Edci795 Problemsincurriculumandinstructionindependentstudy 1

Integrating Technology into the 2nd Grade Music Curriculum

Elizabeth Reicher
EDCI 795 Problems in Curriculum and Instruction
Rosemary Talab
Independent Study
12/05/15
Abstract
GLE = Missouri Learning Standards - Grade Level Expectation

ISTE= ISTE Student Standards
Elementary Music (K-5)

Rationale:
Every elementary student has musical ability. This ability to create and respond to music as an
art form is an inherent component of our nature.
Music is a significant part of our cultural heritagethere is no known society in the world that
functions without music. Elementary music education initiates the transmission of this part of
our heritage.
Music also provides a means for young students to express their creativity using a distinctive
form of communication. Music grants young students the opportunity to experience selfsatisfaction through dedicated effort, participation and accomplishment. It is our desire that
students in kindergarten through grade 5 will develop a positive attitude toward music both in
and out of the school environment.
In our digital society, it is important to introduce learners to devices and applications which can
enhance not only their understanding of music, but also provide avenues for personal
composition and reflection.
Course Content:
Students are actively involved in listening, analyzing, moving, reading, composing, and
performing with their voice and with instruments. Students read and write music notation. They
study different periods of music history and apply what they learn to todays world of music to
make comparisons. They develop a respect for different musical styles and the diversity in
music that comes from various cultures. Students understand relationships between music and
the social/behavioral aspects of our daily lives.

Introduction
I ask these questions, Does technology integration have a place in the elementary
music classroom? and If it does how, what applications should I use, and how often
should I include it in my lessons?
Music is an extremely complex subject that requires practice and can teach more than
how to play or sing. It can transport us around the world or back in time. It demands that
we uses analytical skills in realize the music we practice and per from. School and
district administrators are pushing the integration of technology into every classroom.
Sometimes I feel they do not realize that I have a curriculum to teach.
First, I would like to examine why music is taught in many schools? Secondly, I would
like to look at how blended learning can enhance a music education, or if it might inhibit
educators from really teaching music?
Every elementary student has musical ability. This ability to create and respond to music
as an art form is an inherent component of our nature.
Music is a significant part of our cultural heritagethere is no known society in the
world that functions without music. Elementary music education initiates the
transmission of this part of our heritage.
Music also provides a means for young students to express their creativity using a
distinctive form of communication. Music grants young students the opportunity to
experience self-satisfaction through dedicated effort, participation and accomplishment.
It is my desire that students in kindergarten through grade 5 develop a positive attitude
toward music both in and out of the school environment.
Students are actively involved in listening, analyzing, moving, reading, composing, and
performing with their voice and with instruments. Students read and write music
notation. They study different periods of music history and apply what they learn to
todays world of music to make comparisons. They develop a respect for different
musical styles and the diversity in music that comes from various cultures. Students
understand relationships between music and the social/behavioral aspects of our daily
lives.
In todays digital world, students often want to use technology, but their desire and their
skills to use it in meaningful ways often do not match up. Many educators lack the
technical training, resources and time to implement blended learning environments
within their classrooms.
In my classroom I strive to nurture digital literacy to unlock a gateway to the rich history
and influence creating and performing music has had on society in the past and
continues to have today. There is so much information available due digital advances.
We must use these powerful tools and skills to deepen learning and allow students to
develop skills that they can apply beyond the music classroom. I believe that if blended
learning is implemented to enhance musical experiences then it definitely has a place in
a music classroom.
When I started this project over the summer I began to gather as many resources that I
could find. I was amazed at the number of resources that were available for blended
learning in the elementary music classroom. Until recently there were few music

resources period. I discovered many iPad apps that I had never even heard of, but there
were too many choices. I sorted them into categories to decide which iPad apps would
be appropriate to integrate into my 2nd Grade curriculum. My choices were still
overwhelming even after I had sorted them.
I am an educator who tends to get wrapped up in the moment. My instruction is based
on a firm foundation in curriculum and instruction, but I am always looking for more
engaging ways to present my content. I believe that the more blended and cooperative
learning experiences that I provide, the more students will learn and enjoy the learning
process.
Too begin this assignment, I read through my school districts most current curriculum
and revised it to include blended learning for the first time. Although I know my version
may not get adopted, I felt that this exercise gave me a clear picture of where our
district is in providing innovative content in our curriculum and where I would like to see
us go in terms of curriculum and instruction.
In investigating blended learning resources one theme kept on going through my mind,
Keep it simple stupid! I like to step out of my comfort zone, but I realized that I needed
to be comfortable with my choices. After all I was the one who would be guiding the
students through these activities.
I decided that I should use some of my tried and true apps to get started and add a few
more to my tool box along the way. Skitch is an app that could drastically reduce the
amount of paper that is used in my classroom. As students upload images or websites
they can annotate these resources by using the drawing tool, or by adding text. Their

