EDUC 570 Unit Plan Template

Matthew Kansler

Author

Instrumental Music

Content Area

Unit Title
Grade

Broken and Boxed Triplets

7-8 Band

Part 1 - Background
Unit overview:

Rationale:

This unit will be implemented to the LMS 7-8

Concert Band. This Band consists of 60
students, all of which began instrumental music
in Grade 5.
Lebanon Middle School is home to about 396
students throughout grades 5-8. Located in a
very rural community, the school has very little
ethnic diversity, and gender diversity is split
evenly. The school scores at average to above
average on national and local testing.

This unit is necessary to meet the needs of

the instrumental music curriculum of
Lebanon Public Schools. The unit
efficiently addresses the rhythmic needs of
Horkstow Grange, which is to be
performed on the Spring Concert on
Wednesday, May 4th.
In order to ensure proper learning, this
specific unit is necessary to teach triplets
in new and various contexts, so that
students are able to read and perform
triplets in the future in other contexts
independently.

Accommodations:
While no specific IEP accommodations are
necessary for this unit, the following differentiation
strategies will be used to assist with the following
diversity in the classroom:
-6 students struggle with literacy
-1 student with impaired hearing (no IEP
demands)
-Direct instruction
-Indirect instruction
-Modeling
-Call and Response activities

PART 2 - Desired Results

Content Standards

Priority Standards National Standards for Music Education (1994) #2:

Performing on instruments, alone and with others, a varied repertoire of music.
National Standards for Music Education (1994) #5:
Reading and notating music.
National Standards for Music Education (1994) #7:
Evaluating music and music performances.

All three standards will be prioritized and assessed throughout the unit.
ISTE Standards
incorporated

2a: Communicate information and ideas effectively to multiple audiences using a variety of media and
formats.

Essential Questions

-Why is it important to be able to subdivide triplets correctly?

-Why are rhythmic patterns written in different formats and how does this impact the performer?

Enduring Understandings -Performing 3 vs. 2 rhythmic patterns accurately.

-Rhythmic subdivision.
-Re-barring broken triplets to assist with counting accuracy.
Long-term Student
Objectives

-Students will acquire the skills to count and subdivide broken and box triplets, leading to accurate
performance in 3 vs. 2 rhythm situations.
-Students should be able to perform triplets of any type (broken or boxed) accurately in any
performance setting..

PART 3 - Assessment
Formative Assessments - minimum two

Summative Assessment

What technology tools will use to assess student learning

formatively
-Students will demonstrate progress towards the desired
standards and targets through listening activities, notation
activities, and performance evaluations.
-Students will reflect upon and self-assess their own learning
through weekly reflection prompts, performance recordings, and
peer feedback.

-Students will ultimately demonstrate their understandings of the

desired standards through a formal performance evaluation on
their instrument.
-Performances of understanding will be evaluated through the
use of a structured rubric designed around the 5 fundamental
elements of instrumental performance.

PART 3A - Summative Assessment Rubric

Criteria

Beginning

Approaching

Meeting

Exceeding

Tone (sound) Quality

Rarely supported sound that

is not characteristic to
assigned part/instrument.

Occasionally supported sound

that is sometimes
characteristic to assigned
part/instrument.

Mostly supported sound that

is characteristic to assigned
part/instrument.

Consistently supported sound

that is ideal to assigned
part/instrument.

Note/Pitch Accuracy

Few notes played correctly.

Some notes played correctly.

Most notes played correctly.

All notes played correctly.

Rhythmic Accuracy

Few rhythms played

correctly/inconsistent tempo.

Some rhythms played

correctly.

Most rhythms played

correctly.

All rhythms played correctly.

Technique

Rarely displays appropriate

posture/positioning, proper
breathing, appropriate
embouchure/grips, accurate
articulation technique.

Sometimes displays
appropriate
posture/positioning, proper
breathing, appropriate
embouchure/grips, accurate
articulation technique.

Often displays appropriate

posture/positioning, proper
breathing, appropriate
embouchure/grips, accurate
articulation technique.

