Project+Outline

Proposal Outline

**Group Members:** Kendra Norris (Driftwood Park Public School), Niki Adam (Empire Public School), Lisa Martin (Wellesley Public School)
PART A: The Action Research Plan

**Project Title:** Let's Jam! Tailoring Musical Improv in the Diverse Music Classroom
=__**Reconnaissance:** What needs do you perceive that you will attempt to address in this project?__= **We will address teaching improvisation to a diverse Junior student demographic, taking into account:** **-the student's musical education (both in and outside of school)** **-cultural home and country experience and background** **-level of English language proficiency & learning challenges** **-learning and behavioural challenges** **We will be incorporating the Creative Process as outlined in the Ontario Arts Curriculum.**

=__**Research Question:**__= **What aspects of cultural diversity and previous musical background of Junior students (specifically Grade 4) affect the instructional strategies of improvisation?**

=__**Action Plan: What do you expect to do?**__=
 * Using the data collected, the creative process as outlined in the Ontario Curriculum, and improvisational games and techniques, we will collect instructional strategies that help to address cultural, musical and language diversity in the Junior classroom. **
 * We will also assess the development of student engagement and understanding using Tribles means of evaluation ( from the Tribes programme), classroom discussion, and how instructional strategies helped or hindered in facilitating the engagement. We will compare the diagnostic and summative questionnaires and be able to document the level of individual and group understanding of the various musical concepts and student growth. **

=__**Action Plan:**__=

__ Template for each lesson: __
**For each lesson:** > **1) I have no idea (thumbs down)** > **2) I know a little bit (thumbs neutral)** > **3) I know and can explain it (thumbs up)**
 * **students will evaluate a mini trible on the trible tracker page at the beginning and at the end of the lesson (teachers will ask students to place a star at the beginning of the introduction of the concept and a happy face at the end) as to their understanding of the concept being presented**
 * === __Trible rating scale for students:__ ===
 * **__observations from teacher:__ for each lesson, the teacher will ask themselves "how did we tailor the lesson for our diverse learners and integrate the positives from various cultures" and document this information in written form**
 * **__students will be asked:__ at the end of each lesson, teachers will ask the student "what would do you to change this activity if we did it again" (3-4 suggestions will be recorded)**
 * **for each lesson, the teacher will document how far they got with the lesson activity in 1 period (our assumption would be that the lesson would take different amounts of time depending on the students previous musical and language and comprehension background)**
 * **teachers will compare the students' before and after perception of their understanding of the concept that was introduced**

= __**Activity Outlines: 3 activities (may take 1-4 periods each)-beginning in January**__ = **FOCUS GROUP: focusing this study on Grade 4 and 5 students (2 classes per teacher)**

**CONCEPTS: using 3-6 musical elements as specified in the Arts curriculum expectations p104-105 Ontario Arts Curriculum (2009) - C 1.1, C1.2, C1.3, C2.1**
==== **NOTE: given the allotted time and the many school interruptions (snow days, assemblies, teacher and student absences) and the discovery that diverse learners took much longer time to learn and absorb the various musical elements, we only worked on the elements of duration, pitch and dynamics** ====

= __**OVERALL Student Goal:**__ = **By the end of this unit, "I know and can explain that music is organized sound" and be able to understand and describe various musical concepts.**

=**__ OVERALL Teacher Goal: __**= **Teachers will relinquish the teacher-centred approach for a reflective practitioner approach, using a reciprocal process and heuristic exercises (no correct answer).** **Teachers and students will enter into the "element of revision" following the initial exploration activity.**

=**__Data will be collected in the following areas:__**=
 * -language and survey data (Trillium data) **


 * Class Profile Sheet: **
 * -demographic data (Trillium data) **
 * -field notes (observational data) **
 * -written description of class dynamics--ie language issues & obstacles, behaviour issues & obstacles, physical issues, ("this is my obstacle, this is my strategy to overcome the obstacle, the effect of my strategy") and recorded on the teacher tracker sheet **


 * Teacher Tracker: **
 * -documentation in audio/video recordings, in melody maps, in graphic organizers **
 * [|Sony Digital Recorder] **

= __**Lesson 1:**__ ** (Diagnostic) ** = **Pre-teach what are tribles and how to use the chart.**