finished product can then be uploaded to many other applications such as Google
Classroom, Google Drive, or inserted to presentations in other applications.
I chose to use student created portfolios using folders in Google Drive. I chose this
approach as our school district primarily uses Google applications for writing, storage
and organizational tools. The students already have user names and passwords. I did
find other platforms for digital portfolios, but I wanted to use something that was both
practical and accessible to my students.
The students will also be joining my Google Classroom which will house digital
materials, tutorials, and other media resources that we will be using to complete many
activities and assessments. They can upload these materials to other applications for
completion. For example, the students will upload the Build a Burger Compositions
images to Skitch in order to compose simple rhythms and melodies by using the pen
tool. They will also upload templates which will be used for both the rhythmic and
melodic assessment compositions. The learners will be able to gain access to tutorials
and other tools that can provide models for to support them as they practice at home.
Inspiration is an application that I have used for years for everything from brainstorming
to laying out instruction in the form of lesson or unit plans. Students will use Inspiration
for both brainstorming and to organize information or ideas. The students will mainly
use the diagramming view with the option of flipping to the outline view if that makes
more sense to them. Either way, this application will give them a place to focus their
ideas and information to complete other activities and assessments.
Score Creator will be used for the Final Melodic Composition as students refine their
compositions. The use of this application provides, although on a small scale, an
experience for students to understand how sheet music is created and distributed to
individuals in order to provide access to music from many different cultures and time
periods.
I have always wanted to use QR codes in centers to direct research and provide quick
access to music examples. For the career unit I am planning for next year, I was able to
find incredible videos that showed music professionals actually doing their jobs. I hope
will bring these jobs to life as students watch them in each music career center and
write their eBooks about jobs in the fine arts. I can also upload these examples to my
Google Classroom for further study.
My go to screen casting app is Explain Everything. It is simple to use and allows you to
create your visual presentation first and then add your music and voice later. It also
includes easy to use editing tools and uploads easily to other platforms or applications. I
think this will be an invaluable tool that student can use far beyond scope of my
classroom as they share information in many facets of their lives.
In integrating any of these applications, I plan to do small whole class projects to
introduce students to each application and their tools. This will give students a basic
background of the application in order for them to have a platform from which to
investigate the possible uses and tools of the application as they complete activities and
assessments.
Of course not all activities and assessments will use digital incorporate digital
components. Students still need to practice vocal and instrumental skills as well. I have
included the 2nd Grade

While completing this assignment, I have learned so many new applications and
innovative ways to implement them in my classroom and content area. My goal is to
engage, motivate and promote the importance of life-long learning for all of my students.
I firmly believe in the old adage, ... teach a man to fish and you feed him for a lifetime.
In teaching my students how to use technology in my content area, I believe they will
develop skills that will enable them to apply them to other digital applications. The
following 2nd grade music curriculum is just an example of the ways that I feel I can
provide a blended learning environment for my students.
Goals for Graduates

Music is around us every day and fulfills a lifelong need. Music enhances everything we
do. In order to develop music literacy, we believe that students should be able to:
1. Perform music alone and with others.
2. Apply and notating music skills to compose and perform music.
3. Improvise, and arrange music within specified guidelines.
4. Use appropriate vocabulary to analyze, describe and evaluate
music and musical performances in order to develop a heightened aesthetic
awareness.
5. Understand relationships between music and the other fine arts,
as well as disciplines outside the arts.
6. Develop an awareness of the role of music in historical and cultural contexts.

7. Appreciate the value of music.

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OVERVIEW
I.
RHYTHM, MUSIC SYMBOLS, AND FORM

STUDENT GOAL:
I can read, write, and perform rhythmic patterns following musical forms.
UNIT ASSESSMENT:
The learner will write and perform a rhythmic composition in 4/4 time using
standard notation and music symbols (quarter note/rest, eighth note pairs, half
note/rest, and whole note/rest, time signature, bar lines, double bar line/repeat
sign) on a classroom instrument. This composition must be written to follow a
musical form of the composers choice (ostinato, ABA, ABACA, or ABCBA).
OBJECTIVES:
A. The learner will discuss and demonstrate appropriate listening behavior for various types of
performances.
B. The learner will perform in groups using a steady beat and following the cues of the conductor.
C. Perform a varied repertoire of music including instrumental accompaniments representing
diverse cultures, genres, and styles which contain grade appropriate elements of expression
(p/f, tempo).
D. The learner can demonstrate through movement the following grade appropriate musical forms
(ostinato, question/answer, ABA, ABACA, ABCBA).
E. The learner will echo, read, write and perform patterns.

F. The learner will use technology to practice music skills, seek information and
communicate their musical ideas.
II. MELODY, HARMONY, AND EXPRESSION
STUDENT GOAL:

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I can read, write, and perform melodic patterns with expression.

