David+Vickery

Week 7 GAME plan

= Daily Lesson GAME Plan = || South Carolina Visual and Performing Arts Curriculum Standards 2003 II. PERFORMING ON INSTRUMENTS. Performing on instruments, alone and with others, a varied repertoire of music. Students will: A. Perform on at least one instrument accurately and independently, alone and in ensembles, with good posture and playing position and with good breath support or good bow or stick control. B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 2 to 3 on a scale of 1 to 6. || 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems.
 * Lesson Title: Digital Storytelling, Scale |||| Related Lessons: Region Auditions ||
 * Grade Level: 9-12 |||| Unit: ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.

Instructional Objectives: Students will create a VoiceThread story to demonstrate mastery of a two octave scale and understanding of digital storytelling technology. ||
 * ==ACTION== ||
 * Before-Class Preparation: Computer lab will need to be reserved. ||
 * During Class ||
 * Time

1-2. 45 min

3. One week |||| Instructional Activities


 * 1) Teacher will demonstrate how to setup a VoiceThread account and create a digital story.
 * 2) Students will create a VoiceThread account and experiment with using it.
 * 3) For homework, students will create a digital story to include:

Recorded introduction. Recorded two octave scale. Recorded biographical information including hobbies and why they enjoy being in the band. Image of themselves playing their instrument. Images of hobbies illustrated in their bio. Images that contribute to the overall presentation.

The digital stories will be shared with the middle school band students in order for them to see and hear from high school band students. I hope that the middle students will find commonalities with the older students and that those commonalities will help ease the transition from middle to high school band. || Materials and Resources

Computer Instrument Digital camera || None needed. || A check list will serve as the formative assessment. I will check the progress based on what items they have or have not been completed.
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Accommodations and Extensions: Students without computer access at home may use the class laptop or computer lab. A digital camera will also be available for students to check out.

Back-Up Plan: If the VoiceThread website is unavailable this assignment could be created using PowerPoint. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

Formative assessment will be completed using a rubric. See below:||  ||   ||   ||   ||   ||
 * **Digital Storytelling : VoiceThread ** ||
 * Teacher Name: **Mr. Vickery** ||  ||   ||   ||
 * Student Name: ________________________________________ ||  ||
 * CATEGORY  || 4 || 3 || 2 || 1 ||
 * Voice - Consistency || Voice quality is clear and consistently audible throughout the presentation. || Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation. || Voice quality is clear and consistently audible through some (70-84%)of the presentation. || Voice quality needs more attention. ||
 * Images || Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. || Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">Little or no attempt to use images to create an appropriate atmosphere/tone. ||
 * <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">Notes Accuracy || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">Notes are consistently accurate. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">An occasional inaccurate note is played, but does not detract from overall performance. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">A few inaccurate notes are played, detracting somewhat from the overall performance. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">Wrong notes consistently detract from the performance. ||
 * <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">Rhythm || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">The beat is secure and the rhythms are accurate for the style of music being played. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">The beat is secure and the rhythms are mostly accurate. There are a few duration errors, but these do not detract from the overall performance. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">The beat is somewhat erratic. Some rhythms are accurate. Frequent or repeated duration errors. Rhythm problems occasionally detract from the overall performance. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">The beat is usually erratic and rhythms are seldom accurate detracting significantly from the overall performance. ||
 * <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">CATEGORY  || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">4 || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">3 || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">2 || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">1 ||
 * <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">Voice - Consistency || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">Voice quality is clear and consistently audible throughout the presentation. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">Voice quality is clear and consistently audible through some (70-84%)of the presentation. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">Voice quality needs more attention. ||
 * <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">Images || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">Little or no attempt to use images to create an appropriate atmosphere/tone. ||
 * <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">Notes Accuracy || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">Notes are consistently accurate. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">An occasional inaccurate note is played, but does not detract from overall performance. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">A few inaccurate notes are played, detracting somewhat from the overall performance. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">Wrong notes consistently detract from the performance. ||
 * <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">Rhythm || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">The beat is secure and the rhythms are accurate for the style of music being played. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">The beat is secure and the rhythms are mostly accurate. There are a few duration errors, but these do not detract from the overall performance. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">The beat is somewhat erratic. Some rhythms are accurate. Frequent or repeated duration errors. Rhythm problems occasionally detract from the overall performance. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">The beat is usually erratic and rhythms are seldom accurate detracting significantly from the overall performance. ||
 * <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">Rhythm || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">The beat is secure and the rhythms are accurate for the style of music being played. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">The beat is secure and the rhythms are mostly accurate. There are a few duration errors, but these do not detract from the overall performance. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">The beat is somewhat erratic. Some rhythms are accurate. Frequent or repeated duration errors. Rhythm problems occasionally detract from the overall performance. || <span style="color: #000000; font-family: "Calibri","sans-serif"; font-size: 14.66px;">The beat is usually erratic and rhythms are seldom accurate detracting significantly from the overall performance. ||

LESSON REFLECTIONS AND NOTES: Students will be instructed not to give personal identifying information in their story. They should not include their name, address, or phone number.

