Project+Outline

This is the project outline form that we need to fill out by mid November.

Proposal Outline

Please create a proposal before the middle of November that follows these headings:


 * Lead****er Name:** Judith Bean (Ryerson Public School)
 * 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:** **-musical education (both in and outside of school)** **-cultural home and country experience** **-level of English language proficiency & learning 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 techniques, we will collect instructional strategies that address cultural, musical and language diversity in the Junior classroom. **
 * We will also assess the development of student engagement using Tribles (Tribes) and classroom discussion, and how instructional strategies helped or hindered in facilitating the engagement. **

**Action Plan:**

 * Also Document page for all template **

__ Template for each lesson: __
**-do the focus activity and:**
 * **students complete mini trible on trible tracker at the end of the lesson**
 * **observations from teacher: how did we tailor the lesson for our diverse learners and integrate the positives from various cultures**
 * **ask the student: what would do you to change this activity if we did it again-3 suggestions (student eval)**
 * **how far did the teacher get with the activity in 1 period**

= __**Activity Outlines: 5 activities (may take 1-2 periods each)-beginning in January**__ = **-focusing this on Grade 4 and 5 students (2 classes per teacher)** ==== **-using 6 musical elements -specific curriculum expectations p104-105 Ontario Arts Curriculum (2009) - C 1.1, C1.2, C1.3, C2.1** ====

__**Student Goal:**__
**By the end of this unit, "I know and can explain that music is organized sound".**

**__ 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"**

Send to Lee: We are sending you our proposal with lesson 1 and will send subsequent lessons (2-5) following each debriefing meeting. Our intention is to allow our research findings to inform our teaching decision and instruction. You can post all of this on the KNAER website.


 * __Data will be collected in:__**
 * -language and survey data (Trillium data) **
 * -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") **
 * -documentation in audio/video recordings **
 * [|Sony Digital Recorder] **

__**Lesson 1: (Diagnostic)**__
**Put definition on board: "Music is __ (aiming to define as organized sound)"-discuss (chart paper mind map)** **Pre-teach what are tribles and how to use the chart.** **Do a trible on : "I know (don't know) and can explain what music is". Paper task: Music is........ (they fill in words)** **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) **

__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)**

For next meeting, we will each bring: 1) class write-up (teacher observations/obstacles in the class) 2) diagnostic papers from each student answering "Music is...." with trible tracker at bottom of the page-put numbers from the papers on class profile page 3) teacher tracker from Lesson 1 Diagnostic (t-chart) 4) working to complete class profile (IEP, ESL, Piano lessons etc)

**1) 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: pre check (thumbs or 3 walls)-using the word:** **-put the word duration on the board-what is it? (trible)** **-star is pre and happy face is post trible** **-copy trible tracker and students put in books** **-teacher do tally pre and post of trible-do you know what duration is (closed eyes--teacher take tally)** **-do a brainstorm (whatever you get)-on chart paper (do in 2 different colours--- green=pre/red=post)** **Ear cleaning activity: pass the word "zip"-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 silence** **3rd time-zip game intro terminology (fermata, silence is part of music, long & shorts = element of duration)**

**Group activity: compose music using duration the word zip (must pass the zip once around your circle---try and make it interesting as possible)-5 minute max time limit and then perform (and record)**

**(Grade 4 Element definition from curriculum)**

**Focus Activity (5 minutes)- Stimulus:**

**(black & white art/hot & cold/anything to do with extreme contrast)**

**Learning Activity: Zip game (sending multiple zips)-focusing on the "stop" of the game** **Reflection:**

**Trible Question: What is duration?** **Do chart (in red) to see if they have learned** **Extension Activity: ip** **-reading of text---incorporating silence** **-send multiple zips around the circle** **-change length of zip or change sounds to "beep"** **-small groups**

**2) 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 (pre-check) : What is a melody? (thumbs or 3 walls)**

**Focus Activity (5 minutes)** **Part A:** **Pre-trible** **1) teacher: -make a sound to follow what I am doing ("body conducting")--ask for student observations (chart paper?)** **2) teacher makes up cards with various lines/dots--representing melody and duration (hold up card and kids make sound)** **-next step---put 2, 3, 4, cards in a row---sing this combo/then rearrange combo and sing again---which one did you like better and why**

**Part B:** **3) -revisit cards -** **4) activity-"take a note for a walk" -R Murray Schaefer-kids have paper and teacher reads p 26 "talking a line for a walk" (Hear Sing)-compare them (4-5 kids at front)-notice similarities and differences (paper size is 8 1/2" x 11")** **5) pick one: now put sound to our walk (pick 4-5 in class)**

**Part C:** **-refresh melody maps-or lines that we took for a walk last day** **-divide into groups of 4---make your own melody map-be ready to perform (15 minutes to work)--paper size is cartridge paper (names in group on back)** **-one person is the drawer of the map (recorder) & person that allows each person is being heard (everyone must contribute)** **-performance at end**

**Part D: extensions** **-1 group performs while the rest draw what they hear**

**Learning Activity: Football -melody relay (based on R, Murray Schaefer on Doug Friesen's )** **-copy cat exactly first-Teacher draw melody map (give it a name)** **-copy cat and add (game)-group of 6 model-then each draw what they think they heard (teacher gives final map and they check)** **-small groups- write their own**

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

**(Our Goal: work towards getting students to say that melody is a combination of duration and pitch)**

**silent time in class (what do you hear?)**

**(first time--listen for 1 minute/2nd time do it for 2 minutes=listen for new sounds)** **-sort sounds into categories**

**3) 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, fermata, crescendo or diminuendo.** **Trible (pre-check): What are dynamics?** **Focus Activity (5 minutes)-** **-re-draw sound cards--thick and thin lines-intro sforzando card (picture)**

**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 **

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

Submit to Lisa on March 22-fill in any missing info (AM) Judith-need to submit CASI data Judith-email Lee to add our names to Engage to Create project 1) Trible Tracker Final data sheet (Level 1, Level 2, Level 3, Level 4 to evaluate diagnostic and summative of "What is Music Is" )-think of Lisa's picture 2) Class profile sheet with pre and post evaluation of "What music is?"" 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

**4) 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 Activity (5 minutes)- find and classify classroom sound (metallic, wood, strings, etc)** **Learning Activity: 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)** **Reflection:** **Trible Question:** **Do you know how to sort found sounds?** **Extension:**

**5) 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.** **Reflection: Record performances to help with form identification.** **Trible Question:** **What is musical form? What is texture?** **Extension:**

**__Lesson 7: Summative__**

 * Using Lesson 1 Template "Music Is...", students will revisit the question in written/picture, and trible form. 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...." **

=== __**At the end of this unit, the final evaluation will come from:**__ ===
 * 1) a student generated composition, including all of the 6 elements 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 **

===**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?**

SUBMIT YOUR PROPOSAL TO Lee Bartel and Lee Willingham.