1. Technology Matrix Meaghan Sheehan EDU 521 Fall 2010

2. Lesson Planning Matrix - Music CT Standards (MUSIC) ImitationSmall GroupField TripCritique 1. Singing a varied repertoire of music. Digital Audio Recording 2. Performing on instruments a varied repertoire of music. Virtual Keyboard 9. Understanding music in relation to history and culture. Skype 7. Evaluating music and music performances. Digital Video

3. Digital Audio Recording (Garage Band) I will use Garage Band to assess students’ ability to imitate pitch. This lesson is based on National Standard #1: Singing a varied repertoire of music. Students listen to my voice (recorded on a track), then attempt to sing back the same pitch simultaneously (on a second track). I will assess their imitative ability on how in- sync the two tracks are (if theirs version strays significantly from mine, I will give them another chance to try). In order to stay in tempo, students can use the metronome setting to keep a steady beat.Garage Band Once students can imitate my voice, they will pair up with another student. One student will imitate the other’s voice and vice versa. In an extension activity, students will be able to create multi-track compositions that include harmonies. I will review these recordings, as I did the single-track recordings, and assess student progress at the end of the lesson. This technology is useful because it allows students to work independently and in small groups to allow me the opportunity to give specific feedback about their pitch imitation. Students can also save their work so that I can review assessments and track data.

4. Virtual Keyboard I will use the Virtual Keyboard to allow students to perform on instruments (National Standard #2 ) in small groups. I can provide numerous lesson objectives and uses for the keyboard including interval recognition, high pitch vs. low pitch, and composition. Using the virtual keyboard is ideal in a school with no piano lab in which students can practice visualizing key placement as well as playing on a musical keyboard.Virtual Keyboard During the lesson, students can work in small groups of 3-4. One student is the designated pianist while the others take dictation. This means that the pianist plays three notes in succession, and the others write down the notes that they hear. I provide the notes so that I can assess student work based on whether they were able to hear the notes correctly. In a small group setting, I act as facilitator and can give individual attention to students who may need assistance writing notes correctly on the musical staff. Student dictation is collected and graded at the end of the class for accuracy. Students rotate the roll of pianist in order to allow all students to complete work to be used as a final assessment.

5. Skype I will use Skype to travel my students across the world on a virtual field trip. I love Skype because it is free and easy to use and will expose my students to places they would most likely not be able to visit (in school) in order to “understand music in relation to history and culture” (National Standard #9). As a culminating activity to a unit on classical music and Wolfgang Amadeus Mozart, my students will virtually travel to Vienna, Austria to Mozart’s House. We will videoconference with a docent who will give us a tour of select rooms in the museum as well as answer specific questions the students have. Skype allows us to interact as if we were in Vienna itself. Students will record their thoughts and observations by writing them or by using a digital recorder.Mozart’s House Assessment will occur through observation during the field trip (including dialogue as well as through a written response due after the field trip occurs). I will assess students’ understanding through vocabulary used that supports comprehension of classical music history (including details about Mozart’s life).

6. Digital Video I will use digital video clips to provide students the opportunity to critique an existing choral ensemble (in this case, Public School 22 from Staten Island, NY singing Coldplay’s “Viva la Vida.”). Allowing students to watch other children their age perform gives them the opportunity to see what other choirs are singing, and, perhaps more importantly, how they are singing.Viva la Vida In a lesson, I will list several characteristics on the board of exemplary choristers, including tone, diction, pitch, posture, expression, breath, and blending. Students will be asked to comment on each of the students’ mannerisms using a chart including each of the characteristics. I will assess student understanding via their critique as well as by videotaping their own performance of the song. Together, we can compare the two performances and identify strengths and areas of improvement. By critiquing other students as well as themselves, my students will be more aware of their actions as singers and improve their vocal technique and performance skills.