Week 6 GAME plan South Carolina Visual and Performing Arts Curriculum Standards 2003 II. PERFORMING ON INSTRUMENTS. Performing on instruments, alone and with others, a varied repertoire of music. Students will: A. Perform on at least one instrument accurately and independently, alone and in ensembles, with good posture and playing position and with good breath support or good bow or stick control. B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 2 to 3 on a scale of 1 to 6. || 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems.
 * Daily Lesson GAME Plan ||
 * Lesson Title: Performance Evaluation |||| Related Lessons: ||
 * Grade Level: 9-12 |||| Unit: Concert Festival ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S

Instructional Objectives: Student will participate in a Skype session with the middle school band program. They will provide constructive feedback on a live performance of selected concert literature. ||
 * ==ACTION== ||
 * Before-Class Preparation: A Skype video connection will need to be established prior to the beginning of class in order to maximize instruction time. ||
 * During Class ||
 * Time

45 min period. |||| Instructional Activities


 * 1) Middle school band students will perform a selected work for the high school students over Skype.
 * 2) The high school band students will provide constructive criticism about the performance.
 * 3) The high school students will then perform for the middle school.
 * 4) The middle school will then have the opportunity to offer feedback to the high school students. || Materials and Resources

Sheet Music Computer Video Camera || None needed. || Formative assessment will be provided my teacher’s observation of student’s participation during class. In addition, the student’s critiques of the music will serve as a formative assessment for the group’s performance.
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Accommodations and Extensions: None needed.

Back-Up Plan: Recordings of the performances could be emailed if a Skype connection became unavailable. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

As an introductory assignment, a formative assessment will not be used. This assignment is intended to generate interest in each band program and to begin a collaborative atmosphere.

This lesson can be extended to included journaling and blogging. Recordings could be used and each student could submit their reflections of the performance in the form of a journal. Selected journal entries could then be added to a class blog that the other band could then view and respond.

LESSON REFLECTIONS AND NOTES: ||

Week 5 GAME plan South Carolina Visual and Performing Arts Curriculum Standards 2003 II. PERFORMING ON INSTRUMENTS. Performing on instruments, alone and with others, a varied repertoire of music. Students will: A. Perform on at least one instrument accurately and independently, alone and in ensembles, with good posture and playing position and with good breath support or good bow or stick control. B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 2 to 3 on a scale of 1 to 6. || 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. Instructional Objectives: Student will use the Internet for research and apply the knowledge gained to prepare their chromatic scale. Once prepared, students will use a computer to record, export, and email their assignment to the instructor. || 1-4, 30-45min 5, 90 min 6-7, 10 min |||| Instructional Activities Students will: Assignment checklist Chromatic scale handout Computer MS Word Audacity || Student will be grouped by instrument section. The groups will work in the large practice room during class time. || Formative assessment will be provided my teacher’s observation of student’s practice during class. Accommodations and Extensions: Student with computers at home may complete the recording and email process from there. Back-Up Plan: Fingering charts can be handed out from teacher’s hardcopies and the chromatic scale may be performed and evaluated live in class. || Summative assessment will be from the recorded and email performance of the chromatic scale. The following rubric will be used: ||  ||   ||   ||   ||   ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Chromatic Scale |||| Related Lessons: Major Scales ||
 * Grade Level: 9-12 |||| Unit: ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * ==ACTION== ||
 * Before-Class Preparation: ||
 * During Class ||
 * Time
 * 1) Be divided into small group according to instrument section.
 * 2) Locate and evaluate a minimum of 3 fingering charts from the Internet. The fingering charts must include the full range of notes covered in the chromatic scale handout.
 * 3) Copy and paste the URLs of the fingering charts in a word document. They should be listed and clearly labeled in preference from 1 to 3.
 * 4) Email the word doc to the teacher.
 * 5) Practice their chromatic scale independently.
 * 6) Record their individual chromatic scale on a computer using Audacity software. Export as an mp3.
 * 7) Email the mp3 recording to the teacher for evaluation. || Materials and Resources
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:
 * ** Instrumental Music Performance - Individual : Chromatic Scale ** ||
 * Teacher Name: **Mr. Vickery** ||  ||   ||   ||
 * Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Rhythm || The beat is secure and the rhythms are accurate for the style of music being played. || The beat is secure and the rhythms are mostly accurate. There are a few duration errors, but these do not detract from the overall performance. || The beat is somewhat erratic. Some rhythms are accurate. Frequent or repeated duration errors. Rhythm problems occasionally detract from the overall performance. || The beat is usually erratic and rhythms are seldom accurate detracting significantly from the overall performance. ||
 * Note Accuracy || Notes are consistently accurate. || An occasional inaccurate note is played, but does not detract from overall performance. || A few inaccurate notes are played, detracting somewhat from the overall performance. || Wrong notes consistently detract from the performance. ||
 * Fingering Chart || Word doc received via email. || Word doc received via hardcopy ||  || Word doc not received ||
 * Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Rhythm || The beat is secure and the rhythms are accurate for the style of music being played. || The beat is secure and the rhythms are mostly accurate. There are a few duration errors, but these do not detract from the overall performance. || The beat is somewhat erratic. Some rhythms are accurate. Frequent or repeated duration errors. Rhythm problems occasionally detract from the overall performance. || The beat is usually erratic and rhythms are seldom accurate detracting significantly from the overall performance. ||
 * Note Accuracy || Notes are consistently accurate. || An occasional inaccurate note is played, but does not detract from overall performance. || A few inaccurate notes are played, detracting somewhat from the overall performance. || Wrong notes consistently detract from the performance. ||
 * Fingering Chart || Word doc received via email. || Word doc received via hardcopy ||  || Word doc not received ||
 * Note Accuracy || Notes are consistently accurate. || An occasional inaccurate note is played, but does not detract from overall performance. || A few inaccurate notes are played, detracting somewhat from the overall performance. || Wrong notes consistently detract from the performance. ||
 * Fingering Chart || Word doc received via email. || Word doc received via hardcopy ||  || Word doc not received ||

LESSON REFLECTIONS AND NOTES: