Portfolio Class Profile Form

Directions: Include this form as the cover page of your STP.

Grade levels in your portfolio group or class:

Portfolio school configuration:

Music Teaching Assignment:

Portfolio Teaching Topic/Title: Musicianship and Compositional Skills in the Chrome

Number of Minutes per Class/Class Meetings per Week: 64 min/5 meetings per week

Number of Students in Class: 30-35 per class period

Other Adults in Room? (para-professionals, teacher aids, parent volunteers): 8 th grade is

The series of lessons was taught to three high school bands and an 8th grade band in my

teaching placement. The trimester ended the week of Thanksgiving, so these were the lessons

that kicked off the new trimester. In the previous semester, the learning that occurred was

through work in method books and instrumental solos. Warm ups and instruction took place as a

full group, and then students would have time to practice and work with each other in section

breakout rooms. My co-op teacher and I would go through the breakout rooms and hear students

play their tests as they prepared to play. The curriculum in the last semester shifted the focus

from the usual ensemble skills to the individual playing skills; the students know how to play

their instruments well enough, but they don’t have the musical context behind their ability. The

main learning goal for this series of lessons is to give students a greater context of music through

composition. Students experience composition in three lessons: one experimenting with rhythms,

one experimenting with melodies, and one experimenting with putting them together and adding

some extra features. To supplement learning in a virtual format, the class engaged in these

composition activities in the Chrome Music Lab, using the Rhythm experiment, the Melody

Maker, and the Song Maker. Students will create music through composing a rhythm loop and a

melody loop, and then combining them into the Song Maker. They will perform music through

showcasing their compositions for their peers in class, along with performing tonal and rhythmic

patterns to supplement individual musicianship skills. Students will assess the music they created

by completing a Google Form that contains a checklist and some reflection questions to help

them analyze their learning.

Directions: Please write a narrative (1-2 pages) that contains the information below. Use a
new form for each of the three lessons taught and documented for the portfolio. The form is
an option to help you organize lesson information. Feel free to include any other forms or
resources that demonstrate your ability to prepare for and plan instruction (bubble plans,
annotated scores, notes, etc.)

Place these materials in your portfolio after the Introduction to the Series of Lessons.

Lesson # (x/3): __1_/ 3___ Date of lesson: ____Dec 1________

Objectives

Students will demonstrate their ability to: compose a rhythm loop in Chrome Music Lab
that incorporates overlapping rhythms and syncopation.

Activities/Strategies*: Body percussion echo patterns via Zoom (P), exercising body
percussion skills in the Chrome Music Lab (C), creating rhythm loops using randomly
generated rhythm cells (C), composing a rhythm loop containing overlapping rhythms, an
interlocking rhythm, and syncopation (C), showcasing these creations for the class (P), and
filling out a self-reflection (A)

Assessments**: Google Form containing a criteria checklist and reflection questions

Materials: Laptops, internet access, Chrome Music Lab access, Rhythm Randomizer, Google
Form

Class Groupings: Circle all that apply:

Full Group
Small Group(s)
Section(s)
Individual(s)

Other:

*C = Creating, P = Performing, A = Assessing (Note all that apply.)

**Using a short phrase, identify assessment strategy used. (For example, “written
worksheet”, “vocal performance assessment”, “instrumental performance rubric”, etc.)
Cite sources for recordings, books and any published materials used in this lesson.
Objective
To work to improve rhythm skills through body percussion
To explore the rhythm module of the Chrome Music Lab
To translate creations from the Chrome Music Lab to body percussion
To create a rhythm loop using overlapping rhythms and syncopation

