Instructional Plans: Grades 3–5

Instructional Plans ◽

Chapter 6 presents three instructional plans that are geared toward grades 3–5. Instructional plans consist of planning necessities, standard alignment, alignment to philosophies approached in earlier chapters, as well as instructional procedures and assessments. Adaptations for other grade-level bands as well as potential extensions are available for each plan. This chapter includes the following instructional plans: Invent an Instrument Using Recycled Materials, Composing Using Light: Musical Automata, and Performing Music Using Light: Theremins and Oscillators. During Invent an Instrument Using Recycled Materials, students will design and build an instrument that they can use in performance. In Composing Using Light: Musical Automata, students will use the concepts of transferring energy and photosensitive circuits to compose a piece of music. In Performing Music Using Light: Theremins and Oscillators, students will use concepts such as voltage, resistance, and oscillation, to create their own electronic musical instruments that change pitch depending on exposure to light.

Instructional Plans: Grades K–2

10.1093/oso/9780197546772.003.0005 ◽

2021 ◽

pp. 51-80

Author(s):

Shawna Longo

Keyword(s):

Grade Level ◽

Sound Waves ◽

Mathematical Relationship ◽

Sound Amplification ◽

Available Technology ◽

Instructional Plans ◽

Electric Guitars ◽

Chapter 5 presents three instructional plans that are geared toward grades K–2. Instructional plans consist of planning necessities, standard alignment, alignment to philosophies approached in earlier chapters, as well as instructional procedures and assessments. Adaptations for other grade-level bands as well as potential extensions are available for each plan. This chapter includes the following instructional plans: Shapes of Electric Guitars, Sound Amplification and Speaker Building, and Measuring Length and Pitch. In Shapes of Electric Guitars, students will design guitar bodies and perform on them using available technology. In Sound Amplification, students will analyze and experiment with sound waves, eventually building their own small speaker. In Measuring Length and Pitch, students will measure pitched tubes to determine the mathematical relationship between pitches.

Instructional Plans: Grades 9–12

10.1093/oso/9780197546772.003.0008 ◽

2021 ◽

pp. 158-198

Author(s):

Shawna Longo

Keyword(s):

Grade Level ◽

Sound Quality ◽

Audio Engineering ◽

Instructional Plans ◽

Instructional plans consist of planning necessities, standard alignment, alignment to philosophies approached in earlier chapters, as well as instructional procedures and assessments. Adaptations for other grade-level bands as well as potential extensions are available for each plan. This chapter includes the following instructional plans: Audio Engineering: Ratios in Recording, Designing a Chromatic PVC Instrument, Controlled Voltage: Composing, Performing, and Improvising with Subtractive Electronic Synthesis, and Sound Pollution and Its Effects on Local Bird Ecology. In Audio Engineering: Ratios in Recording, students will use a method of measuring and experimentation to maximize the sound quality of a given recording environment. In Designing a Chromatic PVC Instrument, students will design a one octave chromatic instrument using mathematical calculations and representations to create initial expressive statements and explain the relationships among the frequency, wavelength, and speed of waves traveling in the PVC pipes. In Controlled Voltage: Composing, Performing, and Improvising with Subtractive Electronic Synthesis, students will interface with the subtractive architecture of electronic instruments, the concept of controlled voltage, and the function of an electronic sequencer. In Sound Pollution and Its Effects on Local Bird Ecology, students will learn about modern sound pollution and the effect it has on many different forms of ecology. Students will determine at the end of their own study whether or not there were any observed correlations between these datas captured, and if other data could be used to claim causation.

Instructional Plans: Grades 6–8

10.1093/oso/9780197546772.003.0007 ◽

2021 ◽

pp. 111-157

Author(s):

Shawna Longo

Keyword(s):

Kinetic Energy ◽

Grade Level ◽

Music Composition ◽

Music Performance ◽

Electric Energy ◽

Traditional Music ◽

Scaled Model ◽

Instructional Plans ◽

Chapter 7 presents four instructional plans that are geared toward grades 6–8. Instructional plans consist of planning necessities, standard alignment, alignment to philosophies approached in earlier chapters, as well as instructional procedures and assessments. Adaptations for other grade-level bands as well as potential extensions are available for each plan. This chapter includes the following instructional plans: Building a Fretboard, Piezoelectricity Experiments, Composing Music Using Coding, and Performing Music Using Coding. In Building a Fretboard, students will calculate the location of each fret on a fretboard and build a scaled model. In Piezoelectricity Experiments, students will engage in found-sound exploration using crystals that convert kinetic energy into audible electric energy. In Composing Music Using Coding, students will make connections between coding and traditional music composition. In Performing Music Using Coding, students will make connections between coding and music performance.

