# data[].attributes.body
One reason I like this assignment is that there is a lot of room for creativity. Students can choose what specific presentation tool they use, as long as they are embedding the song choices into the presentation. This could be Google Slides, PowerPoint, Prezi, Canva, etc. Students will have the opportunity to choose how creative they want to be. Some may not get too wild, while others will go all out on the design of the slides.

# data[].attributes.body
Most districts provide students with devices now, so it shouldn't be a problem to have access to the technology, however they may need some reminding to actually bring a device (and headphones) to class for work time and viewing of others' final projects.

# data[].attributes.body
One thing that I would like to add after I finished, would be to have students include page numbers. I think this could aid in the look of professionalism and maybe hold students accountable for citing their work. Unfortunately, I did not have a copy of the book when I was making the exemplar. We could potentially run into this same problem in the class, but if students know they need the page numbers before hand, they maybe won't return the book right away.

# data[].attributes.body
One major area that I want to be involved in my curriculum planning is identity discovery and development. I think this is a crucial function of school that not enough teachers plan for and focus on. So from my personal goal's as a teacher, this project checks those boxes. I think it's also good that it can start conversations between students who maybe share similar or completely opposite music tastes.

# data[].attributes.body
We often think of the word “appropriation” in a negative context, but the word is not inherently bad. With this project rather, students are appropriating songs that already exist in the real world within specific contexts and applying them to a story that they have read (DeVoss, Eidman-Aadahl, and Hicks 11-12).

# data[].attributes.body
This is an area where I am definitely still learning. I worked as a undergraduate TA for a Finance class and that was my first experience at assessment. I was mainly responsible for grading students' papers and providing feedback to help them improve their professional writing skills. Grading projects for middle or high schoolers is obviously much different. I want to reintroduce this quote that I've been thinking quite a bit about: “An expanding portfolio of tools, genres, and audiences provides youth with a wide array of authorial choices, opening up new means for self-representation. But youthful authorial agency can be thwarted by traditional assessments that are externally driven as others determine which kinds of artifacts to choose and privilege—typically, mono-modal and print-based" (Stornaiuolo, Hull, and Nelson 386). I feel very comfortable providing feedback for a project like this, but I still feel unsure on how to grade this type of project. I certainly don't want to dock or subtract points for any of those creative choices that students are making. I didn't include anything on the rubric about grading their song or design choices, they just need to show effort, but what "effort" looks like is loosely defined and depends on each student. So, I expect that this is something I would grade very gracefully and most students would earn a perfect or near perfect score.

# data[].attributes.body
The context of this project was very specific, but it could certainly be adapted or changed. I chose to write this project as if it was at the end of an independent book reading where students all chose different books. However, this same project could certainly be done after the whole class has finished reading a book, poem, or film script together as a class. As mentioned by Henry Jenkins many young people are skilled at Collaborative Problem Solving (Jenkins 8). One adaptation could be to have students work together in pairs or small groups to identify roughly 15 key points in the story. After they create their list, students can then individually create their playlists of at least 10 songs and explanations.

# data[].attributes.body
This assignment seems to have a combination of Remix and Design. While students are not creating from scratch, they are taking two different story mediums, a piece of literature and music, and combining them to tell one cohesive story. Essentially, students are retelling the book they have read through music and a short explanation. Stories are incredibly universal as different cultures all over the world have ancient tales. Music is also quite universal, as it can be understood by creating emotion even if you don't know what the words mean. Ultimately, the combination of personal interest, storytelling, and use of multimedia is what helps create a high level of interest and engagement for both the creator and viewer (Buturian).