Materials
Chromebooks, internet access, chrome music lab, rhythm randomizer

Procedure
1. Greet Class
2. Brief class activities
3. Body percussion echo patterns
I. Start with simple patterns in common time with clapping; start simple and incorporate
more complex rhythms and syncopation
A. Group patterns and individual patterns
II. Incorporate snaps, then knee pats
III. Breadcrumb that everything is an instrument and music can be made anywhere
4. Body Percussion in the Lab
I. Give the students 5 mins to mess around in the rhythm module, give tutorial
II. After they explore, show the class your own one-instrument rhythm and translate it to
body percussion, have some students echo it (do this a few times)
III. Send the class to breakout rooms, instruct them to only use one line and transcribe it
to body percussion
A. One instrument, but they can relate it to knee, clap, or snap
B. Do the activity again, but with two instruments or three instruments
C. Have volunteers share
5. Mix and Match
I. Display four rhythm patterns in 2/4 meter via Rhythm Randomizer
A. Instruct the class to choose any two of those rhythms and notate them in any
order in CML using one line (independent rhythms)
B. Have them use any two rhythms and notate them in any order across two lines
(interlocking rhythms)
C. Have them use any two lines and use all four rhythm patterns (overlapping
rhythms)
II. Breadcrumb that composition sometimes just involves switching some things around
6. Composing rhythm loops (FULL, 15 mins)
I. Have them use two instruments to compose a rhythm loop that incorporates an
interlocking rhythm, an overlapping rhythm, and syncopation
A. Order does not matter, syncopation can be one of the rhythms
 Lesson Information Form

Directions: Please write a narrative (1-2 pages) that contains the information below. Use a
new form for each of the three lessons taught and documented for the portfolio. The form is
an option to help you organize lesson information. Feel free to include any other forms or
resources that demonstrate your ability to prepare for and plan instruction (bubble plans,
annotated scores, notes, etc.)

Place these materials in your portfolio after the Introduction to the Series of Lessons.

Lesson # (x/3): __2 / 3__ Date of lesson: ____Dec 3________

Objectives

Students will demonstrate their ability to: compose a melody loop using the Melody Maker
in the Chrome Music Lab.

Activities/Strategies*: Tonal LSAs on primary instruments (P), aural skills exercises in the
Chrome Music Lab (C), composition activities given limitations (C), composing a melody
loop that includes tonic and dominant, as well as a step and a leap (C), showcasing these
creations in class/small groups (P), and filling out a reflection (A)

Assessments**: Google Form containing a criteria checklist and reflection questions

Materials: Laptops, internet access, Chrome Music Lab access, Google Form

Class Groupings: Circle all that apply:

Other:

*C = Creating, P = Performing, A = Assessing (Note all that apply.)

**Using a short phrase, identify assessment strategy used. (For example, “written
worksheet”, “vocal performance assessment”, “instrumental performance rubric”, etc.)

Cite sources for recordings, books and any published materials used in this lesson.
Objective
To work to improve aural skills through echo patterns
To explore the Melody Maker in the Chrome Music Lab
To use the Chrome Music lab to engage in composition activities
To supplement aural skills instruction through the Chrome Music Lab

Materials
District-issued chromebook, internet access, Chrome Music Lab access, primary instrument

Procedure
1. Greet class
2. Introduce activities
3. Group Warmup
4. Echo patterns (FULL, 10 mins)
I. Play three-note major tonal patterns, have students echo in personal space and in class
A. Use I and V arpeggios to establish direction
B. Use stepwise, root-position, and inverted patterns
4. Aural skills in the lab (FULL instruction, SMALL group work, 20 mins)
I. Give students 5 minutes to familiarize themselves with the Melody Maker
A. Model how to use the experiment and all the functions
II. Display the C major scale, have the class play it (book for structure)
III. Display various tonal patterns in the lab, have students echo them back on their
instruments
IV. Have students mess around in the lab again and take turns playing each other’s
creations
V. Bring them back, and have them try to stump Mr. Everdeen
5. Composition Activities (FULL instruction, SMALL group work, 20 mins)
I. Compose a melody using only your three favorite colors
II. Complete the pattern (breadcrumb tonic and dominant)
III. Watch your step! (all half steps, all whole steps, all leaps, alternating, interchanging)
IV. Spelling music (crowdsource a list of words, tell them to pick two)
6. Composing a melody loop (FULL, 15 mins)
I. Instruct the class to compose a melody loop that has tonic and dominant on strong
beats, along with a step and a leap
A. Model the different ways to alter the melody
i. Moving things up or down, alter the tempo, change octaves, change
rhythm, pressing the button at the bottom
II. Tell them to SAVE IT or otherwise keep track of it, remind them to bring their rhythm
from the previous class as well to use for our final compositions
 Lesson Information Form

Directions: Please write a narrative (1-2 pages) that contains the information below. Use a
new form for each of the three lessons taught and documented for the portfolio. The form is
an option to help you organize lesson information. Feel free to include any other forms or
resources that demonstrate your ability to prepare for and plan instruction (bubble plans,
annotated scores, notes, etc.)