UNIT ASSESSMENT:
The learner will write and sing a 16 measure melodic composition on the treble clef
staff based on their rhythmic composition by adding at least 5 melodic pitches (sol, mi,
la, do,re) to their rhythmic composition.
OBJECTIVES:
A. Perform a varied repertoire of songs, including patriotic, folk, seasonal, spirituals,
including simple lyrics in other languages while demonstrating appropriate singing
posture and singing techniques.
B. The learner can sing melodies that move up, down, or stay the same.
C. The learner can improvise short rhythmic and melodic patterns.
D. The learner can perform and notate musical opposites (high/low (fast/slow, long/short,
smooth/separated, and soft/loud piano/f-forte).
E. The learner can echo, read, write and sing simple melodic patterns while applying
accurate pitch relationships in a limited range (sol/mi/la/do/re).
III.
ARTISTIC PERCEPTION/PERFORMANCE/INTERPRETIVE SKILLS

STUDENT GOAL:
I can discuss and write about careers in the fine arts, instruments of the
orchestra, and types of performance.
UNIT ASSESSMENT:

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The learner will a create an eBooks about careers in the fine arts, instruments of
the orchestra or types of musical performances and publish them to their digital
portfolio folder in Google Drive.
OBJECTIVES:
A. The learner will examine the responsibilities of a composer, conductor, choreographer,
performer and other careers in the fine arts.
B. The learner will discuss how the size of traditional acoustic instruments often
determines their pitch range.
C. The learner will Identify both visually and aurally the instruments from each instrumental
family of the orchestra.
D. The learner will examine the difference between a band and an orchestra.
E. The learner will differentiate the characteristics between opera, ballet, and musical
theatre to develop criteria to distinguish between quality and non-quality performances
through listening and self-assessment with regard to musical elements (appropriate
singing voice/playing technique, dynamics, playing or singing to the steady beat, stage
presence).
F. The learner will use technology to practice music skills, seek information and
IV.

HISTORICAL, CULTURAL, INTERDISCIPLINARY CONNECTIONS
STUDENT GOAL:
I can explore the various functions and characteristics of music throughout
history and extend the learning into areas of the academic curriculum and the
visual arts.
UNIT ASSESSMENT:
The learner will create a group video about the function of music in a chosen
culture, the characteristics and music of a era of musical history, or about the
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life and music of a chosen composer and publish their video to their digital
portfolio on Google Sites.
A. The learner relates music to history, to society, and to culture.
B. The learner will identify music from different eras of music history by studying a
composer from each era.
C. The learner will use technology to practice music skills, seek information and
2ND GRADE CURRICULUM

I.

LEARNER GOAL:
UNIT ASSESSMENT:
The learner will write a rhythmic composition in 3/4 time using standard notation
(quarter note/rest, eighth note pairs, half note/rest, whole note/rest, bar lines, and
double bar line/repeat sign) and will perform their composition on a classroom
instrument. This composition must be written in ABC BA form.
Learner Objective:
A. The learner will discuss and demonstrate appropriate listening behavior for
various types of performances.
GEL: C1C2, Discuss and demonstrate appropriate listening behavior for
various types of performances.

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Assessment(s) for the Objective:

1. Watch a video of a concert, attend a concert, or attend an assembly and
demonstrate proper concert manners according to the Audience Etiquette Self
Assessment.
Instructional Method:
1. Introduce Inspiration to the class.
2. Lead a group discussion to establish expectations for assembly/concert.
Behavior (keeping hands and feet still; listening without whispering or talking;
applauding at the proper times without whistling or shouting; actively listening)
using Inspiration to brainstorm ideas and establish expectations.
Student Activities
1. Discuss, brainstorm and establish expectations for assembly/concert behavior.
2. Create a class Concert/Assembly Behavior Expectations Graphic Organizer.
3. Practice behavior expectations while performing and listening to music in the
music classroom.
4. Practice expectations while attending or watching a video of a concert.
Resources:
1. Concert/Assembly Behavior Expectations Graphic Organizer
https://goo.gl/1AX8q2
2. Audience Etiquette Self Assessment https://goo.gl/Nie2SA
3. Videos: Singing in the Rain, The Nutcracker, and The Magic Flute.
4. School assemblies and concert field trips

I.
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LEARNER GOAL:
UNIT ASSESSMENT:
instrument. This composition must be written in ABCBA form.
Learner Objective:
A. The learner will perform in groups using a steady beat and following the
cues of the conductor.
GLE: PP2E2, Perform in groups using a steady beat, matching dynamics, and
following the cues of the conductor.
Assessment for the Objectives:

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1. Teacher Observation - 2nd Grade Music Skills Checklist

Instructional Methods:
1. Present repertoire including instrumental accompaniments representing
diverse cultures, genres, and styles which contain grade appropriate elements of
expression (p/f, tempo).
Student Activities:
1. Perform repertoire including instrumental accompaniments representing
Resources:
1. Musicplay Grade Two Materials
2. Mallet Madness
3. 2nd Grade Music Skills Checklist https://goo.gl/tbiM0J

