We continued with
the lesson, but this time we lost 5 students and gained another 5.
We handed out their works in progress and explained the activity to
those who were not in the previous class. Students were progressing
at a good pace and most were finished with there examples and word
webs. I instructed the class to create a Google doc or presentations
and demonstrated how the format should be. The students were now
required to match their examples to their own personal musical
selections. We engage in conversation about what does musical genera
mean and the student gave specific examples. They were also required
to list the title of the song, artist, genera, and a fact or two
about them.
One major concern
we had was in how the students were going to playback/share their
play-lists. Since using musical editing software and
getting/purchasing mp3's would have prolonged this lesson or cause
logistical nightmares, I decided to incorporate “Youtube” videos
instead. This decision was also a result of the fact that most
student searches were already linking to the “Youtube” music
videos. However, it was important that we monitored the students
closely. As a result to this adaptation, the students creativity
flourished. I was really impressed with the amount of time and
effort that was put into their presentations. Students used a
variety of templates and added in their own personal designs as well.
Kudos to Google for making a program that is easily assessable for
4th and 5th graders.
I also recorded my
self during this lesson, but due to a request that one student was
not allowed to be broadcasted, I can not post this online. I think
that this maybe a good addition for future course work as it allows a
more in depth look at our teaching practices.
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