Place these materials in your portfolio after the Introduction to the Series of Lessons.

Lesson # (x/3): __3_/ 3___ Date of lesson: ____Dec 4________

Objectives

Students will demonstrate their ability to: combine their rhythm and melody loops into the
Song Maker in the Chrome Music Lab, and change parts of them to create the basis of
composing their own song.

Activities/Strategies*: Introduction to the Song Maker (C), modifying the melody to their
fight song (C), composing their songs (C), showcasing their work for their peers and for the
class (P), and filling out a self-reflection (A).

Assessments**: Google Form containing criteria checklist and reflection questions

Materials: Laptops, internet access, Chrome Music Lab access, Google Form

Class Groupings: Circle all that apply:

Other:

*C = Creating, P = Performing, A = Assessing (Note all that apply.)

**Using a short phrase, identify assessment strategy used. (For example, “written
worksheet”, “vocal performance assessment”, “instrumental performance rubric”, etc.)

Cite sources for recordings, books and any published materials used in this lesson.
Objective
To explore the Song Maker in the Chrome Music Lab
To use the Song Maker to engage in various composition activities
To compose a song based on compositions from earlier lessons
To reflect on the process of composition

Materials
District-issued chromebook, internet, Chrome Music Lab

Procedure
1. Greet class
2. Introduce activities
3. Introduction to the Song Maker/Drawing Music
I. Give students 5 mins to explore the Song Maker, give a brief tutorial of the Song
Maker’s functions
II. Model drawing shapes and pictures in the lab
III. Have students share their creations
4. Song Modification/Mashup
I. Notate the melody to the MHS Fight Song or Yankee Doodle and have the class notate
it
II. Alter the melody by changing various characteristics
A. Everything but the music
B. Rhythm (keep the notes the same but change when the note plays)
C. Intervals (change the intervals slightly or greatly)
D. Transposition (move the melody up or down by 1 block)
E. Inversion (phrase direction goes opposite)
III. Have them show off their altered MHS/Yankee Doodle Melody
IV. Add the beat to “We Will Rock You”
V. Play them together, modify using steps above to create something original
VI. Give them breakout room time to work
A. Students may use Fight Song, We Will Rock You, Yankee Doodle, or any
song of their choosing
5. Composing an original Song
I. Instruct the students to find the screenshots of their work from the first two lessons
II. Have them transcribe their rhythm and melody into the Song Maker and alter the
different characteristics
III. Instruct the class to compose a song that is at least four measures long and includes
their melody and rhythm
A. Student songs can be longer if they choose and can be worked on beyond class
IV. Tell them to save it and ask to see some creations
 Lesson Analyses

In this lesson, the students engaged in body percussion exercises that reinforced rhythm

skills, composed freely in the Rhythm experiment in the Chrome Music Lab, reinforced body

percussion skills in the Chrome Music Lab, and composed a rhythm loop that incorporated an

interlocking rhythm, overlapping rhythms, and syncopation. During the body percussion

activities, I was able to assess their performances through informal “conversations,” in which I

would be giving echo patterns through body percussion to an individual student. If a student

responded inaccurately to the given pattern, I would repeat the pattern and make it clearer for the

student to be able to see and hear it clearer over Zoom. Multiple instances of this will be

included in video excerpts. For the composition activities, I included a checklist to be used as a

virtual “exit ticket” for the students to make sure they included all the criteria; additionally, I had

students take screenshots of their final composition loop and email it to me for a formative grade.