I.
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LEARNER GOAL:
UNIT ASSESSMENT:
Learner Objective:
C. Perform a varied repertoire of music including instrumental accompaniments
representing diverse cultures, genres, and styles which contain grade
appropriate elements of expression (p/f, tempo).
GLE: PP2C2, Perform a varied repertoire of music including instrumental
accompaniments representing diverse cultures, genres, and styles.
Assessment for the Objective:

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1. Present repertoire including instrumental accompaniments representing

Student Activities:
1. Perform repertoire including instrumental accompaniments representing
Resources:
2. Mallet Madness
3. 2nd Grade Music Skills Checklist https://goo.gl/mgcLQw

I.
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LEARNER GOAL:
UNIT ASSESSMENT:
Learner Objective:
D. The learner can demonstrate through movement the following grade
appropriate musical forms (obstinate, question/answer, ABA, ABACA, ABCBA).
GLE: AP1A2, Recognize basic forms and composition techniques:
question/answer
ABA
ABACA
ABCBA
obstinate
repeat sign
Assessment(s) for the Objective
1. 2nd Grade Music Skills Checklist
Student Activities:


1. Parachutes and Ribbons and Scarves Oh My!
.
Resources:
2. Teacher Observation 2nd Grade Music Skills Checklist
https://goo.gl/xNGAXs
2. iPad Garage Band ABA Composition Project 1
https://goo.gl/DuAaGZ
3.iPad Garage Band ABA Composition Project 2
https://goo.gl/Dl9oVn
4.iPad Garage Band ABA Composition Project 3
https://goo.gl/DHwSrW
I.

STUDENT GOAL:

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UNIT ASSESSMENT:
Learner Objective:
E. The learner can echo, read, write and perform short patterns.
GLE: PP2D2, Echo short rhythmic patterns on rhythm instruments and/or body
percussion.
EM1A2, Read simple rhythm patterns (using iconic or standard notation)
consisting of:
whole note/rest
quarter note/rest
half note/rest
eighth note pairs
PP2A2, Perform the following rhythmic patterns using standard notation:
whole note/rest
quarter note/rest
half note/ rest
eighth note pairs
PP4A2, Create a rhythmic composition using standard notation.
1.Teacher Observation - 2nd Grade Music Skills Checklist
2. 2nd Grade Rhythmic Composition


1. Class Skitch Project
2. Notation Information
3. Notation Roll
4. Mallet Madness: Notes and Rests
5. Flashcard Attendance
6. Poison Rhythm
7. Rhythm Dictation
8. Build a Burger Rhythm Composition Project Graphics
Student Activities:
1. Notation Information
2. Notation Roll
3. Mallet Madness Notes and Rests
4. Flashcard Attendance
5. Poison Rhythm
6. Rhythm Dictation
7. Build a Burger Rhythm Composition
Resources:
2. 2nd Grade Music Skills Checklist
https://goo.gl/dQ4YnP
3. Mallet Madness
4. Build a Burger Rhythm Composition Project
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https://classroom.google.com/c/NTE4NTg1NDM5
5. 2nd Grade Rhythmic Composition Template
6. 2nd Grade Rhythmic Composition Criteria
7. 2nd Grade Rhythmic Composition Self Evaluation

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I.
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LEARNER GOAL:
UNIT ASSESSMENT:
Learner Objective:
F. The learner will use technology to practice music skills, seek information
and communicate their musical ideas.
ISTE NETS-S 1.a, Apply existing knowledge to generate ideas, products, or
knowledge.
ISTE NETS-S 1.b, Create original works as a means of personal or group
expression.
1. iPad Garage Band ABA Composition Project
1. Getting to know Google Drive and Classroom
2. Garage Band Tutorial


Student Activities:
Resources:
1. Musicplay Grade Two Materials.
2. iPads
3. Skitch app
4. Google Classroom app
5. Garage Band app
6. Garage Band Tutorial
https://youtu.be/tvs28epJJu8
II.
MELODY, HARMONY, AND EXPRESSION

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STUDENT GOAL:
UNIT ASSESSMENT:
The learner will write and sing a melodic composition on the treble clef staff
based on their rhythmic composition by adding at least 5 melodic pitches (sol, mi,
la, do,re) to their rhythmic composition. After peer review, teacher review, and
the editing process, they will publish their compositions using Score Creator and
upload their projects to their digital portfolios on their Google Drive.
Learner Objective:
A. Perform a varied repertoire of songs, including patriotic, folk, seasonal,
spirituals, including simple lyrics in other languages while demonstrating
appropriate singing posture and singing techniques.
GLE: PP1C2, Perform a varied repertoire of songs including patriotic, folk,
seasonal, and spirituals.
1. Present a varied repertoire of songs, including patriotic, folk, seasonal,
spirituals, including simple lyrics in other languages while modeling appropriate
singing posture and singing techniques.
2. Model correct pronunciations with echo singing or CD pronunciation guide.
Student Activities:

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1. Perform a varied repertoire of songs, including patriotic, folk, seasonal,

spirituals, including simple lyrics in other languages while demonstrating
appropriate singing posture and singing techniques.
Resources:
2. Teacher Observation - 2nd Grade Music Skills Checklist https://goo.gl/kUl9dc


II.
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STUDENT GOAL:
UNIT ASSESSMENT:
la, do,re) to their rhythmic composition. After the peer review, teacher review, and
editing process, they will publish their compositions using Score Creator and
Learner Objective:
B. The learner can sing melodies that move up, down, or stay the same.
GLE: EM1B2, Identify melodies that move up, down, or stay the same.

