Primary Unit - Music

This project may be completed by the following students:

Kindergarten, 1st, & 2nd Grade Elementary Media Arts Students.

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Lessons

1. Digital Music Lesson

   1. Objective: Students will use a variety of online tools to develop an understanding of digital music creation aesthetics and techniques.

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   2. Grading Rubric (Note, these lessons are taught in the first half of the Primary course. The rubric takes this into account.):
      

      5 Points	Student created music using the designated website.
      4 Points	Student persisted at logging into the computer.
      3 Points	Student tried a few times to log in, but then stopped.
      0 Points	Student made no attempt to log in.

   3. Each Digital Music lesson will make use of a new program or website for students to use to make and arrange digital sounds.
      • The tool being used will be in the lesson name for that day, both in the class announcements and in the online grade book.
      • A complete list of tools that will be used can be found over on the right side of this page.
   4. While the tools will change, the structure of each lesson will remain the same.
      1. Students enter the room and are shown the music tool for that day.
      2. Students log into the computers.
         • This should take less time than during the previous unit.
         • Historically, at this point of the course most students have been able to log in without assistance beyond having their password written out for them.
         • It is understood that some students still require more assistance, and help is provided for those who need it. Mr. Smith will still not type student passwords for them (although he's been known to point out the next letter on the keyboard a few times).
      3. Students open the computer's web browser or the installed graphics program.
         • Web browsers in the computer lab have this website set to be the homepage.
         • When using web based tools, students are shown how to navigate to the day's announcements, which will include a link to that day's tool. Because this website is the default page, this is usually no more than two clicks of the mouse.
      4. Students create an artwork using the introduced tool.
         • These are introductory lessons, where learning through play is a large part of the experience. Further direction may be given in wonderings or suggestions based on what the student has created so far.
         • Later on in the course, students may be given a specific goal to achieve using a tool they've used before. This is to reinforce and add to skills previously learned.
         • As a "wrap-up" activity of the unit, students may be given a choice of tools to use, where they may create art using their favorite off of the list.
      5. Students showcase ("show off") their creations to the teacher and the rest of the class. This is frequently done throughout the lesson as opposed to only at the end.
      6. Students shut down the computers and line up to return to their classroom.

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Useful Resources

• Music Creation Websites

  (None of the included tools require a fee to use. Student data is never stored online by the sites linked below, though some will save data locally so a student may see the art they were working on previously.)
  1. Rhythm - A tool from Chrome Music Lab that allows students to create simple rhythms.
  2. Melody Maker - A tool from Chrome Music Lab that allows students to create simple melodies.
  3. Kandinsky - A tool from Chrome Music Lab that allows students to draw shapes that create corresponding sounds.
  4. Song Maker - A tool from Chrome Music Lab that allows for complex step sequencing.
  5. Chrome Music Lab - The main page of Chrome Music Lab, providing a variety of sound tools.
  6. Tone Matrix - A simple step sequencer tool that allows for creations to be shared by placing all selected notes in the "Share" URL, so no data is stored by the server.

Standards

• Anchor Standard 1: Generate and conceptualize artistic ideas and work.
  • Enduring Understanding: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts.
  • Essential Question: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original?
  • Indicators:
    • I:P-2:1: Discover multiple ideas for media artworks through brainstorming and improvising. Express and share ideas for media artworks through guided exploration.
  • Expectations:
    • E:P-2:1: Collaborate with others in a whole class setting, with teacher guidance, to create a visual representation of formulated ideas.
• Anchor Standard 3: Refine and complete artistic work.
  • Enduring Understanding: The forming, integration, and refinement of aesthetic components, principles, and processes creates purpose, meaning, and artistic quality in media artworks.
  • Essential Question: What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists improve/refine their work?
  • Indicators:
    • I:P-2:1: In guided practice, make, capture, and form media arts content, freely for expression and meaning, in media arts productions.
    • I:P-2:2: Freely and in guided practice, attempt expressive effects and make changes to the content, form, or presentation.
  • Expectations:
    • E:P-2:1: Collaborate with others to capture the same content in multiple ways.
    • E:P-2:2: Collaborate with others to make judgments and decisions on media production to act on creative ideas.

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