Be aware the assignment will expire at 11:59 pm on that day and no later submiss
Be aware the assignment will expire at 11:59 pm on that day and no later submissions will be possible. It is not possible to earn a passing letter grade in MusE 265 without completing this project. Project Information: *Please read this document carefully and in its entirety – several times. This project represents a culmination of many things you have learned this semester. It requires research and detailed explanation to complete. **For the sake of clarity, there are 2 separate submission places for this project. ***Note that there are links EMBEDDED in this instruction document that will help you. Place your mouse over the colored text, hit CTRL + CLICK to follow the link. Overview: There are 2 parts of this assignment that will provide you with experience in integrating music into educational settings, using 2 different approaches to planning. PART I - involves investigating educational standards and connecting the standard with a musical example. PART 2 - involves integrating a song, using simple accommodations and modification for students with special needs. This part of the assignment requires detailed written descriiptions and a demonstration video. INSTRUCTIONS for PART 1 Go to the Indiana Department of Education State Standards website (Links to an external site.). The content areas are listed on the right side of the page. You may choose from any of the following areas: English/Language Arts, Mathematics, Science and Computer Science, or Social Studies. **Health/Wellness and Health Science- only for nursing majors - if you are not a nursing major and you choose a health standard you will receive a "0" on this project. Once you click on the content area and the page opens, scroll down the page to find the content for each grade level. Choose either 2nd or 5th grade. Then click "pdf". A multi-page document will appear. Browse the information provided and scroll through the document until you reach the content standards. Some standards may be identified in categories (e.g. Math) while others include more sub-standards and indicators. For example, 2.M.3. refers to Math grade 2, measurement standard category, indicator #3. In Social Studies, the number 2.1.1 refers to grade 2, sub-standard 1 (Historical Knowledge), indicator 1. Review your selected grade level. Choose one of the indicators. You must identify all information (sub-standard or category and specific indicators) with the appropriate labels and numbering. I will be using your information as I look at the standards site while grading. Using music to enhance the standard. After choosing your standard and indicator, find a song that would help you teach your students/patients/novice learners the information in the standards statement. There are thousands of songs available on the internet that have already been composed to enrich subject matter and the indicator/goal you have chosen. Find one that you like for this project. Save the link to include in the document that is submitted for this assignment. Required items to submit for PART 1 of this assignment (25 points) LIST. Indiana State Core Standard (Links to an external site.)and Indicator information from Step 2 Include all information in detail. IDENTIFY the song title you selected to enhance the standard and where you located this song. From Step 3 Include link. EXPLAIN. Write a teaching idea descriiption that details how you would connect the song with the identified standard. Things to think about: What information would you present on the topic before introducing this song to the student/patient? What information in the song would you include in the introduction? What connections would you make between the subject matter and the song lyrics? What will the learners know as a result of your creative connection between music and the academic subject? Rubric Music Integration Project, Part 1 Music Integration Project, Part 1 Criteria Ratings Pts This criterion is linked to a Learning OutcomeCore Standard 5 to >4.0 pts Proficient The core standard and sub-indicator are clearly identified with sufficient detail. 4 to >3.0 pts Competent The core standard and/or sub indicator may lack clear identification or one may be missing. 3 to >0 pts Novice The core standard and sub indicator are missing or not identified with detail. 5 pts This criterion is linked to a Learning OutcomeMusical Selection 5 pts Competent The musical selection component is included but may lack in one of the areas of title, location, or functioning link. 5 to >3.0 pts Proficient The musical selection component includes song title, location of song, and functioning link as instructed. 3 to >0 pts Novice The musical selection component is included but may lack in more than one of the areas: title, location, or functioning link. 5 pts This criterion is linked to a Learning OutcomeStatement: Connection 5 to >4.0 pts Full Marks The required statement details how the author would connect the song to the identified standard in a complete manner. 4 to >3.0 pts Competent The required statement is included but may vaguely address how the author would connect the song to the identified standard. 3 to >0 pts Novice The statement of connection is missing or severely lacking in detail of use. 5 pts This criterion is linked to a Learning OutcomeStatement: Preliminary Information 5 to >4.0 pts Competent The required statement details introductory information for using the song to address the standard. 4 to >3.0 pts Competent The required statement contains introductory information for using the song to address the standard but may lack detail. 3 to >0 pts Novice The statement of introductory information is missing or severely lacking in detail. 