School Name: Thomas Hoyne Fine Arts Elementary School
Teacher Name: Andre R. Porter
Directions: Below are questions that will help you to complete your Project ATLAS Digital Portfolios.
For each question, please include your written reflections. You are also encouraged to provide other multimedia to deepen your written reflections and exemplify your analysis. Multimedia can include images, sound files, and video clips.
Please annotate your multimedia, describing why you have chosen these particular artifacts, what you are interested in your audience knowing about them, and why they are important to share.
Section I: Arts Integration – Documentation. Please upload documentation from your project. Please include a variety of media forms for your documentation.
1. Documentation should not only provide a narrative, or story, of your project, but should also provide evidence of students’ engagement in the unit inquiry.
Course: General Music
Grade Level: 6th
Unit Theme: Composers- From Classical to Contemporary
Students were to grasp a better understanding of what a composer does and how he or she contributes to the art form of Music. Utilizing the website DSOKids.com (Dallas Symphony Orchestra), we identified composers based on their works and listened to excerpts from musical examples from youtube to match the music to the composers theme and ideas. Utilizing an overhead projector, speakers, a computer and an interactive website, students were capable of picking the composer we were to discuss and lead the read aloud lesson.
2. Through your documentation, please provide student artifacts that depict the range of work completed. For example, what were the various ways in which students responded to various aspects of the project?
Students were assessed through homework assignments in conjunction with the unit.
Classical/ Contemporary Music Artist Biography Paper
6th Grade Homework Assignment-Music Class
Due Tuesday, June 2, 2015
Students are to complete a biography paper on a classical music artist of their choice. The format of the paper was discussed and presented during class on Wednesday, May 27, 2015. Students choosing to type the paper MUST have the following: 1 page, single spaced for body of paragraphs, use nothing larger than a 14 pt. font. Students choosing to hand write their paper MUST have the following: 1 ½ pages (front side only), no skipped lines for body of paragraphs, blue or black ink only. All sources must be cited and any form of plagiarism will constitute a letter grade of an “F” for this assignment. Papers will be graded based on spelling, punctuation, syntax and accurate biographical information. An example of the format (taken from the website DSOKids.com) appears below.
Johann Sebastian Bach, Composer
Born March 21, 1685 in Eisenach, Germany
Died July 28, 1750 in Leipzig, Germany
The Well Tempered Clavier, St. Matthew Passion, B-Minor Mass and St. John Passion
Bach once had to spend a month in jail because he tried to quit his job composing and playing for a duke. During that month in jail, he wrote forty-six pieces of music, many of which are still performed today.
Bach, a dazzling organist and church musician, had to compose all kinds of original pieces for every church service including pieces for choir, organ, harpsichord and orchestra. Since most of his music was written to be performed in a church service only once and then thrown out, very little of his music was published during his lifetime. It was for this reason that Bach composed more music than almost any other composer. However, his musical genius was not recognized until about 100 years after his death.
Bach was famous for his music and for something else – Bach had twenty children! Five were named Johann, two Johanna and four grew up to become famous composers. He may be remembered long after other composers because in 1977, the Voyager spacecraft was launched into space carrying recordings of three pieces by Bach.
Section I: Arts Integration – Inquiry
3. What is your Inquiry Question for your ATLAS curriculum unit? What big ideas does this inquiry question address, and why do you think the question successfully addresses these?
How does the Music a composer creates reflect what is taking place in their cultural surroundings?
4. How did student research help them to engage more deeply with the unit inquiry question? Explain how your students conducted research for their ATLAS project, and how that research opened up avenues for further inquiry.
Students were to research a classical or contemporary composer of their own choosing to garner further knowledge. Students submitted their findings in written form but were also ask to present their research in an oral presentation.
5. Describe how the unit inquiry opens up avenues for interdisciplinary connections between the arts and academic content. How did arts processes and/or research practices facilitate students’ understanding of the academic topics addressed in the inquiry question?
This unit allowed for interdisciplinary connections to be made from Music to Language Arts and Social Studies. How the students researched their topics and presented their findings connected with Social Studies in finding the affects of Music on social norms and traditions and celebrations. The presentation of the findings in written form was given parameters consistent with ELA standards and connected with Core Arts Standards in both written and aural presentations.
6. How did the curriculum evolve based on the unit inquiry process?
The inquiry process allowed for students to delve deeper and garner a greater understanding of their subject matter while expanding on the basic knowledge to broaden the unit into more modern composers and how they create.
Section I: Arts Integration – Create Works
7. How did students self-direct while creating their artistic work during the ATLAS project? Please provide any examples for the ways in which students made their own aesthetic choices and direction for creating their artwork. Examples might include but are not limited to: how did students make choices about the use of materials, how did they decide what they wanted to communicate, how did they make decisions about how to present work?
8. Please explain what opportunities the students had to reflect on their experiences and react to the work of their peers.
Students were given opportunities for open questioning and critiquing by their peers after the oral presentations.
9. How did the students’ artifacts from various stages of the ATLAS Unit impact your teaching practice? Please provide artifacts that exemplify your points. What did you learn about your teaching practice from looking at these artifacts?
10. Describe how the students’ work was shared in the school or publicly. Why was this an important part of this unit?
Students’ written work was displayed on a bulletin board in the school to allow for the school community to review the assignments.
Section I: Arts Integration – Collaboration
11. How did students collaborate at different stages of the project? Examples might include but are not limited to: did the students research together, did they create together, did they critique together, did they present together?
Students constructively critiqued each others work in an open forum.
12. In what ways did you collaborate with the students for this unit. How did the students impact the way in which the curriculum was implemented? For example, how did students help you plan, develop, and/or implement the curriculum?
13. How did you collaborate with other teachers in your school to plan and/or implement the unit?
I collaborated with the then 6th grade language arts instructor in planning this unit to help improve students’ ability to perform research and write an intensive paper expressing ideas in a clear and coherent manner.
Section II: Technology Integration
14. What was your process for selecting this form of digital media technology? Why did you think this form of digital media technology would be ideal for student learning?
I chose this form of technology because I wanted to engage all students through a vibrant and interactive website that they could navigate through on their own after being instructed how to do so.
15. How did students use digital media technology to direct their own learning? Provide artifacts to show evidence of how students used the technology to direct their own learning. Examples might include but are not limited to: making choices about technologies to use, using technology to facilitate experimentation, using technology as a research tool, to express themselves artistically, and/or to make meaning of their experiences.
Students were encouraged to use technology while doing their research and were given parameters on high to discern if a website was reputable enough to cite as a resource. Students were also encouraged to do their research along side a family member to engage in conversations about music and the influence the artist’s music has had on their lives.
16. How did you use technology to enhance the learning environment for both you as a teacher and for the students?
Using a computer and projector on a large screen with surround sound speakers allowed for all students in the class to be able to be engaged with both visual and auditory means. Utilizing an interactive website with these additions creates a fun learning environment for students and allows for them to become more involved in the the learning.
17. In what ways do your chosen technology resources align with your goals and outcomes for student learning? Looking back at the unit, how did the technology meet, not meet or exceed your expectations for facilitating student outcomes.
18. How did the use of technology contribute to students’ application of higher order thinking skills? Examples of student higher order thinking skills include metacognition, self-reflection, analysis, and application of knowledge or skills.
19. How did the use of technology drive student creative artistic expression? Please provide student artifacts that exemplify how technology supported their artistic expression.
20. How did the integration of digital media technology impact your teaching practice?