Consistently displays
appropriate
posture/positioning, proper
breathing, appropriate
embouchure/grips, accurate
articulation technique.

Musicality/Expression

Performs with little or no

musical expression and/or
dynamic markings.

Performs with some musical

expression and/or dynamic
markings.

Often performs with musical

expression and/or dynamic
markings.

Consistently performs with

musical expression and/or
dynamic markings

Part 4 - Technology Evaluation (A)

Finale Music Notation Software
MakeMusic, Inc.
www.makemusic.com
Grades 7-8
Band
Description:
Finale software is a platform for composing and arranging music digitally using Standard Western music notation. The software allows
the user to view a sheet of manuscript in first person, while adding in notes and rhythm using either a mouse or through a MIDI
keyboard. The software then allows the composition to be played back in real time using Garritan Instrument technology, simulating a
live performance by real musicians. The user has the ability to customize their work almost endlessly.
Accuracy of Content:
Finale is incredibly accurate in terms of composing original musical works. There is nothing than one is unable to do using Finale
software vs. writing music by hand with a live performing ensemble ready to play it back in real time. In my experiences with Finale
there has never been anything that I have wanted to write, in regards to content or style, that I have not been able to notate as
desired using Finale.
Technical Quality:
Finale is available for purchase and download in digital and disc formats. The software is very easy to install using an installation

wizard, and it consumes a reasonable amount of hard drive space on your machine. The software very easily navigates you through
your experience, however it does take a while to learn the functions of all icons. While many of them are self-explanatory to musicians
with a background in standard western notation, a few of them to not lend themselves to being easily understood.
Use of Technology:
The most impressive aspect of technology is its use of Garritan Instrument sounds for playback. The Garritan sounds allow for an
almost perfect simulation of a live performance when one is playing back the music they have notated. This allows the user to really
get a sense of what their composition sounds like. This is very beneficial for the learning process of students as it allows the students
to feel that they have written a truly professional sounding composition.
Role of Students:
Students may become overwhelmed by all of the functions of Finale. There are many icons, menus, and features that can very easily
distract them from their task at hand. While mature musicians will be able to decipher what they need from Finale, younger musicians
such as middle school students may have trouble keeping focused on what they need to be doing. Students can very easily
collaborate using Finale to provide feedback to each others work, and also work together to create joint compositions.
Role of Teacher:
The teacher must provide the students with some basic training of the software ahead of the assignment involving Finale. The teacher
must also be readily available to assists students if they have a question in regards to using the software. I suggest that teachers only
allow younger students to use the icons/menus/functions that are necessary for the task at hand. The teacher should also relate the
use of Finale in music classes to the demanded 21st century skills taught in schools, so that students may understand and identify
how technology has now worked its way into the music education world.
Classroom Usage:
Finale seems best fit for rhythmic and composition education. Teachers can very easily require students to compose rhythmic
patterns using Finale rather than old fashioned pencil and paper. Finale quickly accomplished the integration of technology into the
music curriculum, and it also demands that music educators continually develop their technological pedagogical and content
knowledge skills.
Critical Summary:
While Finale is self-explanatory to adult musicians, it does require training for young musicians before usage. If Finale is a regular
part of the music classroom students are certainly able to develop proficiency. Yet with guidance, Finale can raise the experience for
any students even when only used sparingly. I would rate Finale software in terms of a teaching tool as an 8/10 points. With proper
guidance and leadership students will have a productive experience using the software, but a lack of planning in terms of the role of
the teacher will result in a frustrating experience for the students.

