Determining Your Needs for K-5 General Music - Shawna Longo

Determining Your Needs for K-5 General Music

Shawna Longo Durban Avenue School, Hopatcong Borough Schools shawnalongo[at]gmail.com

The search for the “best” technology-driven product for General Music can be overwhelming! There are many options out there and it can be daunting to make direct comparisons between products. You may be wondering – where do I even begin? In this article, my goal is to give you a side-by-side comparison of four of the major products available on the market: Quaver, Essential Elements Music Class, MusicFirst Junior, and MusicPlay Online.

To facilitate this process, I crafted a 25-question product questionnaire to gain information from each company and provide you with comparable answers to assist you in making the best decision for you and your students. But, before you jump into the results and compare products, you should take the time to perform a needs assessment. Even though the side-by-side product comparison will be extremely helpful, as the teacher you need to determine not only what you and your students need, but also what your district needs. Below you will find a Technology-Based Program Integration Needs Assessment to determine your who, what, where, when, and why. A completed Needs Assessment will help strengthen your discussion with your administration about budgetary needs, showing due diligence in your research. A couple of things to think about: 1) Free trials - Always take advantage of free trials BEFORE you purchase! Give the product a try in your classroom and with your students! See how they react to it and see how it impacts your ability to deliver quality music instruction. 2) There’s no rush – Make sure you take some time to really get to know the product(s). The more comfortable you are navigating and using the technology and product, the better the experience for you and your students. Watch tutorial videos on their YouTube channel(s), attend free webinar to learn more about each product, go to their sessions at the NJMEA Conference (if available), and connect with the sales rep at their NJMEA Conference exhibit (if possible). 3) Start small – You don’t necessarily need to jump head first and start using it with all of your grade levels or classes. Decide what works best for you and your comfort level and build from there.

Technology-Based Program Integration Needs Assessment

Who? Who are your students? Age and technology experience level? Do any students need assistive or adaptive technologies? Who are the stakeholders? What are the expectations of the school and community? Is there an instructional technology plan in place, or do you need to gain buy-in from school officials and parents? What is your comfort level with technology? How about your colleagues? What? What are you trying to teach? What are the curricular concepts you want to support/enhance with technology? What resources do you already have? Are iPads, Chromebooks, computers, microphones, recording devices, document cameras and other items already available? Check with your school IT people, instructional coaches, and media specialists. Check through all your “old” gear too. If it has a MIDI, USB, or XLR connection, it may be usable. What devices can your students use? Does every student have a device like an iPad, tablet, laptop, or Chromebook? Can you borrow a cart of devices or use a technology lab? Details Known Need More Info

Does your school have a BYOD policy allowing students to use smartphones and other devices? What software/LMSs/subscriptions do you already have? What’s the budget now, and the planned spending for the next 5-8 years? Where? Will you project your computer to a screen or will each student be using a device? Will students be able to use the technology individually on a device? In groups like centers? How robust and reliable is the WIFI in your classroom? Do you expect students to use the technology/program for music class at home? Do they have access to devices and Internet/WIFI outside of school? If not, find out whether your school can loan devices to students overnight or if students can get free access at a public library or community center? The “digital divide” between the “haves” and “have nots” is a legitimate concern, and we need to ensure that no student is put at a educational disadvantage for economic reasons. When? How often do you hope to use the technology yourself as part of instruction or assessment? Every teacher does a balancing act between music making and other instructional and assessment activities. How often do you expect students to be hands-on with technology? Maximizing rehearsal time is important, and your choices of technology can help make rehearsal time more efficient. How much time (in minutes) do you anticipate that you want to use technology for each type of activity? Will you use the tech program daily to drive your instruction, frequently in short spurts, or from time to time? Be sure to plan some extra time when you first introduce a technology-based music activity. There are always a few glitches to resolve, and students will need time to walk through initial access or login steps. Is there a longer-term plan? What growth in class size and offerings can you foresee over the next 5 or 10 years? Why? Trying to meet some state mandate (new standards, etc) or local technology plan? Trying to stay current and relevant? Looking for a way to connect with kids whose brains are wired differently? Seeking to meet the needs of ever-more diverse student populations?