Reconnecting the music-making experience through musician efforts in instrument craft

International Journal of Music Education ◽

10.1177/0255761418771993 ◽

2018 ◽

Vol 36 (4) ◽

pp. 560-573

Author(s):

Alex Smith

Keyword(s):

Music Education ◽

Natural Resources ◽

Ethical Issues ◽

Participant Observation ◽

Musical Instruments ◽

Structured Interviews ◽

Recycled Materials ◽

Musical Settings ◽

Music Making ◽

Collegiate Level

Musical settings that require consumers to construct their own musical instruments serve as potential sites of reconnection between musicians, the musical instruments they make, the natural resources that comprise those instruments, and the labor required to produce them. When musicians reconnect in these ways, they are able to understand and appreciate their musical instruments in new and meaningful ways. This can allow for heightened efforts in instrument care and maintenance; it can also allow for a greater sensitivity to environmental and ethical issues surrounding musical instruments. Data are drawn from a collegiate-level academic percussion musical setting where the musicians composed for and performed on the instruments they made themselves from mostly recycled materials. Group and individual semi-structured interviews and participant observation conducted over the course of summer and fall 2014 reveal the ways these reconnections are possible. This paper is in response to Matsunobu’s (2013) call to further establish instrument craft as an area within music education curricula.

Multipass: A Learning Strategy for Improving Reading Comprehension

Learning Disability Quarterly ◽

10.2307/1510296 ◽

1982 ◽

Vol 5 (3) ◽

pp. 295-304 ◽

Cited By ~ 61

Author(s):

Jean B. Schumaker ◽

Donald D. Deshler ◽

Gordon R. Alley ◽

Michael M. Warner ◽

Pegi H. Denton

Keyword(s):

Grade Level ◽

Learning Strategy ◽

Learning Disabled ◽

Multiple Baseline ◽

Ability Level ◽

Instructional Methodology ◽

Complex Learning ◽

Baseline Design ◽

Step Process ◽

Instructional Procedures

Multipass, a complex learning strategy designed to enable students to gain information from textbook chapters, was taught to eight learning disabled adolescents. The instructional procedures involved a 10-step process including (a) description of the steps of the strategy, (b) modeling of the strategy, and (c) student practice to criterion in both ability-level and grade-level materials. A multiple-baseline design across three substrategies was replicated eight times. Results showed that students learned the Multipass strategy following the institution of training and were able to generalize their use of the strategy to grade-level textbooks. Furthermore, students' grades on tests covering the textbook material improved after they learned the strategy. These results show that a specific instructional methodology can be effectively used to teach a complex learning strategy to learning disabled adolescents.

Pragmatic versus Morphological/Syntactic Criteria for Language Referrals

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1102.85 ◽

1980 ◽

Vol 11 (2) ◽

pp. 85-94 ◽

Cited By ~ 25

Author(s):

Jack Damico ◽

John W. Oller

Keyword(s):

Grade Level ◽

The State ◽

Verb Agreement ◽

Remedial Programs ◽

Service Training ◽

Traditional Approaches ◽

Communicative Effectiveness

Two methods of identifying language disordered children are examined. Traditional approaches require attention to relatively superficial morphological and surface syntactic criteria, such as, noun-verb agreement, tense marking, pluralization. More recently, however, language testers and others have turned to pragmatic criteria focussing on deeper aspects of meaning and communicative effectiveness, such as, general fluency, topic maintenance, specificity of referring terms. In this study, 54 regular K-5 teachers in two Albuquerque schools serving 1212 children were assigned on a roughly matched basis to one of two groups. Group S received in-service training using traditional surface criteria for referrals, while Group P received similar in-service training with pragmatic criteria. All referrals from both groups were reevaluated by a panel of judges following the state determined procedures for assignment to remedial programs. Teachers who were taught to use pragmatic criteria in identifying language disordered children identified significantly more children and were more often correct in their identification than teachers taught to use syntactic criteria. Both groups identified significantly fewer children as the grade level increased.

Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-19-00115 ◽

2020 ◽

Vol 5 (4) ◽

pp. 1026-1038

Author(s):

Sandra Levey ◽

Li-Rong Lilly Cheng ◽

Diana Almodovar

Keyword(s):

Language Learners ◽

Grade Level ◽

Reading Skills ◽

Language Disorder ◽

Academic Development ◽

Review Article ◽

Evidence Based ◽

Clinical Knowledge ◽

Language And Literacy ◽

Support Evidence

Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.