Part 4 - Technology Evaluation (B)

YouTube
www.youtube.com
Grades 7-8

Band
Description:
YouTube is an internet based platform for videos that can be uploaded by the general public. It is meant for sharing of videos, and it is
one of the most popular search vehicle for finding anything in video format. Comparable to a search engine such as Google, YouTube
is a very user-friendly interface that can be mastered by anyone of the modern age.
Accuracy of Content:
YouTube is as appropriate and accurate as the user searching its database. Quality content can be found through quality search
techniques, but misguided are unmonitored searches can result in content that is not appropriate or valid for classrooms. There is a
mix of biased content and unbiased content on YouTube, but again it all relates to the search executed by the user.
Technical Quality:
YouTube is a very easy website/app to use, and does not require much training at all. The quality of the videos depends of the quality
of the upload, recording equipment, etc. Since YouTube is a forum style platform, videos come in all different aspect ratios, formats,
and file types. Both the website and the app have a very friendly user interface which allow for users to teach themselves how to use
the platform.
Use of Technology:
YouTube absolutely makes good use of technology. People can view videos from all over the world that took place decades ago, to
seconds ago. With a good search process, one can find fantastic multimedia for educational purposes, coming from a variety of
sources from all over the globe. These traits allow YouTube to modernize how students learn, and YouTube has very quickly become
a key figure in 21st century skills education. Students will value YouTube not only as a resource, but also as a means to explore that
world in which they are unable to travel.
Role of Students:
Students do not have total control over what videos populate due to their searches. Like the internet, YouTube is not completely
controlled. Anyone with an account for YouTube can upload a video. Therefore students must know good search habits before using
YouTube on their own. Like finding good sources for a research project, students must be able to delineate quality media from fake or
inaccurate media. Students can be empowered by YouTube by creating their own page and uploading their own videos from their life
experiences, and they can easily share and subscribe with their fellow classmates to continue their learning.
Role of Teacher:
The teacher must teach students how to appropriately search on YouTube. The teacher must also monitor the content that students
are viewing on YouTube to ensure that no school or local policies are being broken. One could compare searching on YouTube to that
of searching on Google. Certain terms will lead to certain results. It is the responsibility of the teacher to create a successful
foundation for appropriate usage of YouTube within the school setting. Teacher must teach about digital footprints, and the
responsibilities of using the internet safely and appropriately.
Classroom Usage:
YouTube is quick, and can be used within the classroom at any given moment. Teacher should be encouraging the use of YouTube
when having students find information or examples of ideas. I would compare YouTube to the old fashioned library microfilm
machines. Yet YouTube is faster, better in quality, and cheaper. YouTube easily integrates 21st century skills into the classroom and
curriculum, and it modernized how students learn and opens the door to exploring the world we are unable to travel.

Critical Summary:
I think YouTube is a great tool for teaching, but students must know of good search habits and the concept of digital footprints. We
must use YouTube as a means to teach safe use if the internet world we live in. I give YouTube a 9/10 as a teaching tool. I would like
to see YouTube develope more filters for searches so that there is less of a risk of poor content in results. Yet overall, students will
enjoy using YouTube and teachers have an endless resource of media.
Part 5 - Lesson Mapping
Lesson 1
(Band Rehearsal Presentation)

USJ Lesson Planner for fully developing lessons

Lesson Standards:

National Standards for Music Education (1994) #2:

Performing on instruments, alone and with others, a varied repertoire of music.
National Standards for Music Education (1994) #5:
Reading and notating music.

Lesson Objectives: Students will be able to:

Identify broken triplets in both 2/4 and 4/4 time signatures
Subdivide broken triplets in both 2/4 and 4/4 time signatures
Differentiation

Strategies Utilized:

Modeling
Call and Response patterns
Visual Aids (representations of subdivisions)
Numerical Subdivisions

Materials, Media, Finale Music Notation Software

Resources Utilized: SMART notebook and board
Score Excerpts from Horkstow Grange arr. M. Sweeney, Hal Leonard 2008.
Lesson Structure
Component
Bellwork - Do Now
Activator/Hook

Teacher and Student Actions

Time Allotment

Set-up instruments, take seats, warm-up on instruments

5 minutes

Teacher will display a broken triplet in both 2/4 and 4/4 time signatures
on SMART board.
Teacher will then ask for a student to identify and subdivide the
displayed rhythmic figure.

2 minutes

Lesson
Development

Teacher will then have percussionists keep a steady quarter-note beat.