QUESTIONS: Quaver (Q); MusicFirst Junior (MFJ); EEMC (EE); MusicPlay Online (MPO)

- What grade levels of General Music do you serve? Q - PreK through 8th grade. MFJ - K-5 EE - K-5 MPO - PreK-6 (middle school)

- Do you have a Scope & Sequence/Curriculum? Q - Yes, we do! MFJ - Yes, one for each grade (K-5), and one for all grades K-5. EE - Yes we have a Concept Map as well as the ability to easily sort and filter content and organize into Playlists for your own needs. MPO - Yes – In Lesson Planning-Overview. We have a scope and sequence, and a scope and sequence with songs that teach the skill/ concept.

- Do you have a Content Library with any of the following? Lesson Plans, Assessments, etc Q - Yes, we have a fully searchable database of all of the resources. MFJ - Yes, an extensive Content Library, including lesson plans, assessments, and units EE - Yes we have carefully curated lesson plans with embedded assessJANUARY 2022 31ments fully aligned to musical concepts, NCAS, and social emotional TEMPO

learning competencies. MPO - Yes – See the Lesson Planning section on left menu. Weekly plans are in Lesson Plans. Links are included on the site to both the song list, and to the Learning Modules. The Overview section has scope and sequence, year plans, month outlines and curriculum correlations. The Month Outlines are very useful for a teacher who is just starting to use Musicplay. These outlines include the song list, an outline of the songs and activities in the Learning Module, and additional options. New teachers can start using the site by following the Learning Modules that are pre-built. As they become more familiar with the site and all of the options available, they can copy and edit the pre-built modules, or build lessons from scratch using the MyList tool. Each song in the song list has a song activities pdf. We are completing edits to these and uploading as they are complete. The new Song Activities header includes rhythm/tone set, skills, core arts standards met, guitar/uke chords, arrangements included (piano, uke/guitar, Orff, recorder, Boomwhacker), I can statements, printables available, interactives available, song type and theme. View an example of the new format in Gr. 1, Song 1, Dooby Doo LINK: https://musicplayonline.com/songs/dooby-doo/?my_access_ code=D115019 Each week’s lesson includes a feature we call “week at a glance.” The new Week at a Glance includes: song list, Module contents, Move-

ment activities, Listening, Interactive activities, Create and Play, Read/Write and Printables, Assessments, Other Lesson Options (related units) and Teacher tips.

- Does your content library include a song database? What percentage of the songs are public domain (folk songs) vs. copyrighted material?

Q - We do have a song database! It is probably around 85% public domain and 15% copyright music we have acquired streaming rights to. MFJ - Yes, our library includes a song database. The vast majority of the songs are in the public domain, but some are still under copyright EE - Yes! EEMC has access to over 500 songs from the Hal Leonard Library, which includes public domain (folk songs) and new songs arriving constantly. 50% public domain/50% copyrighted material MPO - Our song database includes 1,277+ songs. In grade 1, 60% are traditional children’s songs, 37% are composed or licensed songs and 3% are adaptations of traditional songs.

- Does your program include a searchable Song Library? If so, what style of songs are included? Q - Yes, our ClassPlay resources include folk, rock, pop, rap, classical, and more. MFJ - Yes, we have a searchable Song Library, as well as an alphabetical listing. Types of songs included are: folk songs, world music, nursey rhymes, lullabies, game songs, and action songs. EE - Yes – songs are searchable by grade, holiday, language, season, theme, song assets, etc. There are songs from all styles of music – folk songs, world music, rock, pop, classical, and current popular songs as they are released! MPO - When searching for a song, the following filters are available: rhythm, tone set, grades it is used in, months/weeks it’s used in modules, song type, themes, concepts, curriculum links, assessments, holidays, chords, or directory. There are multiple permutations of the filters to help in song searching. Directory allows you to search for songs to use in a Kodaly sequence. Directory finds many songs with Orff arrangement/teaching suggestions,. And Directory will identify songs for Social Emotional Learning. We include songs in a multitude of styles: traditional folk songs, choral arrangements, seasonal songs, singing games, action songs, movement songs, jazz songs (by Susie and Phil), Spirituals, reading songs, rounds/canons, welcome songs, lullabies, and multicultural songs from every continent. Our search filters allow teachers to search by song type, Orff/Kodaly/SEL, rhythm, tone set, grade, month/week, theme, concept, curriculum links, assessments, holidays, or number of chords (1-2-3). Our instrument sections include links to pop songs in a variety of styles. When we provide external links, we include them as Safeshare links.

