, (2011) MixCraft [Download]. Retrieved from http://www.acoustica.com/mixcraft/download.htm
Beckmann-Collier,
A. (2009). Music in a Flat World: Thomas L. Friedman's Ideas and Your Program. Music
Educators Journal, 96(1),
27-30.
Carruthers, G. (2009).
Engaging Music and Media: Technology as a Universal Language.
Research and Issues in Music
Education, 7(1).
Criswell, C., &
Menasche, E. (2009). Redefining Music Technology: A Rough Guide to a Universe of Possibilities. Teaching
Music, 16(5), 30.
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