Teacher will model a broken triplet pattern on trumpet, having students
echo in a call and response fashion. (This is done prior to learning
subdivisions to avoid poor Rote technique).
Teacher will then have select students create call and response
patterns using broken triplets while percussionists maintain a steady
beat.
Teacher will then model subdivisions for broken triplets on SMART
board using Finale Music Notation Software. Students will copy
subdivisions into their sheet music in all applicable measures.

15 Minutes

Closing
Assessment

Students will demonstrate performance of broken triplets in Horkstow

Grange with a steady beat provided by percussion.

10 minutes

Lesson Reflection
Analysis of Student
Performance Data
in relation to
Objectives

Self Reflection on
the Lesson

This lesson was productive and served as a fundamental basis for the upcoming lessons. The
students were able to perform steady broken triplets to the beat provided by percussion by the
end of the lesson, however there were 2 students that were not able to do this individually.
The two students that did not accomplish the objective by the end of the lesson seemed to be
struggling with the speed of the triplets, not with the actual foundation and concepts of the
subdivision aspect. These two students do not have any IEP or 504 documentations, so I think
they need a review of the lesson and more practice to feel the speed of the triplets against the
beat provided.
My teaching of this lesson was very fluid, however the SMART board was not working as
smoothly as I had expected. I practiced with the SMART board prior to the lesson, however
the computer was running very slowly.
My modeling of triplets on the trumpet for the students seemed to be very efficient and had a
great impact on the students, as they were able to repeat patterns back to me with ease. I was
especially pleased with some of the patterns that the students came up with during the calland-response activity. Many of them were very original, however only a few were patterns that
I had modeled during my time.

Lesson 2
(Small-group
lessons Tech Tool)

USJ Lesson Planner for fully developing lessons

Lesson Standards: National Standards for Music Education (1994) #2:
Performing on instruments, alone and with others, a varied repertoire of music.
National Standards for Music Education (1994) #5:
-Reading and notating music.

Lesson Objectives: Students will be able to:

Write broken triplets in both 2/4 and 4/4 time signatures
Subdivide broken triplets in both 2/4 and 4/4 time signatures
Differentiation

Strategies Utilized:

Visual Aids
Modeling
Call and Response patterns
Numerical subdivisions

Materials, Media, Finale Music Notation Software

Resources Utilized: SMART notebook and board.
Lesson Structure
Component

Teacher and Student Actions

Time Allotment

Set-up instruments, take seats, warm-up on instruments

5 minutes

Lesson group will play sections of Horkstow Grange that contain

broken and boxed triplets.

5 minutes

Lesson
Development

Teacher will then require each students to write a 4-measure rhythmic

passage on the SMART board using Finale Notation Software. The
passage must contain at least one broken triplet and one boxed triplet.
Another student will write in the subdivisions for the rhythmic passage.
Teacher will ask students if subdivisions appear to be accurate.
All students will then perform the rhythmic passage.
Sequence will repeat until each student has had a turn in each role.

15 minutes

Closing
Assessment

.Teacher will write a rhythmic passage that the students must

subdivide individually and perform accurately in the following weeks
lesson.

5 minutes

Bellwork - Do Now
Activator/Hook

Lesson Reflection

Lesson 3
(Small-group
lessons - Tech
Tool)

Analysis of Student
Performance Data
in relation to
Objectives

All of my students were able to accomplish todays objective with fantastic accuracy. By the
end of the lesson each students was able to show me triplets in both time signatures with the
correct subdivisions written underneath. It was very rewarding for both parties of the
classroom. The only confusion presented by a students was how to write triplet v. tri-puh-let
for the subdivisions, but this was a quick one-on-one fix.

Self Reflection on
the Lesson

This lesson ran very smoothly and had very little hiccups. The SMART board worked much
better during this lesson, and the Finale music software was a great addition of technology to
the lesson. I do think that I need to provide more prior practice with Finale for the students, as
many of them had questions along the way about certain functions, but I just had to monitor
the students and keep them focused on the task at hand.
This was a big step for me to use the SMART board and Finale for this lesson, as I could have
very easily just had the students used pencil and manuscript paper. However the addition of
technology expanded my teaching and definitely brought the lesson up to 21st century
learning expectations.