- Do you have Multimedia Teaching Materials (videos, slides, etc)? Q - Yes, most of our materials are digital and in the form of slides, videos, interactive games, and more. MFJ - Yes. MusicFirst Junior includes audio, videos, interactive graphic composition tools, scores, and interactive sequencers EE - Yes – every lesson includes customizable slides, songs, videos, and other interactive materials. MPO - Each song in the song list has a set of projectable slides (we call them Concept Slides) that include song notation, one page lyrics, lyrics and teaching ideas. Each song also has notation videos, lyrics videos and many songs have live children demonstrating games, actions, or in performance. Many songs have interactive activities usch as the Solfa Challenge, Note Name Challenge, Tone Ladder, Beat and Rhythm activities, Composition activities and more!

- What types of activities/elements are included in most lessons or correlated units? (i.e. singing, listening, movement, playing instruments, reading [text and/or music], creative activities including improvisation and composition) Q - We try to include various activities in each lesson, so most lessons include movement, listening, singing, instrument playing, and interactive activities. Some will consist of creating and composing activities and reading activities as well. We like to spice things up with a variety of activities MFJ - Singing, playing instruments (Orff, Boomwhackers), movement, listening, and composing EE - EEMC lessons are balanced in their inclusion of singing, listening, movement, playing instruments, reading, and creative activities throughout the customizable sequence. We also offer digital books (Boomwhackers, Rhythm Cups, Bucket Drumming, World Music Drumming, and many others), interactive listening maps, student activity pages, choreography videos, and more! MPO - In PreK-Grade 3, the goal in the lessons is to have the students sing, play, listen, move, read, write and create in every lesson. There are more than 200 songs with Beat/Rhythm activities, and each of these includes a creative activity. All Orff arrangements (again 200+) include creative extensions. Reading songs are included in all lessons. In Grades 4-6 there is a song sequence, but most teachers prefer to use Units, Instruments and specific modules. Ukulele or Guitar - lots of links are available to pop songs and the older kids like learning them Recorder 2 is for SSA recorder, and we’ve just added Jazz Cats Recorder and Blues Cats Recorder to the recorder section. Great for Gr. 4-5-6. History of Jazz Unit- Jazz History Module was part of Gr. 5-6 modules Jan-March. Great unit. We’ve added more jazzy songs to the module so more performance, and the jazz recorder is awesome. Body Percussion Lessons 6-13 with Cristian are great for older kids Bucket Drumming is now in a module and a unit. This is fun, and will be growing this year. Listening Units will soon feature all of the Composer Videos - we have exclusive rights to Bach’s Fight for Freedom, Handel’s Last Chance, Rossini’s Ghost, Bizet’s Dram, Liszt’s Rhapsody, and Strauss King of 3/4 Time. Beethoven Lives Upstairs is online now. Frame Drum unit - series of lessons by CT teacher James Allen Dance Unit - dances from around the world are featured Theory Unit - We have a wonderful Rhythm Composition Tool and Melody Composition Tool. These are leveled, so can be used by the littles as well as older students.

- In addition to any activities/games students can access independently, is any creative software included? (along the lines of Chrome 32Music Lab, Groovy, Isle of Tune, etc) JANUARY 2022

Q - We have developed our own creative software that we have titled “Quaver Creatives”. This is a suite of beginner creative materials from traditional notation writing, rhythmic pattern building, stringed instrument songwriting, creating with loops, and drawing to hear melodic contour. MFJ - Yes: Groovy Music, Morton Subotnick Music Academy, Instruments First, an audio recorder, Chrome Music Lab, Incredibox, Scratch, New York Philharmonic Kidzone, Classics for Kids, and Interactive Online Piano EE - EEMC users receive a Noteflight Learn subscription. MPO - Musicplayonline has a child-friendly rhythm composition tool and melody composition tool in the Toolbox. Both the rhythm and the melody composition tools include levels for primary as well as upper elementary students. We do have several lesson modules that utilize Chrome Music Lab, and will be building more. The Star Wars Lesson (written by Katie Wardrobe) has been very well received. (Modules-General-Star Wars) We also have 3 middle school lessons that utilized Google Arts presentations. These are lessons on Electronic Music. 1st - Lesson on the Theremin, 2nd - Lesson on Moog Synthesizer, 3rd - Listening to Famous Electronic Music examples

- Are formative and summative assessments with rubrics included?

