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This lesson plan has made the following connections to ISTE Standards!
1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
2b: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
2d: Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.
4b: Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
6b: Students create original works or responsibly repurpose or remix digital resources into new creations.

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In this specific lesson, the affordances far outweigh the constraints! Students are able to explore the internet, create original compositions and share with their classmates in a way that is facilitated by digital technologies. On the other hand, some students experienced difficulties with the notation program and spent more time than anticipated. So, for some, the digital technology was a constraint. This is why I modified the assessment to include the composition in both formats, so students can turn in their best work. The last assessment I conducted from a similar lesson to this, I had 90% of students submit their composition from Noteflight.

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In order for the selected technology to have the most impact on student learning, it has to allow for ALL students to be successful! Some considerations with the use of technology is how to modify it for indivdual student needs. In the past, my technology modifications have included brighter screens for students with visual impairments, closed captioning and possible ASL for students with hearing impairments, and adapted mouse for students with motor impairments. By using a paper/pencil format, then transitioning to a digital notation software, I am allowing students multiple means of representation, action and expression, and engagement. I have found a high level of success in past composition lessons using the Noteflight software!

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Checking appropriate technology uses with TIP

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Checking appropriate technology uses with TIP

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Step 1: Determine Relative Advantage
With the use of digital technology in music composition and public sharing, students are able to enjoy a larger amount of advantages over disadvantages. See Affordances/Constraints.

Step 2: Access Tech-PACK
By accessing the "sweet spot" where content knowledge, pedagogy knowledge, and technology knowledge, students are able to best succeed in a lesson. I believe this lesson has reached the best point of CPK, and has the potential for TK if the students have the choice to use different music notation software during the lesson. This will be able to come about after numerous lessons on how to use the different technologies.

Step 3: Decide on objectives, assessments
Objectives for the lesson are clearly stated using the National Core Arts Standards. Connections can also be made to the International Society for Technology in Education Standards. See ISTE Standards. Students and teacher had already created the assessment in rubric form in a previous lesson, so all are aware of the specific components of the composition to be assessed.

Step 4: Design integration strategies
With the main focus on the lesson being music, there are some connections that can also be made to other disciplines and real-life situations. In example, searching YouTube requires the student to analyze the difference between a helpful resource and a distraction. Another main interdisciplinary concept with technology is the basic skills to learn a new software program and use it in the most meaningful way.

Step 5: Prepare instructional environment
Technology must be available for every student on an individual basis. Some students will also require modified technology, see Connections to UDL. Two technology labs are available in our school, as well as 3 laptop carts and 3 iPad carts. Reservations are required from the teacher in advance to utilize these technologies.

Step 6: Analyze results
In analyzing the results from a previous lesson utilizing some of the technologies described, students succeeded at a higher rate than the lessons without incorporating technology.

Step 7: Make revisions
Using the results from a previous lesson, one of the first changes I would make to this lesson plan is to add a step before creating the digital composition where the students use peer assessments with the final rubric to make sure they have correct rhythms and pitch notation. Students in the past have struggled with the technology mainly when their handwriting composition was incorrect in basic notations.

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I have been researching different sites for creating a website that members of a class to access and share ideas and projects! I think I am mostly leaning toward...

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This online program will require extra lessons initially, but the professional compositions will be worth it in the end!

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Simple, but valuable for connecting students to real world ideas!

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UW-Madison content (iTunes U) - Jamie Henke.

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Lesson #1- Composing and Performing/Sharing

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Lesson #1- Composing and Performing/Sharing

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Standards:
MU:Cr1.1.4.b- Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters.
MU:Cr2.1.4.b-  Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic and simple harmonic musical ideas.

Materials:
1. Individual student computers (Youtube.com, noteflight.com, class blog website)
2. Composition template papers for meters in 2/4, 3/4, and 4/4
3. Pencils
4. Instruments (ukuleles or recorders)

Activities:
1. Present question to all students: Do you want to create music to represent something specific or just sound cool?
2. Students may spend time researching composing ideas on YouTube. Some example searches may include "how to write music," "get ideas for composing music," "ways to compose a song."
3. Students choose meter for composition, then receive the corresponding template form. ("beat boxes" to draw rhythms and pitches in, with the beats organized into different meters)
4. Students may use rhythm tiles (laminated paper manipulatives) or draw their choices for rhythm (quarter, half, eighth, & sixteenth notes, quarter & half rests) inside each beat box for compositions
5. Students write pitches in correct key for the instrument they choose- ukulele (C major/A minor), recorder (D major, B minor)
6. Students finalize compositions by transferring to Noteflight- online free music writing program
7. Students share screenshot of composition, or screencast video of themselves playing their compositions, on the classroom blog (set-up and used previously)