THE VOICEBOARD

Designers: Emily Chapman

Demonstration Video: https://www.youtube.com/watch?v=JoxfXD-5swk

Technologies Used:
-Makey-Makey: the makey makey serves as a connecting device between my design and
the coding software of the computer. The earth setting requires that you have material
connecting to the ground, and then you can code for your design. Makey makey was the best
tool to use because of its quick and easy learning curve and its portability.
-Coding Platform. Scratch is the coding platform I used. Again, it is a relatively easy
software to learn, and when you code, you can directly see the controls and problems that might
be preventing your device from working.
-other technology: The microphone on my laptop is being used because I had to record my
own voice for the notes I designed the device for. Scratch doesnt come with many vocals, and
this way I can record parts for whatever songs I choose for my ensemble.

Project Overview:
- Basically, the student will either sit or stand depending on their comfort, with their feet
touching the aluminum board I made, connected to the makey makey. The voiceboard
will be connected to the makey makey as well and will be sitting on a music stand or in
the students lap. As I begin each song, there will be a corresponding label on beside the
aluminum patch that will play the part recorded for that song. An observer would see me
cueing the choir in like normal, but the only difference is that the student with the
voiceboard would be pressing their corresponding patches on to participate as a
member of the ensemble. The participant would be paying close attention, like everyone
else to me as their conductor, and instead of using their voice, they would use the voice
crafted for them on the board. All they have to do is press the corresponding patch.I
would be conducting as I normally would. The point of this is to make it as seamless as
possible for all my students to be included as a full participating member of the
ensemble. However, I would certainly be looking out for them, and making sure the
device works correctly.

Rationale: This project is a good example for others of what creativity looks. If you have a
student who has different needs, you have to think outside the box and be willing to
accommodate them. In terms of contemporary music making, this design is very much like a lot
of new unconventional ways of making music. In addition, I think there is room in contemporary
music making for more inclusion. This design does that because it means that I will be perfectly
ok with one of my ensemble members having this device onstage. It is without question that you
have to find a way to include everyone. But, this project challenges others in saying How far will
you go? Too often, children with different needs than others are held back by people telling
them what they can and cannot do. Now is the time to utilize the resources we have and make
the impossible possible. IHammel and Hourigan (2017) discuss the extra challenges
experienced by families who raise children with special needs and that teachers should take into
account these challenges. Especially when the child wants to start an instrument, the expense
of that instrument (added to the speech therapy bill) can be insurmountable (p. 11).
Learning Goals:
Learning goal 1: Generate melodic, rhythmic, and harmonic ideas for compositions and
improvisations using digital tools and resources. The student would be able to create the
sound they could create if they were able to participate without technology.
Learning goal 2: Select melodic, rhythmic, and harmonic ideas to develop into a larger
work that exhibits unity and variety using digital and analog tools. If I ever were to record
parts for this design, the students skills in this area would improve, because they would
participate in the ensemble and be a part of a larger work.

Assessment: I would honestly just communicate with student and ask if there are any problems
that they have encountered and to offer solutions that would best suit them. I would probably
record rehearsals to make sure that the voice I recorded blends in well with the rest of my choir.
I would also have to play around with the volume setting on the laptop of computer.

Plan for Success:

I need to put my device into action to best adapt the glitches. If there were balance or timing
issues, I could go back and re-record those notes or parts that I coded. I may need to make a
place for the makey makey to sit because it just sort of hangs there.

For this project, I have included the rubric below to show you where your current work sits in relation
to expected outcomes. In this way, the rubric is an evaluation whereas the feedback above is an
assessment. Be use both bits of data to assist you in revising your work. Realize that you need to
rewrite this in relation to the prompt

Facet of the project No Minimal Meets Exceeds

Evidenc Evidence Expectations Expectations
e

Project overview clearly summarizes the 0 1.5 2.3 2.5

experience and answers the questions
clearly.

Thoughtful rationale including useful citation 0 1.5 2.3 2.5

in APA format

2-4 learning goals that are clearly articulated 0 .5 .9 1

and re-interpret/phrase Core Arts Standards

Provides specific and valid/reliable 0 .5 .9 1

assessments that will chart the engagement
and musical growth of participants.
 Design includes at least the following types of 0 .5 .9 1
technologies: Makey-Makey, coding, and
another tool

Includes a title, designers' names, and plan 0 .5 .9 1

for working/iterating

College-level, proof-read prose 0 .5 .9 1

A demonstration video is included which 0 5 9 10

specifically shows the controller you designed
and how it can be used. The video looks
professional and is filmed in a professional
setting.

If we were to use this rubric to evaluate your entire project thus far, your grade would be: 74%.
Remember that this step in the project is a proposal and, thus, acts as a step to provide your
meaningful assessment/feedback information to help you revise.