**Student Trible Tracker**

__Trible scale:__
**1) I have no idea (thumbs down)** **2) I know a little bit (thumbs neutral)** **3) I know and can explain it (thumbs up)**

**Teacher puts the definition on board: "Music is __" (aiming to define as organized sound)"-discuss (chart paper mind map)**

**Diagnostic & Summative Paper asnwering..."Music is......"**

**Do a trible on : "I know (don't know) and can explain what music is". Paper task: Music is........ (they fill in words) (each student will have this paper in their workbook)** **Ear cleaning activity: Doug Friesen workshop "pass the clap -ta, ti-ti, stomp etc"**
 * Ask kids after game: "If we played this tomorrow, what would you change?" (get a few audio recording responses) **

= __**Lesson 2:**__ **Duration** = **Our Learning Goal: How to integrate length of sound and silence as an improvisational technique** **Student Learning Goal: To explain duration and recognize the impact of different lengths of silence.**

__ **Trible at the start:** __ **-put the word duration on the board-what is it? Can you describe it?** **-students put a star in their trible tracker to show their understanding of the concept at the start** **-following the lesson, students will put a happy face in their trible tracker to show their understanding of the word duration following the lesson** **-teachers also do tally pre and post of trible-do you know what duration is (closed eyes--teacher take tally)**

**-as a class, do a brainstorm on chart paper as to what the students believe the word duration means -do this chart in 2 colours (green=pre lesson/red=post lesson)**



**__Ear cleaning activity:__ assemble the students in a circle and pass the word "zip" around the circle in as many different ways as possible** **-sort the different ways it was said** **-pick a contrasting pair (long/short)** **-play zip game with long/short only, then zip again with long/short and introduce the concept of silence** **-3rd time of playing the zip game -introduce the terminology (fermata, silence is part of music, long & shorts = element of duration)**

**__Group activity:__ in groups of about 4-5 students, compose music using the concept of the duration the word zip (students must pass the zip at least once around the circle---try and make it interesting as possible)** **-there is a 5 minute max time limit to work** **-perform (and record) the different groups** **-as a class, discuss which groups were more successful and why** **Learning Activity: Zip game (sending multiple zips)-focusing on the "stop" of the game**

**End of the lesson, ask the Trible Question: What is duration at the end of the activity?** **Redo brainstorming chart (in red) to see if they have learned**

**Extension Activity: zip** **-change length of zip or change sounds to "beep"**

= __**Lesson 3:**__ **Pitch** = **Our Learning Goal: Students will use pitches and melody maps as an improvising technique.** **Student Learning Goal: I know what a melody map (graphic score) is and I am able to draw it.**

__ **Trible at the start:** __ **-put the word pitch on the board-what is it? Can you describe it?** **-students put a star in their trible tracker to show their understanding of the concept at the start** **-following the lesson, students will put a happy face in their trible tracker to show their understanding of the word pitch following the lesson** **-teachers also do tally pre and post of trible-do you know what pitch is (closed eyes--teacher take tally)** **-as a class, do a brainstorm on chart paper as to what the students believe the word pitch means -do this chart in 2 colours (green=pre lesson/red=post lesson)**

**__Ear cleaning activity:__** **__Part A__** **1) teacher: ask the students to make a sound (possibly vowels) to follow the body movements of the teacher ("body conduct")--ask for student observations (including lots of movement from high to low on the body)** **2) teacher will make up cards with various lines/dots--representing melody and duration (as teacher holds up the cards, students will use vowels to make sound to follow the movement of the lines and dots)** **3) next step---put 2, 3, 4, cards in a row---students will sing this combination and then rearrange combo and sing again---which one did you like better and why**

__ **Part B:** __ **1) revisit cards from Part A** **2) activity-"take a note for a walk" from R Murray Schaefer** **original:**



**-students will have paper (paper size is 8 1/2" x 11")** **-teacher reads p 26 "talking a line for a walk" (from the book "Hear Sing" by R. Murray Schaefer)-students will draw on the paper how they think the notes is moving** **-students will compare the results -notice similarities and differences** **3) as a class, pick one student example and put sound to the walk (lines moving up with go higher etc)** **student example:**