1. Present simple so/mi/la/do/re songs.
Student Activities:
1. Perform simple so/mi/la/do/re songs.
Resources:
2. 2nd Grade Music Skills Checklist https://goo.gl/LjHlnO
II.

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STUDENT GOAL:
UNIT ASSESSMENT:
Learner Objective:
C. The learner can improvise short rhythmic and melodic patterns.
GLE: PP3A2, Improvise short rhythmic and melodic patterns.
Assessment for the Objective:
1. Modeling Improvisation.
2. Present Improvisation Example Video
3. Facilitate instrument circles.
Student Activities:
1.Watch Improvisation Example Video
2. Perform in instrument circles.
Resources:
1. Improvisation Example Video


https://youtu.be/bPPnwG_Wh04?list=RDPyg8D_r0lMg
2. Classroom instruments
II.

STUDENT GOAL:

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UNIT ASSESSMENT:
Learner Objective:
D. The learner can perform and notate musical opposites (high/low (fast/slow,
long/short, smooth/separated, and soft/loud piano/f-forte).
GLE: PP2B2, Demonstrate loud and soft dynamics [p, f] and fast and slow
tempi.
Assessments for the Objective:
1. Accurately write and perform dynamic and tempo markings in music.
1. Aurally and visually model each dynamic marking (p,f).
2. Facilitate dynamic and tempo movement.
3. Present and facilitate the quick find game.
Student Activities:
1. Perform dynamic and tempo movement.
2. Practice dynamic and tempo markings using the voice, rhythm instruments, or
body percussion.


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3. Visually identify dynamic markings in classroom songs.

4. Add dynamic and tempo markings to familiar classrooms songs.
5. Perform dynamic markings in familiar classrooms songs.
6. Create and perform appropriate movement to represent the
dynamics of
familiar a song or instrumental recording.
Resources:
2. Mallet Madness
https://goo.gl/LjHlnO
II.

STUDENT GOAL:
UNIT ASSESSMENT:

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Learner Objective:
E. The learner can echo, read, write and sing simple melodic patterns while
applying accurate pitch relationships in a limited range (sol/mi/la/do/re).
GLE: PP2D2, Perform the following rhythmic patterns using standard or iconic
notation:
Whole note/rest
Quarter note/rest
Half note/ rest
Eighth note pairs
GLE: EM1B2, Identify melodies that move up, down, or stay the same
GLE: EM1B2, Transfer melodic icons to pitch notation.
GLE: PP1A2, Apply accurate pitch relationships while singing in a limited range
(so,mi,la, do, re).
1. 2nd Grade Final Composition
1. Review the sol/mi stories on Pitch Hill from first grade.
2. Continue telling the Pitch Hill story adding the stories of la. do, and re.

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3. Lead students in echoing exercises using the pitches so,mi,la,do, and re while
demonstrating solfege hand signs.
4. Present the staff, treble clef, and rules for writing pitches on the treble staff.
5. Model singing sol/mi/la/do/re patterns using hand signs while reading pitches
on a staff.
6. Present a variety of sol/mi/la/do/re classroom songs using solfege and hand
signs.
7. Provide examples and facilitate melodic dictation activities.
8. Facilitate Poison Melody activity.
Student Activities:
1. Echo teacher examples using the pitches so,mi,la, do, and re while
demonstrating solfege hand signs.
2.Trace and Copy the Treble Clef
3.Create a staff including a treble clef, bar lines, double bar line/repeat sign.
4. Write down melodic dictation from teacher examples.
5.Practice sight singing sol/mi/la/do/re melodies from the staff using hand signs.
6.Practice singing sol/mi/la/do/re classroom songs using solfege syllables and
hand signs.
7. Differentiate solfege melodies while playing Poison Melody.
8. Compose sol/mi/la/do/re melodies on a staff and perform them using solfege
syllables and hand signs using Build a Composition - Melody activities.