USJ Lesson Planner for fully developing lessons

Lesson Standards:

National Standards for Music Education (1994) #2:

Performing on instruments, alone and with others, a varied repertoire of music.
National Standards for Music Education (1994) #7:
Evaluating music and music performances.

Lesson Objectives: Students will be able to analyze and evaluate each others performances of triplets
and provide verbal feedback in real time.
Differentiation
Individualized performances
Strategies Utilized: Peer review/feedback
1-1 technology using a mobile device.
Materials, Media, Mobile device (such as iPhone)
Resources Utilized: Score Excerpts from Horkstow Grange arr. M. Sweeney, Hal Leonard 2008
Lesson Structure
Component
Bellwork - Do Now
Activator/Hook

Teacher and Student Actions

Time Allotment

Set-up instruments, take seats, warm-up on instruments

5 minutes

Teacher will play a video on mobile device of himself performing a

section of Horkstow Grange that contains triplets. Teacher will prompt

5 Minutes

students to verbally evaluate the rhythmic accuracy of the triplets.

Lesson
Development

Students will take turns video recording themselves on a mobile device

playing a section of Horkstow Grange of their choosing that contains
triplets. This recording will be done in the music office apart from the
other students. All students will then watch the video and provide
verbal feedback in regards to the rhythmic accuracy of the triplets.
Sequence will repeat until all students have had a chance in each role.

15 Minutes

Closing
Assessment

Teacher will prompt the question to the students: What did the peer
feedback reveal about your performance of triplets?
Students will write their responses down and submit them upon exit.

5 Minutes

Lesson Reflection
Analysis of Student
Performance Data
in relation to
Objectives

Many of the students were able to accomplish the objectives of this lesson, however more
time is needed to allow all of the students take a turn in each role of performance and
audience (feedback). Only about 84% of the students got a turn in each role, so I will have to
run this lesson again in their next lessons to fully accomplish the objectives.
Those who were able to complete both roles seemed to respond well to the lesson, and I did
hear some great feedback from those who were evaluating others performances. When I
provided the closing assessment questions, (what did the peer feedback reveal about your
performance of triplets?), many of the students shared that their peers commented positive
feedback and not constructive. I think in the future I need to adjust my instruction so that more
constructive feedback is provided rather than positive feedback.

Self Reflection on
the Lesson

This lesson required a lot of classroom management. Because this was the first time using
mobile devices in lessons, the students became very excited and some of them did not stay
completely focused on the given task. A few students became distracted and were using the
video apps on their devices to be silly, but with quick attention from me the students go right
back on track. If this lesson style become routine, I am confident that the students will stay
more focused each week, however today it seemed too new for the kids and their focus was
not the best. I was pleased with my management skills, but I will be honest in the fact that I
was not expecting to have to manage as much as was required to keep the kids on track.

Lesson 4
(Small-group
lessons WebQuest)

USJ Lesson Planner for fully developing lessons

Lesson Standards:

National Standards for Music Education (1994) #7:

Evaluating music and music performances.

Lesson Objectives: Students will be able to identify triplets within music of various contexts, genres, and
styles.
Differentiation
Direct/indirect instruction and monitoring.
Strategies Utilized:
Materials, Media, Internet access.
Resources Utilized: www.Youtube.com or mobile app.
Lesson Structure
Component

Teacher and Student Actions

Time Allotment

Bellwork - Do Now

Teacher will have students log onto computers (library media center)
and open the internet.

2 minutes

Activator/Hook

Teacher will show the students a video on YouTube of the U.S. Coast
Guard Band performing Horkstow Grange.

5 minutes

Lesson
Development

Teacher will then provide the students with an overview of using

YouTube and how to search on YouTube safely. Teacher will use
students prior knowledge of YouTube as much as possible and have
those students already fluent in YouTube teach the class.
Teacher will then provide the students with the assignment of finding
music on YouTube containing triplets, and give the students a few
minutes to explore YouTube before closure.

20 Minutes

Closing
Assessment

Teacher will check for understanding of the YouTube assignment by

asking the following guided questions:
-How can we ensure that we are safely searching
YouTube?
-What are some examples of appropriate searches for
this assignment?
-How is YouTube benefiting our learning of music

5 Minutes

through this assignment?

Lesson Reflection
Analysis of Student
Performance Data
in relation to
Objectives

This lesson ran very smoothly and the students were all able to accomplish the learning goal.
In terms of teaching the research component, the students had prior knowledge of YouTube
from their computer class, so my job was easier in accomplishing safe research habits with the
students. There were very few questions when teaching how to search YouTube safely, and
many of the students were aware that the search is crucial to allocating safe and appropriate
content. Given all of the safety tools put in place on the district computers, it would have been
tough for students to develop inappropiate results, but the review of safe searching seemed
valuable to all.
About 90% of the students submitted music samples in which they found actual triplets, while
the other 10% of students produced results with rhythm that seemed like triplets but due to
advanced time signatures in that music, it was technically not correct. I feel that it would not
have been appropriate for me to fault the students on this, as the samples they submitted
were of a level that was above their learning for this assignment. However I was pleased with
the quality of samples that were submitted, and to my surprise, most of them were
instrumental music and not modern Pop music like I was expecting.

Self Reflection on
the Lesson

Overall I am pleased with this lesson as a research project. This assignment seemed to be
exciting to the students, as it was a research assignment but they were doing research for live
performances rather than information within a book or website. All of the kids seemed happy
while working on the computers and it allowed them to see how music is more than just
learning to play instruments. In my eyes I definitely cultivated a new learning experience for
the kids.
In the future I need to make this lesson take place over several smaller lessons so that I can
spend more time providing guidance and make the demands of the assignment a bit more
concise. I also want to make this an in-class assignment so that I can work with the students
a bit more as they are doing their searches. This in my opinion will foster better results and will
allow me to further expand upon the experience for the kids. However this was a great pilot
lesson for this type of activity and I intend on doing this again much more in the future and in
other contexts of music.

PART 6 - Resources, Materials, Links

Physical Resources, Materials

Digital Resources, Materials, Links

Instruments
Horkstow Grange arr. M. Sweeney, Hal Leonard 2008
SMART Board
Mobile Devices
Computers

www.youtube.com
Finale music notation software

PART 7 - Reflection & Student Learning

Part 1: Based on your assessment of student data (multiple data points), how did the technology enhance student learning from
previous units?
From a data standpoint, the integration of technology into this unit accomplished all learning goals set forth for the students. The
student success rates for each lesson all came in above the mid-80%, specifically: lesson 1 - 95%, lesson 2 - 100%, lesson 3 - 84%,
and lesson 4 - 90%. These data results clearly show that the learning experiences for the students with the use of technology
developed new and successful learning. Given that the percentages of success are high in all lessons, I am confident that the
technology elements used throughout the unit played a key role in enhancing the experiences of the students, and provided new
challenges within the music classroom.
In prior units with learning goals similar to this unit, technology had not been used to teach and practice the goals set forth. Yet this
unit demanded the teaching of technologies in addition to the teaching of the desired learning goals, therefore more was demanded of
the students. For example in lesson 1, the students were not only learning about the subdivisions of broken triplets, but they were
also learning a new way to notate these subdivisions using Finale Notation software. I am very confident that the learning of the
technology excited the students and therefore focused their energies into accomplishing the task set forth in the lesson. I have taught
similar lessons in the past in which students must write subdivisions using manuscript paper and pencil, and the learning results have
been lower (about 87% success rates compared to the 95% success rate of this lesson with the use of the technology). It therefore
only seems appropriate to credit this spike in success rate due to the enhanced learning experience fostered by technology
integration.
The technology also enhanced the learning experience for the students in the sense that it bridged the gap between some of the
diverse learning styles within the classroom. I found that some of the students who tend to struggle with rhythmic notation and
subdivisions seemed to be much more focused and confident simply because a computer was involved, or because they were now
writing using a SMART board rather than a pencil and paper. Many middle school students love technology, as they are growing up in
the age of touch-screens rather than pencil and paper. As I taught these lessons I saw a difference in many of my students, a new
level of excitement and enthusiasm for their learning, because we were now making the music classroom a modern experience for
them. In Band we play instruments that have been around for centuries, and in many ways we still learn them in the style that
Beethoven and Mahler practiced, but the experiences had by my students during this unit were that of the 21st Century, and it was
awesome to see the change in some of my students as they learned.