__ **Part C:** __ **1) refresh the idea of melody maps from the last lesson (or lines that we took for a walk last day_** **2) divide class into groups of 4---in the groups, students will make their own melody map (paper size is cartridge paper (names in group on back)-all members in the group must contribute to the drawing** **3) students will be given 15-20 minutes to work on this and practise** **4) groups will perform (audio recorded)** **5) as a class, discuss which compositions were most successful and why**

__**Part D: extensions**__ **1) 1 group performs while the rest draw what they hear** **2) Football -melody relay (based on R, Murray Schaefer on Doug Friesen's )**

**Reflection: teacher takes pictures of melody maps**

**End of the lesson, ask the Trible Question: What is pitch at the end of the activity?**

**Redo brainstorming chart (in red) to see if they have learned**

= __**Lesson 4:**__ **Dynamics** = **Our Learning Goal: How to integrate different dynamics in improvisation.** **Student Learning Goal: I can use different dynamics while composing, specifically using forte, piano, sforzando, crescendo or diminuendo.**

__**Trible at the start:**__ **-put the word dynamics on the board-what is it? Can you describe it?** **-students put a star in their trible tracker to show their understanding of the concept at the start** **-following the lesson, students will put a happy face in their trible tracker to show their understanding of the word dynamics following the lesson** **-teachers also do tally pre and post of trible-do you know what dynamics is (closed eyes--teacher take tally)** **-as a class, do a brainstorm on chart paper as to what the students believe the word dynamics means -do this chart in 2 colours (green=pre lesson/red=post lesson)**

__**Ear Cleaning Activity:**__ **1) Teacher: re-draw sound cards, but add thick and thin lines to represent forte (thick), piano (thin), crescendo, decrescendo and introduce sforzando cards** **2) Students will follow the high and low pitch of the cards, but this time will add dynamics depending on the thickness of the lines** **3) students will also be reminded of crescendo and decrescendo as well as being introduced to sforzando** **4) students will return to their group project for pitch and add thick and thin lines to show dynamics as well as pitch in the composition** **5) students will perform in groups (audio recorded)** **6) as a class, discuss which compositions were most successful and why** **student example:**

**Learning Activity:**
 * -go back to original composition, add thick and thin lines, and perform in groups **
 * -allow time for playback of recordings to listen to their performances **

**Extension: Vance Kirkland art activity-use Smartboard to draw colours/dots/**

=**__Lesson 5 :__ Summative **=
 * Using Lesson 1 Template "Music Is...", students will revisit the question in written/picture, and trible form. We will encourage them to use words and explain what we have done! We will compare our findings from the diagnostic from Lesson 1 to Lesson 6 to see if they are able to explain their understanding in answering the question "Music is...." **


 * Comparison of diagnostic and final summative: **
 * 1) Trible Tracker Final data sheet (Level 1, Level 2, Level 3, Level 4 to evaluate diagnostic and summative of "What is Music Is" ) **
 * 2) Class profile sheet with pre and post evaluation of "What music is?"" is based on this evaluation criteria: **
 * Level 1-fun, exciting, subject related **
 * Level 2-instruments, singing **
 * Level 3- some elements (terminology) **
 * Level 4-elements, terminology, explanation (pretend I know nothing, I am an alien---not just what we did but what discovered **
 * -pictures of charts, papers **

===**NOTE: Due to various classroom obstacles, we were not able to finish Timbre and Texture and Form within our research timeline. If more time was available, we would have continued from Dynamics into Timbre etc and finished as lesson 7 with our summative.**===

= __**Lesson 6:**__ **Timbre** = **Our Learning Goal: How to recognize and use a variety of found sounds in improvisation.** **Student Learning Goal: I know how to sort found sounds into groups (metal, wood, strings, other)**

**Trible (pre-check): Do you know how to sort found sounds?**

**Focus & Learning Activity: - find and classify classroom sound (metallic, wood, strings, etc)** **-find and classify classroom sounds (metallic, wood, string)--find a sound, and move into groupings according to** **classification (do a class check, add categories etc)** **-create a short homogenous composition within your group (if too many, divide into smaller groups)**

**Trible Question:** **Do you know how to sort found sounds?**

= __**Lesson 7:**__ **Texture & Form** = **Our Learning Goal: How to combine found sounds to create texture and teach form.** **Student Learning Goal: I can improvise/create a piece using different textures and name its form.**

**Trible (pre-check): What is musical form? What is texture?**

**Focus Activity (5 minutes)-stimulus (explanation of thick/thin ice)** **Learning Activity: In small groups (with instruments), create a piece of music that must demonstrate thick and thin textures (10 minutes). Perform their compositions to the class and class must identify form. Music is organized sound.**

**Trible Question:** **What is musical form? What is texture?**

= __**At the end of this unit, the final evaluation will come from:**__ =
 * 1) a student generated composition, including all of the 6 elements (in this case, we only finished3) of music (duration, pitch, dynamics, timbre, texture and form) **
 * 2) students will be given a summative quiz to see if they understand the meaning of each of the musical elements **

=__**Connection to Ministry Curriculum:**__=
 * Ontario Curriculum Document page 22: The Creative Process **
 * -continue to provide a rich variety of materials and resources for the open-ended activities **
 * -continue to ask questions and provide direct instruction strategically **
 * -provide reference charts of the elements, techniques, conventions, and/or principles (as appropriate for each strand) **
 * -provide positive reinforcement for risk taking **
 * -provides time to experiment **
 * -page 23-26 Ontario Curriculum- Critical Analysis **

=__**Implementation and Monitoring:What will you “collect” as evidence?**__= **Research Tools:** ** -collect CASI data for language demographic ** **-student survey-including music education, English proficiency, extra curricular** activities **-collect demographic list from Trillium from the school secretary** **-anecdotal notes from weekly classroom instruction** **-documentation on the wiki page** **-audio & video recordings** **-Tribles student survey (diagnostic and summative) of enjoyment/comfort** ** -4 corner strategy ** **-class list template to amalgamate/collect data**

=__**Analysis and Reflection: What do you expect to do with the evidence collected?**__= **-share results, observations with group members, colleagues, and music teachers within the board** **-share a public presentation with school community (Arts Night, assembly)**
 * -share with music networking community (KNAER presentation/OMEA) **

PART B: The Professional Learning Plan =__**Goals: What are your professional learning goals for this project?**__=
 * - to broaden our own individual and collective understanding of the creative process and critical analysis by journalling on the group wiki about what we have done within the classes, the discoveries (both positive and negative) and what happens when we relinquish the teacher centred approach of the traditional music class **
 * - to develop our music intelligence and displacement theory ( allowing ourselves to be more open minded, less controlling, and spontaneous within our classroom environment) **
 * -foster student engagement through "real-world" means of collaborative music creation including improvisation, composition, and recording **
 * -increasing our awareness of cultural diversity in our music classroom **
 * -creating new ways to meet of the needs of the diverse classroom background **
 * -learn how to conduct class action research **
 * -learn how to formulate appropriate research questions **
 * -develop our own network of peers or professional learning community **
 * -learn more about the details of conducting research **

=__**Activities: What activities have you already undertaken and will undertake to achieve your professional learning goals?**__=
 * -introductory meeting in September **
 * -workshop with Peter Wiegold Oct 19 **
 * -setting up and using the group wiki for planning, discussions, lesson plans, reflections etc **
 * -potential workshop with Doug Friesen **
 * -collaborative work sessions in our group (Oct 19, Nov 26 & Dec 1) **
 * -individual professional development **
 * -OMEA workshops **
 * -Doug Friesen Workshop January 10, 2012 **
 * -Augusto Monk workshop- March 2012 **

=__**Assessment: How will you determine whether you have achieved your learning goals?**__=
 * -increased toolbox of strategies to help us meet the needs of a diverse group of learners **
 * -our degree of discomfort of relinquishing the outcome of the learning **
 * -our acceptance whatever the outcome may be **
 * -the students growth of going from the known to the unknown and less predictable **
 * -the students self-evaluation of the learning and the process **

=__ **Summary:** __=
 * Each teacher will submit a reflection document regarding the entire KNAER experience. **
 * ** needed guiding principles on "what is research" and how to create research questions **
 * ** what we learned within in our group (struggles and successes), within our classroom and within workshops/resources **
 * **how are we going to change our teaching in the future-have we become reflective practitioners?**

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