Q - Yes, there are prebuilt assessments with every unit, prebuilt rubrics to get started, a custom quiz builder, and a custom rubric builder. MFJ - Yes, both. Rubrics are included EE - Both formative and summative assessments are embedded throughout instruction within each lesson. MPO - Rubrics are included in some of the weekly lesson outlines for specific activities. Assessment suggestions are included in the Week at a Glance documents for every grade. To see a sample of the new version of Week at a Glance, see Dooby Dooby Doo. (Gr. 1, song 1)

- Is the product intended primarily for teacher-led activities, or are there self-guided student lessons included? Q - This is primarily a teacher-led program with student activities built in for independent discovery and exploration. MFJ - The software is primarily geared toward teacher-led activities, but it has very robust self-guided creative elements, as well EE - The lessons are written for teacher-led activities, but can also be shared with anyone (substitute teacher or students) for a self-guided lesson. MPO - Musicplayonline is primarily for teacher-led activities. However, when Covid shut schools down, we built Lesson Modules that students could (and did!) complete independently. The Lesson Modules are complete now for every grade from August week 1 Back to School until the end of June. The intent of Musicplayonline has never been to replace a well trained music teacher. Rather, we try to give the music teacher tools and resources to make their job easier. As a young teacher, I spent hours creating charts, overheads and handouts. We hope that having these materials to use in one convenient site, will save our music teachers hours and hours of work. - Is there a way for teachers to customize lessons/content? Or, is there a particular order for them that must be followed? Q - Nope, our lessons are completely customizable and users have the ability to create their own content in the platform as well (within parameters.) MFJ - While sequential lessons are available, every piece of content is fully customizable. Teachers can also create their own lessons, activities, and assessments from scratch. EE - Although there is a sequence provided for each grade level, ALL lessons are fully customizable and can be filtered by concept or grade level to adapt to your curriculum. MPO - YES! We are so excited about our new MyList feature. Teachers can create their own lessons from scratch, or they can take a lesson module, copy and edit it. A video explaining the MyList is available on YouTube: https://www.youtube.com/watch?v=WUWGAmKOsk

- Does your program include Interactive Games? Q - Absolutely! We have hundreds of interactive games for students. MFJ - Yes. All of the song lessons include an interactive element, including games. EE - Yes. There are many interactive games and all of the lessons include an interactive element. MPO - There are thousands of interactive games and activities on Musicplayonline, and we are updating them all. Games on Musicplayonline include: • Trivia Wheel – 12 levels or topics are currently available included What Keeps a Beat? One or Two sounds with fruit/vegetables; dynamics (loud/quiet, symbols), Classroom Instruments, Instruments of the Orchestra, Instrument Fun Facts, Note Values Level 1-2, About the Staff Level 1-2, Symbols, and Tempo Levels 1-2-3. • Pop Quiz – Treble Clef Note Names (11 levels), Bass Clef Note Names (9 levels), Tempo Terms (2 levels) and Dynamics (9 levels) • Instrument Bingo and Classroom Instrument Bingo – both games have been updated and correct answers • What Instrument do you Hear? – practice identifying orchestral instruments aurally • Which Rhythm do you Hear – 12 levels of rhythm identification practice • Match the Melody – 14 levels using solfa patterns or piano sounds • Note Name Memory – 3 levels from very easy, to challenging. • Games to Practice the Comparibles Include: • Beat and Rhythm • Beat/No Beat • Up and Down • Major Minor • Smooth Separated • Loud Quiet • High Low • Fast Slow

- Do you require individual student logins? Q - We do not require student logins but encourage them to provide a more in-depth experience with the product. MFJ - With MusicFirst Junior, students can log in individually, or the teacher can use the software in “Present Mode”, which allows

them to display lesson materials on a smartboard. EE – No MPO - Each teachers generates a class code in the Dashboard. There is one code for all the students in the school. This code will not change as long as the teacher is subscribed. When teachers create a link for students, the link automatically embeds the code. In most instances, students will not have to input the code.