II.
35

STUDENT GOAL:
UNIT ASSESSMENT:

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F. The learner will use technology to practice music skills, seek information
knowledge.
expression.
1. Class Score Creator Project
Resources:
1. iPads
2. Score Creator App
III.
Artistic Perception/Performance/Interpretive Skills

STUDENT GOAL:
I can research and write about careers in the fine arts.
UNIT ASSESSMENT:
In cooperative learning groups students will create e books about careers in the
fine arts and will present their e book to the class. They will then publish their e
books to their individual digital portfolio folder in Google Drive.
1. Group Music Career e book - Music Educators

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1. Composer Write Around the Room
2. Careers in Producing a Musical centers
3. Webbing: What does a _______do?
4. Storykit Tutorial
Student Activities:
2. Storykit Tutorial
3. Careers in Producing a Musical centers
4. Webbing: What does a _______do?
5. Group Music Career e books
Example:
I made this e book on Storykit a while back. This is an example of
How the students e books would be laid out.
http://iphone.childrenslibrary.org/cgi-bin/view.py?b=6fo3y4cqnzjdhf6u6ges
Resources:
3. Careers in Producing a Musical centers https://goo.gl/48YYcf
4. Webbing: What does a _______do? https://goo.gl/86pAUc
5. Storykit Tutorial https://youtu.be/RSWQkUS4kXk
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6. iPads
7. Inspiration App
`
`8. QR Reader App

9. Story Kit App
III.

STUDENT GOAL:
I can recognize the distinct differences between the instruments of the orchestra
and categorize the instruments into their proper families.
UNIT ASSESSMENT:
Using Inspiration, the learner will create a diagram and sort instruments into their
proper families.
Learner Objective:. The learner will recognize how the size of and materials used
to make an instrument effects the pitch and tone color of the instruments. Based
on this knowledge the learner will categorize instruments into their proper
families.


GLE: AP1B3, Visually and aurally identify instrumental families.
1. Instrumental Playground - Interactive Whiteboard Activities
2. Instrument Bingo
3. Name the Family - Instrument Sort
Student Activities:
2. Instrument Bingo
Resources:
1. Musicplay Grade Two Materials.
3. Instrument Bingo
5. Inspiration App

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III.
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STUDENT GOAL:
I can collaborate and write about careers in the fine arts, instruments of the
orchestra, and types of performance.
UNIT ASSESSMENT:
In cooperative learning groups students will research and create a video about a
career in the fine arts and will present them to the class. They will then publish
their e books to their individual digital portfolio folder in Google Drive.
Learner Objective:
B. The learner will use technology to practice music skills, seek information and
knowledge.
expression.
ISTE NETS-S 2.d, Contribute to team projects to produce original works or solve
problems.

In cooperative learning groups students will create e books about careers.
in producing a musical and will present them to the class. They will then publish
their eBooks to their individual digital portfolio folder in Google Drive.


1. Class Storykit Project
Student Activities:
1. Class Storykit Project
Resources:
1. Storykit App
2. iPads
3. Class Story Kit Project
IV.
VII
STUDENT GOAL:

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The learner will research and collaborate to create a video about music,
societies, and culture during different time periods.
UNIT ASSESSMENT:
The learner will listen to music from their assigned time period and investigate
the history, society, and culture of their assigned time period in order to create an
Explain Everything video about the music, history, society, and culture of their
assigned time period.
Learner Objective:
A. The learner will discover the connection between music, history, society, and
culture during different time periods.
GLE: HC1C2 Describe the function of music in various settings and cultural
events.
1. In cooperative learning groups learners will use approved websites to
investigate their assigned time period and use Inspiration to organize their
information and then create an Explain Everything video about their assigned
time period.
1. Class Explain Everything Project - The 1980s
Resources:
1. iPads
2. Inspiration App

43
3. Explain Everything App

4. Evolution of Music - Pentatonix https://youtu.be/lExW80sXsHs
5. Various recordings of music from selected time periods
6. Classics for Kids - http://www.classicsforkids.com/
7. Music Kids Corner - http://kidsmusiccorner.co.uk/types/classical/the-classicalperiod/
8. Fact Monster- http://www.factmonster.com/spot/timelinearchive.html
9. Explain Everything Screen cast Rubric - http://goo.gl/859iji
10. Duckster http://www.ducksters.com/history/
11. Encore Youth Music http://encoreyouthmusic.com/kids/explore-music/kids-in-music-history/
IV.

STUDENT GOAL:
The learner will research and collaborate to create a video about music,
societies, and culture during different time periods.

44
UNIT ASSESSMENT
The learner will listen to music from their assigned time period and investigate
the history, society, and culture of their assigned time period in order to create an
Explain Everything video about the music, history, society, and culture of their
assigned time period.
Learner Objective:
B. The learner will use technology to practice music skills, seek information
knowledge.
expression.
ISTE NETS-S 2.d, Contribute to team projects to produce original works or
solve problems.
The learner will listen to music from each of the musical eras and investigate the
society and the culture of each era in order to create an Explain Everything
screen cast about the music, society, and culture of the assigned time period.
Class Explain Everything Project
Resources:
1. Evolution of Music - Pentatonix https://youtu.be/lExW80sXsHs
2. Classics for Kids - http://www.classicsforkids.com/

45
3. Music Kids Corner http://kidsmusiccorner.co.uk/types/classical/the-classical-period/

4. Fact Monster - http://www.factmonster.com/spot/timelinearchive.html
5. Explain Everything Screen Cast Rubric - http://goo.gl/859iji
6. Duckster - http://www.ducksters.com/history/
7. Encore Youth Music http://encoreyouthmusic.com/kids/explore-music/kids-in-music-history/
Resources
Almeida, A. (2007). Mallet madness: A collection of engaging units for using mallet
instruments and drums in the music classroom. Dayton, Ohio: Heritage Music Press.
Anderson, D. (2013). Orchestra Playground: Interactive Lessons about the Instrument
Families [ interactive computer software ]. Dayton: Heritage Music Press.
Apple. (2015). Garage Band for iPad (Version 2.0.7) [Mobile application Software].
Retrieved from http://itunes.apple.com

46
Burns, A. (2014, March 26). Audacity in the Elementary Music Classroom - Music &
Technology -MusTech.Net. Retrieved November 21, 2015, from
http://mustech.net/2014/03/audacity-in-the-elementary-music-classroom/
Burns, A. (2014). Help! I am an Elementary Music Teacher with One or more iPads. (e
book ed., pp. 5-193).
Burns, A. (2014). Help! I Am An Elementary Music Teacher With A Smart board! (e
book ed., pp. 5-135).
Burns, A. (n.d.). iPads/iPods. Retrieved June 21, 2015, from
http://musicroomburns.net/iPads_iPods.html
Burns, A. (2013, August 19). If You Teach Elementary F YOU TEACH ELEMENTARY
GENERAL MUSIC, WHICH APPS COULD YOU USE TO ENHANCE YOUR MUSIC
CLASS? Retrieved August 15, 2015, from http://ti-me.org/?
option=com_k2&view=item&id=2003:if-you-teach-elementary-general-music-whichapps-could-you-use-to-enhance-your-music-class&Itemid=157
Classics For Kids. (n.d.). Retrieved November 5, 2015, from
http://www.classicsforkids.com/
Dennis. (2013, August 19). Music with Mrs. Dennis: 110 Free Music Education Apps.
Retrieved June 21, 2015, from http://musicwithmrsdennis.blogspot.com/2013/01/110free-music-education-apps.html
Evolution of Music - Pentatonix. (2013, April 15). Retrieved November 5, 2015, from
https://youtu.be/lExW80sXsHs
Explain Everything (2015). Explain Everything Interactive Whiteboard (Version 3.2)
[Mobile application Software]. Retrieved from http://itunes.apple.com
Explore Kids in Music History. (n.d.). Retrieved December 3, 2015, from
http://encoreyouthmusic.com/kids/explore-music/kids-in-music-history/
Evernote. (2015). Skitch - Snap. Mark Up. Send. (Version 3.4.1) [Mobile application
Software]. Retrieved from http://itunes.apple.com

47
Google, Inc. (2015). Google Classroom (Version 1.7.0) [Mobile application Software].
Google, Inc. (2015). Google Drive (Version 4.4) [Mobile application Software].
Group Oral Presentation Rubric. (2015). Retrieved November 18, 2015, from
http://www.readwritethink.org/files/resources/lesson_images/lesson960/Rubric.pdf
ICDL Foundation (2012). StoryKit (version 1.1) [Mobile application Software]. Retrieved
from http://itunes.apple.com
Inspiration Software, Inc. (2015). Inspiration Maps (Version 2.0) [Mobile application
Software]. Retrieved from http://itunes.apple.com
Instrumental Classmates [Motion picture on DVD]. (2004). United States: Alfred
Publishing Co., Inc.
iRubric: Explain Everything. Screen Cast Rubric. (n.d.). Retrieved December 3, 2015,
from http://goo.gl/859iji
iPad Garage Band ABA Composition Project. (n.d.). Retrieved December 2, 2015, from
http://www.teacherspayteachers.com/Product/iPad-GarageBand-ABA-CompositionProject-1079534
iPads in the Music Room. (2013, September 22). Retrieved October 11, 2015, from
https://rhythmandglues.wordpress.com/2013/09/22/ipads-in-the-music-room/
ISTE Standards. (n.d.). Retrieved December 3, 2015, from
http://www.iste.org/STANDARDS
LeJeune, T. (n.d.). The Kodly Aspiring Music Classroom. Retrieved September 29,
2015, from http://kodalyaspiringmusicclassroom.weebly.com/index.html
LeJeune, T. (n.d.). Downloads. Retrieved September 29, 2015, from
http://kodalyaspiringmusicclassroom.weebly.com/downloads.html

