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TECHNOLOGY PROJECT SUMMARY

7th Grade Brass/Woodwind Classes

PROJECT DESCRIPTION

This project was a composition project using Noteflight. The students were assigned with the
task of writing an eighth measure piece that had to include specific things (see rubric). These
short compositions would then be used as their sightreading for the next couple weeks.

PROJECT OUTCOME SUMMARY

The students absolutely loved this assignment. They were so excited to be introduced to a free
website where they could create their own music, and they were even more excited that they
would be able to hear their peers play it. I took them through a walk-through tutorial using the
projector, and then I taught them how to check their work by using the rubric to calculate the
grade they would get. At first, I was worried that the rubric would limit them, but they all were
extremely thrilled by all of it. They were all a little unsure, and they continually asked questions
of what exactly to do next. I kept telling them that it is their composition, and as long as they
met the requirements on the rubric, the rest was up to them. I wish I had had more time to
actually talk about basic compositional do’s and don’t’s, but overall, the pieces I got back were
impressive. We have been using them as our sightreading the past couple weeks now, and they
love the change of pace. I have also made it a game to see if they can guess who wrote it which
makes it that much more fun.

MODIFICATIONS/ACCOMMODATIONS

In my woodwind class, I have one student with a 504 plan and one student with an IEP, so I took
this project as an opportunity to work more exclusively with them.

My student with a 504 plan has attention issues and struggles to stay on task, but when they are
faced with something new and creative, they give it their all. After walking this student through
the assignment again and giving them their own mini tutorial, they started working immediately
and finished quickly. They were able to figure out things on Noteflight that even I had no clue
existed, and this student met all the requirements on the rubric and composed a very usable
sightreading piece. I was very impressed, and I was sure to share that praise with them.
My student with an IEP struggles in a different way than my student with a 504 plan, and they,
too, needed undivided one-on-one time. I got my student with the 504 plan started first because I
knew once I got them started, they would figure many of the details out on their on. This
allowed me to spend more time working with my student with the IEP. This student has a
processing disorder meaning they struggle to get from one point to another without guidance,
and this student often gets discouraged when they are not able to accomplish what the rest of the
class does. I sat with them and walked them through the assignment slowly, and I made sure to
allow them to ask questions in hopes this would help bridge each step. When it was time for
them to begin composing, they were a little overwhelmed with the task that they had been
charged with. I started breaking it down for them measure by measure using the rubric. We
went through the rubric together and slowly composed each measure. I could tell the student
was enjoy the project because they kept commenting on how many choices they had. They
thoroughly enjoyed being able to have the freedom to create whatever they pleased. In the end,
the student finished their assignment before class ended and did not even need the two extra days
as requested in their IEP. It was almost as if a load had been lifted off of their shoulders and for
that moment, that student did not feel so behind.