- How do you share content with students? Q - Users can share individual resources with our link sharing option or can create full customizable assignments for students inside of our resources to share with students through their own student accounts. MFJ - Content can be shared on the “Anytime Cloud” for creative play, or scheduled. Students can access their content, lessons, and assignments on the Chrome browser, or on an iPad via the MusicFirst Junior app. EE - Through custom sharable weblinks. MPO - Teachers create a link for students that they embed the link in Google Classroom or other LMS.

- What is the annual cost?

Q - Pricing depends on desired grade levels to purchase and the requested length of license. We encourage prospective users to contact their Sales Director for a specific quote https://www.quavered. com/find-your-rep/ MFJ - $399 per school, per year. There is no limit to the number of students. EE - $195 per teacher MPO - $175/Year USD – a monthly payment option is available as well, which is $20/month

- Do you have a Recorder Method? Q - Yes, we do! We have a 12-week unit in our 3rd-grade resources. MFJ - Yes – Recorder from the Beginning. EE - Yes – Recorder Class Method MPO - The recorder method on the site is the Recorder Resource Levels 1-2 written by Denise Gagne. Recorder Level 1 follows the sequence BAG ED C’D’ F. Recorder Level 2 is for 2 part soprano with an optional alto and adds F# and Bb. We have recently added Jazz Cats Recorder and Blues Cats Recorder to the site.

- Do you have a Ukelele Method? Q - Yes, we do! We have a 9-week unit in our 5th and 7th-grade resources. MFJ - Yes – Ukelele from the Beginning. EE - Yes – Ukelele Class Method, Ukeleles on Board! (digital book), and Ukelele for Young Beginners (digital book) MPO - Yes – Our ukulele sequence includes folk songs to learn the codes and links to pop songs. Currently, we teach chording, but plan to add melody reading to the Ukulele Unit. The Ukulele Unit begins with 15 one chord songs to teach the chords, then progresses to 2-3 chords. In addition, there are links to pop songs, sequenced so that easiest songs are first. - Do you have a Guitar Method? Q - Not at this time MFJ - No. EE - Yes – Guitar for Kids (digital book) MPO - Yes – Our guitar sequence includes folk songs to learn the codes and links to pop songs. Like the Ukulele Unit, the guitar begins with one chord songs to teach the chords, then progresses to 2-3 chords. In addition, there are links to pop songs, sequenced so that easiest songs are first.

- Do you have a Piano Method? Q - Yes, we do! We have a 10-week unit in our 8th-grade resources. MFJ - No. EE - Yes – Piano for Kids (digital book) MPO - No, not yet.

- Are your lessons aligned to the National Core Arts Standards? Q – Yes MFJ – Yes EE – Yes MPO - The new song headers include alignment to NCAS. This can be seen in the song activities for the song, “Dooby Doo”. Song 1, Grade 1. This will be made searchable in the future, but isn’t available yet. The new national standards are more about process than content. We intend to create links so teachers can point out when they are using a process from the national standards.

- What Teaching Pedagogies (Kodaly, Orff, etc) are included? Please list them.

Q - We have incorporated Kodàly, Orff, and MLT into our resources through specific lessons and activities. MFJ - Kodaly & Orff EE - We have included Kodaly and Orff pedagogies into our resources and throughout our lessons and activities. MPO - The sequencing of reading songs in the program follows Kodaly sequencing. (see scope and sequence) In addition to the sequenced songs, interactives include Tone Ladders and Solfa Challenge activities. Orff arrangements are found in almost every lesson, with creative extensions included. We have a Dance Unit that at this time includes movement songs and choreographed folk dances.

