RILS Final Project

Title: Self-Expression through Finale and VUVOX  

Name: Anthony Hunt

Brief Overview: Students will design a fifteen to twenty measure composition/arrangement. After students have completed their brief compositions/arrangements through Finale software, they will upload a visual theme on VUVOX that will coincide with their step-by-step process of completion. Students will also upload a completed audio file of their brief composition/arrangement as background music during their VUVOX presentation.

1.     Target Audience: Students participating are in grades 9-12. Each student participates in ensembles within the music program.

2.    Materials:

a.     Technology

                                               i.     Finale 2011 software

                                              ii.     Keyboards (piano)

                                            iii.     MIDI cords

                                            iv.     Internet access

                                              v.     Camera

                                            vi.     Microphone

b.    Intro to Music Theory Booklets

                                               i.     Paper

                                              ii.     Pencil

                                            iii.     Staff paper (staves, and bar lines)

                                            iv.     Intro to Finale 2011 booklet

3.     Objectives: (The following objectives are based on the national music standards set for music education)

At the end of this scenario the learner will be able to:

a.     Construct correct melodic lines, chord progressions, and bass lines to complete compositions/arrangements.

b.    Listen and analyze student compositions/arrangements and discuss proper chord structure and transitions.

c.     Design a visual collage of their learning process, from start to finish, using a web 2.0 tool

4.     Procedure:

a.    Finale Software Introduction

           

                                              i.     Brief discussion of music notation and theory

1.    Bass clef, treble clef, notes, rests, triad, chords

2.    Major, minor scales, time signatures, key signatures

3.    Chord progressions, contrary motion

4.    Enharmonic

5.    Transposition of marching band instruments

6.    Instrument voicing

                                            ii.     How to start a new composition through Finale setup wizard

1.    Naming a composition

2.    Selection ensemble/instruments desired

3.    Selecting desired key, time signature

4.    Controlling view of sheet music

5.    Manipulating volume control per instrument

                                          iii.     Discuss important tools on Finale

1.    Simple entry tool

a.     Allows one note entry per mouse click

b.     Easiest method for learning Finale

2.    Speedy entry tool

a.     Allows for quick entry of notes from keyboard

b.     Easiest method for advanced learners

3.    HyperScribe tool

a.     Connects keyboard to software

b.     3 + notes are entered with metronome beat

4.    Mass edit tool

a.     Cut and paste, remove unwanted notation

b.     Drag melodic lines to various instruments listed

c.      Transpose notation to fit voicing

5.    Measure tool

a.     Create or remove desired measures

6.    Staff tool

a.     Add to or remove instruments from score

                                           iv.     Developing a composition/arrangement

1.     Arrangements

a.     Discover melodic, harmonic, bass line

b.    Physically introduce each line into finale

c.     Analyze each chord structure

2.    Compositions

a.     Brainstorm melodic line

b.    Follow general chord progression chart

c.     Create bass line

                                             v.     VUVOX Web 2.0 Tool

1.    Create an account

2.    Design a collage of finished product onto VUVOX

a.     Upload pictures of the construction process

                                                                                                    i.     Visuals of composition/arrangement

                                                                                                  ii.     Visuals of step-by-step

                                                                                                iii.     Visuals of student

b.    Upload mp3. of finished product   

                                                                                                    i.     Mp3. Will serve as background music

5.    Emerging Technology: VUVOX

Web address: http://vuvox.com

VUVOX is a tool that allows learners to create visual presentations with photos and music for personal and public networks.

6.    Social Participation/Social Learning

a.     Students will use the following software to create an arrangement/composition

                                              i.     The composition will be uploaded to VUVOX for peer review

                                            ii.     Students will use the critique to enhance their project

                                          iii.     Finished products will be used in an ensemble setting within the music program

7.    Making Connections

a.     Students will gain an better understanding of music notation

                                              i.     Enhanced insight of rhythmic patterns

                                            ii.     Better understanding of syncopation

b.    Develop a basic knowledge of music notation software

                                              i.     Understanding the general components for arranging per instrument

                                            ii.     Understanding how to export individual parts for ensembles

                                          iii.     Creating and enhancing arrangements/compositions in a collaborative effort

8.    Create/Produce

a.     Students will learn the basic components of the notation software finale, develop an arrangement or new composition, upload to social site VUVOX for peer review and enhance for ensemble rehearsal.

9.    Assessment Rubric

Criteria	Superior	Excellent	Good	Fair
Development Students will develop a 15-20-measure arrangement/composition for ensemble use.	Student composition/ arrangement followed proper chord progressions and properly found common chord/ contrary motion.	Student composition/ arrangement met requirements but needs minor revisions before finalizing.	Student composition/ arrangement is complete but lacks correct chord progressions, and common chords theory.	Student did not fully meet assignment requirements. Composition/arrangement lacks correct structure.
Collaboration Students will generate feedback to enhance their project for final production.	Student worked well with others for developing their project. Student properly used feedback for enhancing their creation	Student was able to work with others but barely used feedback to enhance project.	Student worked with others but did not enhance project with feedback provided by others.	Student did not work with others and used same work without the use of peer feedback
Creativity Students will demonstrate various rhythmic patterns and variations to develop a completed arrangement/ composition	All rhythmic patterns including and various notation was properly used per measure to complete the project	A few minor errors that were discovered during collaborative feedback. A few measures are missing beats or have too many.	Consistent errors within various measures of the arrangement/composition. General understanding of software notation needs review.	Student must retake lessons of basic music theory/notation along with the lessons of finale software to gain better insight of arrangement/composition creation.

10. Student Reflection

a.     As a follow up reflection, students will review all individual creations that were completed during this project. They will have an opportunity to critique each others work, analyze and discuss their likes and dislikes based on their basic knowledge of music notation. Questions asked during the discussion will include:

                                              i.     Do you believe all chord structures were correct and flowed properly?

                                            ii.     What advice will you give your fellow composer to enhance their work?

                                          iii.     Are you more confident with writing music for marching bands? Will you continue to enhance your abilities beyond this lesson?

b.    Students will also critique arrangements/compositions from various marching band arrangers and historical compositions from well-known composers.

11. Educator Reflection

a.     Did this type of student interaction have a positive affect on their awareness of comprehending music notation?

b.    Do you believe that teaching theory through notation software is a better way of enhancing student’s abilities sight-reading?

c.     Do you feel that this trial will encourage others to participate in learning music notation through the finale software?

                  d.  What would you add to or remove from this activity?