The purpose of our project is twofold:  

1) To help students set individual goals to become more proficient at playing the recorder.

2) Collaborate in the creation of original music with students from a different school using web-based tools and resources.

Chosen tools

Our project makes use of the Zune player and a variety of online and offline applications (including Noteflight.com, Finale, Band-in-a-Box, Acid Xpress, Audacity, Jing, Adobe Flash, Edublogs, Yola.com).

1.  Evidence our project is achievable:

We have created the resources needed for individualized, differentiated music assessment is now available online at PortableRecorder.ca.  This site contains sheet music, audio files and video files to assist the students in mastering the various levels of testing. These resources are also available on the Zune players.

We have a plan in place for online musical collaborations. The sequence of lessons is posted at PortableMusic.ca.  This is a “living document” that can change, and has changed, as Nathan and Jane tailor the lessons to meet the needs of their students.  Both teachers continue to collaborate and refine this site.

Our students are already becoming proficient at using many of the tools required for this project.  As evidenced in both our classroom blogs, MrToft.ca and MrsSmith.ca, the students have mastered contributing posts and comments to a blog in a meaningful way.  Both classes have had opportunities to work with editing audio using Audacity.  Both classes have participated in the creation of original songs through making loop-based music and mixing in audio of themselves performing.

2.  How our project is innovative:

“Better”

Incorporating the Zune, blogs, music creation software, audio editing and making audio and video tutorials and examples available online have already created a great deal of excitement in our classes.  It is too early say if approach is “better” than a traditional approach to music instruction but it has motivated students to start practicing their recorders already.  They are excited to see that their performances are shared on our classroom blogs, PortableRadio.ca podcast and PortableRecorder.ca.

“Faster”

There isn’t much time available in our instructional cycle for music.  It is usually less than one hour a week.  This makes it very challenging to meet the curriculum requirements of Ontario while meeting the individual needs of the students.  Musical ability in a classroom ranges from no experience to proficient.  We feel our approach is a far more effective way to deliver the curriculum in a meaningful way to all learners.  Not necessarily “faster” but certainly more effectively.  It allows students to experience in more depth.

“Less Expensive”

We have made a point of using existing equipment, Ministry licensed software and applications freely available online.  Our approach to recorder instruction does not require the purchase of student textbooks although a few inexpensive teaching methods are recommended.  Quality computer speakers are important as well.

From a family’s point of view the only expense is the cost of the recorder, which is usually around $10 for a decent quality instrument.  All materials for practice are freely available online.  Students in families who do not have internet access have the option of signing out a Zune player overnight.

3.  Examples of the important elements of the project.

PortableRecorder.ca houses all the materials students will need to practice for their individualized tests. All of these visual, audio and video resources have been created by Nathan and are freely available for anyone to use. 

There are twenty one “belts” organized by level of difficulty.  Each belt specifies the notes, rhythms and song which must be performed in order to earn it.

The idea is for the teacher and student to first identify what level song, or “belt” to start at.  Then, through a series of individual tests the students are encouraged to earn at least five belts before the music unit ends.  Differentiated instruction like this allows students to progress at their own level of ability.  Audio and video files are available to assist the students in preparing for their tests.

All of these resources were designed specifically to take advantage of the Zune video and audio capabilities. The videos have been designed to fit the Zune screen making it easy for students to follow along while independently reinforcing classroom instruction.  The Zunes will be made available to students for both classroom (i.e. recess time) and home use.

The belt, in actual fact, is a piece of coloured embroidery floss tied to the end of the recorder.  Simple, yet remarkably motivating!

Music Collaboration

As outlined on PortableMusic.ca we have prepared a variety of collaboration activities for the students in our respective classes.

For example, Nathan’s class will create a melody for recorder, record it and send the audio file to Jane’s class.  Jane’s class will add an accompaniment to it using music creation software, mix it with the melody from Nathan’s class and upload it to their classroom blog.  These audio files will also be added to the Zune players.

4.  Samples of the work that you and your students have done.   

We have created a song using each student's first name.  It can be heard on our blog and Portable Radio podcast.  This was done as a way to introduce students to mixing sounds and music using Sony’s Acid XPress

After our first music class we were able to post audio of a student playing “White Out!” on PortableRecorder.ca.  Students are excited to see that their performances will be included on this "official" testing page.

This class song and student performance has also been added to our Zune player.

5.  Challenges

The Zune aspect of our project continues to be a challenge as we have only received one Zune player.  Our project was designed with multiple Zune players in mind and involves two classes at different schools.  We hope to receive more players in the future.

We have yet to have success at getting our Portable Radio podcast listed on Zune.net's podcast page.  Nathan has submitted the site for approval on several times on the appropriate page and made contact with people who work for Zune.net but, unfortunately, the student podcast continues not to be listed.  If there are any suggestions on who to contact for help, please let us know.

Of course, saying all that, we appreciate the resources we have already been given on faith and, of course, the opportunity to go to Brazil!


Nathan Toft and Jane Smith