A vast majority of the students returned their loops to me with all the necessary criteria. The only

adjustment I made from my lesson plan was the level of difficulty in the body percussion

patterns and the pace at which I introduced new topics. I monitored student learning through

giving individual patterns and assessing by ear in real-time, in addition to visiting the section

breakout rooms and observing students sharing their work and giving them feedback. After

analyzing and assessing the screenshots and forms I received, I will modify the activities to have

less instructional time and more time to create by increasing the amount of time spent in

breakout rooms and limiting how much time I take up by just talking. The reflection form that

the students filled out gave me a great insight into what the students were thinking, and many of

them thoroughly enjoyed this activity. Learning about composition and practicing rhythm skills

through body percussion turned out to be a fruitful experience for the students. Using the
breakout room feature of Zoom allows me to givemore individualized instruction and attention,

and allows me to better assess individual student work. Most of the screenshots I received gave

me a good idea of who learned what in the class; although, there were a few who did not. Of

those students, most of them highlighted what confused them in their reflections, which I will

use to adapt my lessons. Additionally, I will adjust the pace of my lessons and make sure the

concepts are sticking with the students by doing informal check-ins during full-class and small-

group instruction.

In the second lesson, the students learned how to echo tonal patterns by ear on their

instruments, exercised and supplemented aural skills through various exercises in the Melody

Maker, and composed their own melody loop. To support this claim, I collected screenshots of

melodic loops made by students in the Melody Maker via email. In addition, students responded

to a reflection and a checklist in which they analyzed their experience with the compositional

process and aural skills work. I made more adjustments during this lesson than I did the previous

lesson. I overplanned, which is always a good thing in teaching; the issue was, I overplanned so

much that we didn’t even get to do half the composition activities I wanted to do. As I taught the

lesson in each class, I noticed that some activities would work better for different age groups and

that the classes needed different amounts of time for certain activities. For example, the

Symphonic Band needed more full instruction to understand chords and chord functions,

whereas the Wind Ensemble just needed more individual time to work. Concert Band was

definitely the roughest of the four classes to which I taught this lesson, but everything was

smooth by the end of the lesson. During each lesson, I was able to monitor student learning by

calling on students (I call them “lucky contestants'') and having them do individual echo patterns

with me in a virtual medium. Additionally, I was able to monitor student learning by moving
through the breakout rooms and casually observing and offering feedback on the compositions I

saw. After analyzing the checklist and reflection form, the class liked the activities and found

them to be engaging and enriching. Many students wrote that they would like more practice in

the key of C, and more practice playing by ear. I will adapt those into group warmups going

forward. Additionally, many students found it difficult to play their created melodies on their

instrument. To aid this, I’ll spend more time in the lesson on how to play by ear from the Melody

Maker. On the form, the students are asked to provide an answer to the question “reflect on the

process of composing a melodic loop. Was anything easier or harder than you anticipated?” Most

of the responses stated something along the lines of “it was easy but also hard.” While I

appreciate their feedback, they were more vague than not, which does not help me adjust my

instruction going forward. The form is still open, and I can ask the students to be more specific in

their response to that question before the next lesson.

In the final lesson, students learned how to compose their own music through various

activities in the Chrome Music Lab. The specific evidence I have to prove this is in video

excerpts, along with copies of student-created songs and completed reflection forms and

checklists. The students in the video are shown sharing their screens and displaying their work

for the class. This lesson plan needed even more adjustment between classes, due to the complex

nature of composition and the different levels of background knowledge needed to be able to

engage in these activities. Initially, one of the criteria to be included was I-V motion in some sort

of bassline, but I was unable to find a way to implement that in the instruction. Ultimately, I

waived that requirement and only asked for the song that consisted of their combined rhythm and

melody loops. To monitor student learning during the lesson, I had individuals share their

screens for the whole class and gave them constructive feedback. I was also able to monitor
student learning in small groups during class activities. We used breakout rooms organized by

instrument sections and families, and myself and my co-op teacher went through the rooms and

saw student creations and gave feedback in a smaller space. After analyzing the assessments and

student submissions, I have a better idea of how I want to teach this lesson going forward. Most

of the experience in composing music is just to sit down and compose music, and while I gave

them time to explore, I wish I had given more class time to explore the concepts. The students

found the activities to be engaging and enriching, per responses from the Google forms.

Additionally, I overplanned, and thus wasn’t able to get to every activity in each class. Going

forward, I will narrow the scope of my objectives to fit better within class time. Seventy-three

minutes flies by faster than you would think when you’re teaching.