48
Pitch Hill: Introduce La {POWERPOINT} - Practice Mi Sol La. (n.d.). Retrieved

December 3, 2015, from http://www.teacherspayteachers.com/Product/Pitch-Hill-Sol-MiPowerPoint-Practice-So-Mi-Teaching-Solfege-1385504
Raths, D. (2013, December 3). 4 Ways Technology Can Make Your Music Lessons
Sing -- THE Journal. Retrieved June 21, 2015, from
http://thejournal.com/articles/2014/12/03/4-ways-technology-can-make-your-musiclessons-sing.aspx
Riley, K. (2014, February 7). Flipping for Elementary Music. Retrieved August 15, 2015,
from http://www.klsriley.com/2014/02/07/flipping-for-elementary-music/
Riley, K. (2014, October 5). For Teachers. Retrieved June 21, 2015, from
http://www.klsriley.com/for-teachers/ Riley, K. (2013, February 9). Using Web Video as
a Tool for Music Education. Retrieved August 15, 2015, from
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Riley, K. (2012, February 18). Web Apps for the Music Classroom. Retrieved August
15, 2015, from http://www.klsriley.com/2012/02/18/web-apps-for-the-music-classroom/
Riley, K. (2012, February 16). I Have a SMART Board Now What? Retrieved August
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http://kidsmusiccorner.co.uk/types/classical/the-classical-period/
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from http://www.factmonster.com/spot/timelinearchive.html

49
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Integrating Technology into the 2nd Grade Music Curriculum

Integrating Technology into the 2nd Grade Music Curriculum

GLE = Missouri Learning Standards - Grade Level Expectation

Integrating Technology into the 2nd Grade Music Curriculum

Elementary Music (K-5)

GLE = Missouri Learning Standards - Grade Level Expectation

Integrating Technology into the 2nd Grade Music Curriculum

Integrating Technology into the 2nd Grade Music Curriculum

GLE = Missouri Learning Standards - Grade Level Expectation

Integrating Technology into the 2nd Grade Music Curriculum

GLE = Missouri Learning Standards - Grade Level Expectation

Integrating Technology into the 2nd Grade Music Curriculum

Integrating Technology into the 2nd Grade Music Curriculum

GLE = Missouri Learning Standards - Grade Level Expectation

Integrating Technology into the 2nd Grade Music Curriculum

Goals for Graduates

Integrating Technology into the 2nd Grade Music Curriculum

6. Develop an awareness of the role of music in historical and cultural contexts.

GLE = Missouri Learning Standards - Grade Level Expectation

Integrating Technology into the 2nd Grade Music Curriculum

RHYTHM, MUSIC SYMBOLS, AND FORM

E. The learner will echo, read, write and perform patterns.

GLE = Missouri Learning Standards - Grade Level Expectation

Integrating Technology into the 2nd Grade Music Curriculum

I can read, write, and perform melodic patterns with expression.

ARTISTIC PERCEPTION/PERFORMANCE/INTERPRETIVE SKILLS

GLE = Missouri Learning Standards - Grade Level Expectation

Integrating Technology into the 2nd Grade Music Curriculum

communicate their musical ideas.

Integrating Technology into the 2nd Grade Music Curriculum

2ND GRADE CURRICULUM

RHYTHM, MUSIC SYMBOLS, AND FORM

GLE = Missouri Learning Standards - Grade Level Expectation

Integrating Technology into the 2nd Grade Music Curriculum

Assessment(s) for the Objective:

GLE = Missouri Learning Standards - Grade Level Expectation

Integrating Technology into the 2nd Grade Music Curriculum

RHYTHM, MUSIC SYMBOLS, AND FORM

Assessment for the Objectives:

GLE = Missouri Learning Standards - Grade Level Expectation

Integrating Technology into the 2nd Grade Music Curriculum

1. Teacher Observation - 2nd Grade Music Skills Checklist

GLE = Missouri Learning Standards - Grade Level Expectation

Integrating Technology into the 2nd Grade Music Curriculum

RHYTHM, MUSIC SYMBOLS, AND FORM

GLE = Missouri Learning Standards - Grade Level Expectation

Integrating Technology into the 2nd Grade Music Curriculum

1. Present repertoire including instrumental accompaniments representing

GLE = Missouri Learning Standards - Grade Level Expectation

Integrating Technology into the 2nd Grade Music Curriculum

RHYTHM, MUSIC SYMBOLS, AND FORM

GLE = Missouri Learning Standards - Grade Level Expectation

Integrating Technology into the 2nd Grade Music Curriculum

RHYTHM, MUSIC SYMBOLS, AND FORM

GLE = Missouri Learning Standards - Grade Level Expectation

Integrating Technology into the 2nd Grade Music Curriculum

GLE = Missouri Learning Standards - Grade Level Expectation

Integrating Technology into the 2nd Grade Music Curriculum

Integrating Technology into the 2nd Grade Music Curriculum

GLE = Missouri Learning Standards - Grade Level Expectation

Integrating Technology into the 2nd Grade Music Curriculum

RHYTHM, MUSIC SYMBOLS, AND FORM