More about this material
Julie Halsey (Consultant)
I believe this StAIR does a great job of bridging the auditory element to the visual recognition of the note itself. All links work and I think that is appropriate for the target audience.
One area that might be helpful is to add a different visual representation of how many beats the note gets, it could a be a fun area to add a fractional picture of sorts not related to music that student could use as another reference point to draw from outside of music.
Jennifer Gross-Russell (Teacher (K-12))
I really learned a lot from your PowerPoint. The graphics and the effects were appropriate for the intended audience and simply people who are new to reading music. I think you also tapped into a few difference learning styles by offering students the ability to hear what a dotted quarter note. I enjoyed it!
I thought the font was a good size--especially for younger students.
Kelly Hanson (Teacher (K-12))
I really enjoyed this kiosk activity! I think students will enjoy the variety of music included. I like that you ask students to listen to the two examples two times each and have them look for something more sophisticated on the second listen. (The excerpt of orchestra music was beautiful.)
The links on the "One more question" slide didn't work for me. I also couldn't get the "corresponding arrows" on the review page to work either.
Leslie Lieman (Educational Technology Coordinator)
Hi Brian –
Your “Dotted Quarter Notes” stand-alone resource seems like a good way to have your music students really understand how to read and play a dotted quarter note. I am guessing that this is a note that students generally have difficult with.
I really liked the slides with the actual music embedded in the page. I wonder if it would have been helpful in slides 6 and 7 to have a few bars of the actual music written on the page, so that students would be able to both see what the written music looks like, along with the audio of what it sounds like. This might be an approach that supports UDL, enabling students with different learning styles to have access to the content.
Out of curiosity, on slide 3 you describe what a dotted quarter note is equivalent to. Are there times that the notes are written that way on the page? For example, might a piece of music be written with three eighth notes instead of a dotted quarter note? If yes, how would we know when listening to music (without seeing the written music) which strategy has been used?
On slide 4, 5 and 8 – the “links” to the hand signals did not work for me. I did hear the applause and buzzer on slide 4, but I did not hear sound effects (if they were there) on the other slides. For me, the assessment features were not working. Also, when students get something wrong in a stand-alone tutorial, you can link them back to a “teaching” slide to make sure they understand the material. It seems they just learn that they are right or wrong and can continue in the process.
I hope this helps.
On slide 4, 5 and 8 – the “links” to the hand signals did not work for me. I did hear the applause and buzzer on slide 4, but I did not hear sound effects (if they were there) on the other slides. For me, the assessment features were not working.
Lacey Daniel (Student)
I am assuming that this material is made for students already learning about music and not for new-commers. At times the information seemed crammed. Those parts could have been broken up for a more clear delivery.
Having the auditory compare and contrast element was a great tool.
I really enjoyed the variety in assesments. Very cool to utilize several of the senses (visual and sound) to assess the learner.
The layout and design of the material was simple and easy to follow. The only comment I have is that students can just skip over assesments ny click the next arrow.