Madison Howbert

Dr. Payne & Dr. Gurgel

Music 670

February 12, 2020

Technology Integration Lesson

I. Introduction/Purpose Statement

 Given a model, Students will create an original work of 32 bars incorporating a variety of musical
choices using Musescore and then perform that work.

Students will be using Musescore to create their own works. Technology is being used in this instance
because the students are able to hear their compositions in real time. This technology is also helpful in
that it allows students the opportunity to restart and rethink ideas without taking the extra time that it
would take if you were handwriting. An added benefit of being able to hear the composition in real time
is that the students can immediately hear where there might be mistakes, as opposed to having to try
things out and then finding the mistake. Using this technology in the classroom also encourages
students to create and showcase their own music.

II. Product/Process Sample

 Students will create a 32-bar composition that incorporates dynamics, melody, articulation, and
form.

The student will start with a blank composition on Musescore. Students will then create a melody of
their own for their instrument as they will have to perform it when they are done. Once the student has
created their melody, they will have to use a form for their piece. Either ABA, ABBA, or ABAC. Once the
student has created a melody and decided on a form, they will then have to add dynamics and
articulation markings to their work. They will also be assessed on the performance of their piece.

III. Assessment

 In this case, I will be using a rubric to assess my students learning. The rubric will be as follows:

4 3 2 1
Length Student’s Student’s
Composition is 32 composition is
bars or more in less than 32 bars.
length.
Dynamics Student used 4 or Student used 3 Students used 2 Student used 1
more dynamic dynamic dynamic dynamic marking.
markings. markings. markings.
Articulation Student used 4 or Students used 3 Students used 2 Student used 1
 more articulation articulation articulation articulation
markings. markings. markings. marking.
Performance Student Student Student Student
performed the performed the performed the performed the
work with 2 or work with 3 work with 4 work with 5 or
less mistakes. mistakes. mistakes. more mistakes.
Form Student’s work Student’s work
has a form. has no form.

IV. Reflection

 Creating this lesson plan was honestly kind of tough for me. It’s hard for me to put myself back
into the shoes of the student sometimes and being able to figure out how to work technology
into the classroom in a way that is going to be beneficial and not just a cop out was tricky. I also
found myself having absolutely no idea what I was going to do at first and so it took me awhile
to get started because I just couldn’t get into the right mindset. Once I did have things kind of
figured out and knew what I wanted to do, then it just became a matter of verbage and breaking
things down.