Part 2: Based on your assessment of student data (multiple data points), how did students progress throughout the unit? How many
made growth; how did your instruction vary to ensure all learners were accounted for and made growth? How did students react to
the technology and the learning?
Based upon my student assessment data throughout the unit, all of my students made significant progress and effectively learned
how to subdivide broken and boxed triplet patterns. By examining the data on a linear level, lesson one provided the hook for the
students and seemed to challenge the students on a fundamental understanding of the triplets. Lesson two accomplished a 100%
success rate as all students achieved the goal for the lesson. Lesson three seemed to then challenge the students a bit more as only
84% of the students initially achieved the lessons objective, and the unit concluded with 90% of the students achieving the objective
in lesson 4. I am pleased with the fluctuation of the student success rates from lesson to lesson, because it looks like lessons 1 and 3
provided some challenge, then lessons 2 and 4 seemed to provide opportunities for students to practice and obtain the new learning.
This data pattern follows the staggering sequencing of Dr. Robert Duke, Professor of Music Education, at the University of Texas.
The numbers above show that all students benefitted from this unit and obtained new learning experiences. However this was not
without differentiation on my end as the teacher. One benefit to being a music teacher is that my lesson groups (not Band rehearsals)
are small classes ranging from 2-6 students. This allows me to very easily adapt my teaching on the spot to any struggles that I
observe throughout the lesson. In some cases I had to completely individualize my instruction while other students completed work,
there were several times in which I had to leap back and reteach from step 1 of the lesson, and I also met with two students
individually during their SRBI periods to help them with their struggles (both of these students met with me after lesson one). Like any
lesson or unit, there was no single lesson procedure in which I did not have to adjust my teaching in order to ensure the proper
learning experience by all.
Throughout this unit the students had nothing but positive reactions to the learning experience that was cultivated through the use of
technology. As stated before, I saw a remarkable difference in some of my students simply because we were using new technologies
in the Band room. Prior to this unit, I am confident that many of my students were unaware that technology could be used to learn
instrumental music performance and literacy. A pleasant experience within the unit was when one student stated out loud during a
Band rehearsal something on the lines of: Wow I thought all of these triplet brackets and patterns were going to be way harder than
this! As educators it is always rewarding when we are able to calm fears over new material through efficient and authentic learning
experiences.
Part 3: Data-based decision making: Based on your assessment of student data (multiple data points), what specific revisions need
to be made to this unit and specific lessons? - do not say time. Where will you and your students need to go next? What do you
need to extend, and what would you need to remediate?
Lesson one ran rather smoothly. The call and response style activity that was exercised in rehearsal is a routine format within my
Band room, so the students were prepared for this style of learning. I have used this lesson format countless time before in my
teaching and it has always served as a great way to introduce a new rhythmic concept. Lesson two was a completely new format of
lesson and this was also the first time I had used Finale software with students. To better the learning experience in the future, this
lesson needs more background knowledge in terms of Finale software. The students seemed a bit overwhelmed by all of the

