# data[].attributes.body
SAMR Model in the Music Classroom
Uses of Technology within the Music Classroom to SUBSTITUTE, AUGMENT, MODIFY, or REDEFINE music education activities
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Mlle. Redwood
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1m

# data[].attributes.body
SAMR Model in the Music Classroom
Uses of Technology within the Music Classroom to SUBSTITUTE, AUGMENT, MODIFY, or REDEFINE music education activities
Avatar of Mlle. Redwood
Mlle. Redwood
 + 1
●
6mo

# data[].attributes.body
SAMR Model in the Music Classroom
Uses of Technology within the Music Classroom to SUBSTITUTE, AUGMENT, MODIFY, or REDEFINE music education activities
Avatar of Mlle. Redwood
Mlle. Redwood
 + 1
●
6mo

# data[].attributes.body
SAMR Model in the Music Classroom
Uses of Technology within the Music Classroom to SUBSTITUTE, AUGMENT, MODIFY, or REDEFINE music education activities
Avatar of Mlle. Redwood
Mlle. Redwood
●
6mo

# data[].attributes.body
Market themselves digitally as a musician (ie. website, blog, youtube channel, audio samples, social media, etc.)

Create music videos

Create their own virtual choir, or ensemble similar to Eric Whitacre

Use technology to create a soundtrack to a video clip, or a dance sequence

Digitally create a sound story

Remix video & audio media clips to create their own composition

Create a Video Song using a platform or app such as Acapella

Connect with other students and musicians digitally (eg. Skype conversations, live tweeting, etc.)

Create collaborative musical works with students from other schools, and / or musicians

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Create a ~Fake book~ (a play on Facebook) account for a composer

Create a digital portfolio through a web platform or application such as D2L or SeeSaw → students are able to upload video / audio clips to their own portfolio along with images, pdfs, etc.  They can also either record or digitally write reflections and self / peer assessments

Students use apps like Glogster to create digital posters (eg. careers in music, history, theory concepts, etc.)

Create digitally interactive info graphics via Piktochart (eg. instrument care, dos & don`ts in the music room, careers in music, history, theory concepts, etc.)

Blog for a performance review

An interactive digital arts showcase - students can create a QR code for their favourite performance / creation to showcase and can post it for parents / visitors to access along with a hashtag for feedback (it would be cool to have students create a 2nd QR code with the same audio / video performance / creation combined with a reflection.  Parents / visitors can share via social media.  It would also be really neat to tie in the other arts and have students either choreograph a dance to go along with a recording, or to create a visual arts piece that represents their recording to display along with their QR code.

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Using voice thread → students can upload videos / sound clips / diagrams of their performance and/or composition, and other students can comment on the performance at specific times where their comment is applicable

Using Google Slides or Docs to collaborate with peers

Sound Cloud allows students to share sound clips and music with one another and create collaborative compositions

NoteFlight is a notation platform for creating collaborative compositions

Using pre-recorded loops in GarageBand as part of composition

Online textbooks offer interactive features

Use Padlet to co-create success criteria (collaborative)

Use Mindomo to co-create mind maps (collaborative)

Podcasts

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Students can record their performances and upload them to an interface for viewing such as YouTube or a classroom blog site

Students can use music notation software to compose or arrange music

Students use websites or other online resources rather than texts to research music related topics (history, theory)

Students use Auralia or similar software for Ear training purposes

Using QR Codes posted up in the school to display students compositions and / or performances

Teachers can post QR codes of sounds an instrument makes, or passages of music that they would like the students to emulate alongside photos of those instruments in the classroom

Teachers use iTunes, youtube or other online resources to play their musical examples as opposed to CDs, tapes, records, etc.

Teachers view movies (eg. Amadeus) rather than direct instruction or reading through text

Teachers use powerpoint presentations as opposed to writing lessons on a chalkboard / white board or lecture-style lessons

Teachers provide handouts via .pdf document or other digital platform - these could be posted online

Textbooks online

Students use Google Forms to peer or self evaluate

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"Tech allows creation for new tasks, previously inconceivable"

What are ways we can REDEFINE current non-technological practice with technology in the classroom?
Comment below.

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"Tech allows for significant task redesign"

What are ways we can MODIFY current non-technological practices with technology in the classroom?
Comment below.

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"Tech acts as a direct tool substitute, with significant functional improvement."

What are ways we can AUGMENT current non-technological practices with technology in the classroom?
Comment below.

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What is the SAMR Model and what does it look like in schools?

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"Tech acts as a direct tool substitute, with no functional change."

What are ways we can SUBSTITUTE current non-technological practices with technology in the classroom?
Comment below.