5 pts Part 2 INSTRUCTIONS for PART 2 Identify Song for Teaching: Choose a song from your Get America Singing songbook. I suggest that you choose one that you know or have submitted for singing projects but that is not required. It will be helpful if you know the melody and the rhythms of the song. Creative Integration Step 1: Rewrite the lyrics of the song to fit the subject matter of the content standard you selected in Part 1 of the assignment. The song must be at least 4 lines in length. Creative Integration Step 2: Create an interactive activity to accompany your song. The activity can be hand movements, motions to the words, or even a simple dance, etc. Here are some helpful video examples: place value song (Links to an external site.) animal guessing game (Links to an external site.) The new lyrics and interactive activity must be written in prose (descriiptive sentences) to include in the written document that is submitted for this assignment. Demonstration 1: Present your new lyrics. You have 2 options: You can sing them to the melody of the song you selected. You can speak them following the rhythm of the song. Do not just “talk through them”. I should be able to keep the steady beat and recognize the rhythm of the song you selected by the rhythm you use. This will feel like “chanting”. DISCLAIMER: I know that singing is NOT for everyone and some people are more comfortable than others with singing. I respect that! Your lack of singing ability or comfort level DOES NOT have to keep you from using musical examples in other subject matters! Demonstration 2: Present your interactive activity from Step #3 above. Sing or chant your lyrics while you demonstrate. You may use friends for this portion and record a “group demo” if you wish. Be sure the participants know what they are doing before recording J. Make a Connection ~ Plan for Application: Return to your Special Needs Summary from Module 5. Re-read what you learned about the disability you selected. Imagine that you are going to teach this song and activity to a student or patient with that ability/disability. Go to: http://www.parentcenterhub.org/accommodations/ (Links to an external site.) and review the terminology and support types for accommodating learners. These accommodations would help the child with special needs to have a more successful experience in the activity that you have designed. There are 5 areas for modifications or accommodations listed. Choose at least 3 of the 5 areas. Write an application statement for each area that describes accommodations for the special need if you were to teach the song and activity you have designed and modeled above. Be as detailed as possible. You may write in prose or you may list a step by step procedure if it is easier. In the end, it must be clear what accommodation/modification you are making for the special need, how, and why. You already have some of this information from your previous Special Needs Summary project. You do not need to actually TEACH the project with accommodations. Required items to submit for Part 2 - Written Portions and Demonstrations – 75 points Written Document: Includes the following: Identify the disability from the Special Needs project. Identify the subject and content standard that you used in Part 1 of the project. Identify the title and page number of the selected song from the Get America Singing songbook. Provide the new lyrics of the song. Written descriiption or explanation of the interactive activity you created to accompany the song. Application statements for the accommodation or modification areas used to assist the special needs student in learning the song and activity you created. Demonstration Video: A You Tube video of you demonstrating: New lyrics sung or spoken in rhythm to a song from Get America Singing songbook. Interactive activity you created to go with new lyrics. **Please check to see that video link works. This is due at the end of the semester and I will not be able to alert you to it NOT working and ask for a resubmit, etc. Please double check that you have not made your video private. You Tube Privacy Settings (Links to an external site.) Rubric Music Integration Project, Part 2 Music Integration Project, Part 2 Criteria Ratings Pts This criterion is linked to a Learning OutcomeWritten Plan: Song 11.5 to >8.5 pts Proficient The written song portion is complete: is identified from the songbook, contains new lyrics for both verse and chorus, and lyrics are directly related to standard. 8.5 to >4.5 pts Competent The written song portion is somewhat complete. One of the following areas may be lacking: identified from the songbook, contains new lyrics for both verse and chorus, and lyrics are related to standard. 4.5 to >0.0 pts Novice The written song portion is mostly incomplete and is lacking in more than one of the following: identified from the songbook, contains new lyrics for both verse and chorus, and lyrics related to standard. 0 pts No Marks 11.5 pts This criterion is linked to a Learning OutcomeWritten Plan: Activity 11.5 to >8.5 pts Proficient The interactive activity to accompany the song is complete, well detailed, and logically described in the plan. 8.5 to >4.5 pts Competent The interactive activity to accompany the song is evident in the plan but may be lacking in complete descriiption or logic. 4.5 to >0 pts No Marks 11.5 pts This criterion is linked to a Learning OutcomeWritten Plan: Accommodation 11 to >8.0 pts Proficient The special need accommodation to accompany the lesson is complete, well detailed and directly relates to the special need examined in the previous module. 8 to >4.5 pts Competent The special need accommodation to accompany the lesson is included but may lack in detail OR is not directly related to the special need examined in the previous module. 4.5 to >0 pts Novice The special need accommodation to accompany the lesson is missing OR may lack in detail AND is not directly related to the special need examined in the previous module. 11 pts This criterion is linked to a Learning OutcomeWritten Plan: Presentation 7 to >4.5 pts Proficient The written lesson plan addresses all components in a neat and well formatted manner and contains all necessary information for the reader to understand the lesson. 4.5 to >3.5 pts Competent The written lesson plan addresses most or all of the components but may lack in neat format or sufficient information. 3.5 to >0 pts Novice The written lesson plan addresses less than half of the required components and/or lacks in neat format and sufficient information. 7 pts This criterion is linked to a Learning OutcomeMusical Effort 7 to >6.0 pts Proficient A strong musical effort is evident; pitches, rhythms, and text of the song are reasonably correct. 6 to >2.5 pts Competent Musical effort is somewhat evident but may be compromised by incorrect pitches, rhythms, and text. 2.5 to >0 pts Novice Musical effort is severely lacking as evidenced in incorrect pitch, rhythms, and text. OR the lack of functionality of the video prohibits evaluation. 7 pts This criterion is linked to a Learning OutcomeProfessionalism 12 to >11.0 pts Proficient The completed project is an excellent example of professionalism in presentation. The total project represents extensive commitment in preparation to each required task. 11 to >6.0 pts Competent The completed project is somewhat professional in presentation. The total project represents commitment in preparation to each required task. 6 to >0 pts Novice The completed project lacks professionalism in presentation. The total project represents a lack of commitment in preparation to each required task and their details. 12 pts Total Points: 60

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