functions of Finale, and I need to prepare them more by building in lessons that teach Finale ahead of this unit, or any unit that uses
this format of learning. To be specific, I need to teach the students about the different utility windows, editing functions, and view
formats, as these functions provided some confusion throughout the lesson. However with my guidance I was able to help them move
on as needed to accomplish the lesson objectives.
Lesson three required the most classroom management of any of the lessons throughout the unit. Because this was our first time
using mobile devices for video recording, many of the students became excited and got distracted at some point throughout the
lesson. I feel that establishing a baseline of ground rules when working in this style would be helpful. For next school year I plan on
including a technology expectations page within my Band handbook that each student and parent receives at the start of the year.
By going over the expectations of using mobile technology in detail, ahead of time, and providing opportunities for questions to be
asked by the students and parents, I am expecting that the use of technology will not be as much of a shock and less management by
me during the lesson(s) will be needed. Throughout the remainder of this school year I plan on investigating technology guidelines
and expectations of other colleagues, teachers, and programs so that I may gather ideas of exactly what I want my expectations to be
in my classroom. Many of my colleagues have created their own classroom technology expectations, so I am excited to collaborate
with them to establish my own.
In the future I would like to have lesson four be an in-class research project that the students work on in the schools library media
center or the computer lab. While this lesson did produce high students success rates (90%), I want to be more available to the
students as they complete their research and I also want to ensure that the students are branching out as much as possible during
their research efforts. A few of my students submitted music samples to me that we had listened to before in other classes, or music
that I am aware they had already known of ahead of time. I really want this lesson to also be about finding new music using YouTube.
I should also revise the expectations of the research to include only new music to the researcher, or require a specific genre of music
to be research for triplet rhythmic figures. I feel that the directions I gave regarding the research (not including the safe-searching
guidelines) were a bit too open-ended, so by making this an in-class project in the future I can better monitor and refine this lesson to
cultivate the best learning experience for my students.
Part 4: Narrative based on self-reflection: How did you grow as an educator throughout the planning and implementation of this unit?
What instructional risks did you take? How can you use this experience to be an Agent of Change for students and colleagues? How
were you an effective educator for all students? How do you know? What will you continue to do and refine after implementing this
unit?
The planning process and implementation of this unit demanded that I grow and take risks as an educator. There are ways in which I
could have taught this unit, as I have done so in the past, which could have allowed me to remain within my comfort zone, yet this unit
plan demanded that I implement technology to cultivate a new experience for my students. As a music teacher my practice can be a
bit dogmatic and routine as instruments are always the primary vehicle, so be required to use technology on several levels through
one unit provided a new set of challenges. These challenges not only included the planning of this unit, but they also tested my
classroom management skills (lesson three), my pacing skills (lesson one and two), and my abilities to teach students efficient and
appropriate ways to use certain technologies (YouTube, Finale, SMART technologies, mobiles devices). This unit fostered my growth

as an educator by taking these instructional risks and allowing me to see that there are others ways in which I can teach rhythmic
literacy and performance other than the usual format of instrumental practice and coaching.
I can be and Agent of Change very efficiently for my school district by showing the other music teachers in my district this experience.
As we are in the process of writing a new music curriculum for the district, this experience is a great resource to encourage the
integration and implementation of technology into our music curriculum. The student success data of this unit clearly shows that I was
an effective educator for my students (as all success rates for the lessons were above 84%), therefore I need to share this experience
so that even more students within our district can be offered new experiences like this as a ways to learn about and practice music. In
addition to drafting a new music curriculum for the district, we also have a new Superintendent of Schools in our district who is very
onboard with technology integration, so the timing of this unit could not be more perfect. I have a great opportunity to be an Agent of
Change here, and I do intent on seizing the moment.
As I go on throughout my teaching practice I intend on finding others ways to cultivate new experiences for my students in the music
classroom through modern learning techniques. This unit excited my students and it challenged all of us, and it produced high student
success rates. The search and use of newer learning experiences within my classroom will also serve as a new style of advocacy for
the music department within my school and district, especially in a time when we are looking to become a more modern district that
offers new and exciting learning styles. I do have some ideas of how to use mobile devices, QR codes, Facebook, Finale, and other
technologies that I hope to begin testing out soon as the year comes to a close. This experience ultimately reminded me that as an
educator I can take risks on teaching style and I should take risks on teaching style. We often get bogged down in the same lesson
formats and practices, but this experience for myself and my students clearly shows that risks are necessary, beneficial, challenging,
and most importantly, exciting.