MIDI Keyboard unit

1
MIDI Keyboard unit

• Differentiated Instruction
• Using
• Multiple Intelligences
• Learning Styles
• Individualized Assessments
• Jenny Lamkin August 23, 2003

2
Setting

• Swayzee Elementary
• Sixth Grade General Music Students
• Second, third and fourth grading periods of the
  2003- 2004 school year
• MIDI keyboard lab stations
• Individuals hear only their own keyboard
• Keyboards can be paired allowing 2 students to
  work together hearing both keyboards

3
Goal

• utilize various learning styles and multiple
  intelligences, with an intentional focus on
  incorporating interpersonal learning style and
  intelligence, enabling all students to
  successfully complete the objectives.

4
Goal

• to fulfill the Indiana music content standard
  number two which is playing instruments alone and
  with others.

5
Goal

• is to fulfill the Indiana music content standard
  number three which is reading, and interpreting
  music.

6
Goal

• is to fulfill the Indiana music content standard
  number four which is improvising melodies and
  accompaniments.

7
Objective

• Students will satisfactorily (grade of C or
  higher) complete a minimum of 4 of the
  individualized performance assessments during the
  MIDI keyboard unit.

8
Objective

• Students will work independently at a keyboard
  station. (standard 6.2)

9
Objective

• Students will work in mixed ability partnerships
  mentoring each other toward the synthesis of
  knowledge required for the successful completion
  of their four assessments. (standard 6.2)

10
Objective

• Students will play a given pitch pattern, rhythm
  pattern, using appropriate tempo (standard 6.2.1)

11
Objective

• Students will play a pattern of I and V chords.
  (standard 6.2.3)

12
Objective

• Students will play a melody on a recorder or
  another melodic instrument, using the dynamics
  and tempo indicated by the score. (standard
  6.2.4)

13
Objective

• Students will play a variety of music
  expressively and independently of others.
  (standard 6.2.5)

14
Objective

• Students will read whole, half, dotted half,
  quarter, dotted quarter, eighth, and rests in
  2/4, 3/4, 4/4 meter signatures (standard 6.3.1)

15
Objective

• Students will read given pitch patterns using
  letter names. Notate the major scale pattern of
  half steps and whole steps. (standard 6.3.2)

16
Objective

• Students will sight-read simple melodies in
  treble and bass clefs. (standard 6.3.3)

17
Objective

• Students will create a pattern of I, IV and V
  chords to accompany a song. (standard 6.4.1)

18
Objective

• Students will create a rhythmic or melodic
  ostinato to play against a given melody.
  (standard 6.4.2)

19
Objective

• Students will invent a rhythmic or melodic
  embellishment to a known theme. (standard 6.4.3)

20
Objective

• Students will interpret the symbols for sharps,
  flats and naturals, and correctly play and notate
  them. (standard 4.3.2 and 5.3.2)

21
Challenges

• Students of varying experiences on the MIDI
  keyboard lab
• Swayzee 4/5 students this is their 4th year
• Other Swayzee and all Sweetser students this is
  their third year
• Converse students this is their second year
• Move-in students unknown experience level
• Students who have or are taking private piano
  lessons

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Challenges

• Special needs students
• Reading disabilities
• Emotionally Handicapped
• Physically Handicapped

23
Challenges

• Time constraints
• Classes only meet once a week for 35 minutes.
• State standards are written with 90 minutes of
  instruction time per week in mind.

24
Process

• Pretest to assess student experience, musical
  knowledge and ability.

25
Process

• Individualized instruction based on pretest
• Teacher guided instruction (I MI SE LS)
• Peer guided instruction (P MI I LS)
• Book guided instruction (V MI M U LS)

26
Process

• Individualized practice time
• Independent practice (I MI SE LS)
• Paired practice (P, MI I LS)

27
Assessments

• Informal
• Teacher observation (M, I, V, L MI SE, M LS)
• Peer Observation (M, P, V, L MI SE, M LS)
• Both used to determine readiness for formal
  assessments

28
Assessments

• Formal Assessments
• Individualized Tiered Playing Assessments (M, I,
  V,L MI SE, M, U LS)
• - -Students will complete four assessments
• -Which four depends on their pretest.
• Project Option in lieu of tier 3, 4, 5, or 6

29
Assessments

• Piano performance based assessments
• Teacher graded
• Rubric
• 4 Criteria Note accuracy, Rhythmic accuracy
• correct tempo, steady beat
• -Scoring correlates to percentage grade

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Assessments

• Tier One
• Students will play a selection that
• Demonstrates ability to read treble clef
• Two song options will be given
• Each option will be 8 measures in length

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Assessments

• Tier two
• Students will play a selection that
• Demonstrates ability to read bass clef
• Two song options will be given
• Each option will be 8 measures in length

32
Assessments

• Tier Three
• Students will play a selection that
• Demonstrates ability to read grand staff
• Two song options will be given
• Each option will be 8 measures in length

33
Assessments

• Tier Four
• Students will play a selection that
• Demonstrates ability to play and understanding of
  C Major Scale

34
Assessments

• Tier Five
• Students will play a selection that
• Demonstrates ability to play a written chordal
  accompaniment
• Two song options will be given
• Each option will be a minimum of 8 measures in
  length

35
Assessments

• Tier Six
• Students will play a selection that
• Demonstrates ability to read and understanding of
  accidentals
• Two song options will be given
• Each option will be 8 measures in length

36
Assessments

• Tier Seven
• Students will play a selection that
• Demonstrates ability to improvise chordal
  accompaniment to written melodic line
• will be a minimum of 8 measures in length

37
Assessments

• Tier Eight
• Students will play a selection that
• Demonstrates ability to add melodic
  embellishments to a written melody
• will be 8 measures in length
• May be combined with tier seven

38
Assessment

• Modifications
• Students with visual tracking difficulties may
  use visual organizer or pointer
• Physically Handicapped student will play right
  hand portion only of four tiers.
• EH student will be allowed to complete two tiers
  playing by ear
• Students taking piano lessons may substitute any
  song from their lesson material that fulfills the
  objective of the assessment for four appropriate
  tiers

39
Assessment

• Alternative Assessment (S, V MI SE, M LS)
• Poster project
• Visually represent keyboard and staff/staves
• Concept of assessment shown visually or explained
• May be used as an alternative to tier 3 6
• May only be used once

40
Action Research Goal

• Average of students assessments will improve as
  compared to average assessment scores from last
  year.

41
Personal Goal

• All students will have a successful and enjoyable
  experience utilizing the keyboard lab.

42
Abbreviations used

• MI Multiple Intelligences
• V Verbal/Linguistic
• L Mathematical/Logical
• M Musical
• S Spatial
• I Intrapersonal
• P Interpersonal

43
Abbreviations used

• LS Learning Styles
• M Mastery
• SE Self-Expressive
• I Interpersonal