- Is SEL intentionally embedded throughout the lessons? Q - We have some SEL content incorporated into our resources through songs and some new lesson screens. Most of our SEL content is in our full SEL curriculum which is a separate product. MFJ – No EE - Yes – SEL is intentionally embedded throughout every lesson! MPO - SEL songs are searchable using the directory filter, then specifying SEL. Some of the SEL content is being included in formats other than songs: ie. storybooks. Our Back to School lessons 1-4 for Gr. PreK-K-1-2-3 include the book, “All Are Welcome Here”. This is to ensure that all children, regardless of background, feel welcome in our classes. The Back to School Unit has a chant: RESPECT, which was written to facilitate respect for all in the classroom.

- Are you FERPA/COPPA compliant? Q – Yes MFJ – Yes EE – Yes MPO - Yes, because we do not collect any student information.

- Are you offering a free trial? Q - Yup! You can sign up for a free 30-day free preview of our products here, https://www.quavered.com/preview/ MFJ - Yes – free for 30 days EE - Yes – free for 30 days https://www.eemusicclass.com/landingpages/intro-to-eemc MPO - We currently offer a 15 day free trial without new subscribers being asked for a credit card

- How should interested music teachers reach out for more information or to purchase a subscription? Q - Visit https://www.quavered.com/how-to-buy/ for more information on purchasing and pricing. MFJ - https://www.musicfirst.com/musicfirst-junior/ EE - info@eemusicclass.com MPO - To purchase a subscription, create a new account at www. musicplayonline.com For school or district purchases, visit www. musicplay.ca and follow the links.

- Any additional information you’d like to share? EE - Every song has various assets including demonstration tracks, accompaniment tracks, music notation, lyrics, and/or choreography videos. These options, along with great recordings and the ability to share the song assets with students, make the songs an excellent option to program for your concerts! MPO - Additional information provided by Denise Gagne of MusicPlay Online: The Musicplay curriculum has evolved since the first editions were published and we continue to update the program. We have a very active Musicplay Teachers Group on Facebook, and we listen to what our teachers say and request. We have a committed team of content creators, editors, recording engineers, singers, with amazing musical and technical skills who work hard every day to make this website amazing and affordable. Our mission is: To be the most useful resource available world-wide for teaching and learning music in PK-6 schools. Musicplay was created with the belief that music is an integral part of our lives, and that every child should have the opportunity to study music in schools. Musicplay draws on the philosophies and processes of both Kodaly and Orff. In Musicplay, students will sing, play, listen, move, read, write and create. An important belief is that children should experience sound before symbol. A simple reading song that is often a singing game, is introduced. Children sing the song many times internalizing the beat, rhythm, melody, and form of the song. After many repetitions, the teacher guides the students to label the concept. We believe that all music learning begins with active music making. Activities to engage students may include singing games; singing songs and listening to music from diverse cultures; playing instruments; creating movement to music; learning to read and write music; and creating and performing their own compositions. Musicplay helps children become: • Performers with passion and expression • Creators with intention and imagination • Listeners with appreciation and understanding

Resources: • A special thanks to Marjorie LoPresti for her expertise and assistance in developing the Needs Assessment. • A special thanks to the following individuals for completing the product questionnaire: o Quaver – Catie Dwinal o Essential Elements Music Class – John Mlynczak o MusicFirst Junior – Rachel L’Heureux o MusicPlay Online – Denise Gagne

Shawna E. Longo is the General Music (Music Technology) teacher and Arts Integration Specialist at Durban Avenue School, Hopatcong, NJ. She recently published her first book, “Integrating STEM with Music,” with Oxford University Press. She also serves as the Arts Integration & STEAM Specialist for TMI Education; Coach for The Institute for Arts Integration & STEAM; Lead Consultant for Essential Elements Music Class (Hal Leonard); and an Ambassador/Consultant for Music First and Jamstik. With 20+ years of teaching experience, Mrs. Longo holds a Bachelor of Music in Music Education degree from The Catholic University of America in Washington, DC; a Master of Public Administration in Arts Administration from Seton Hall University in South Orange, NJ; Supervisor/Curriculum Director’s certification from Rutgers University in New Brunswick, NJ; and certification as an Arts Integration Specialist (Level 1) as well as certification as an Arts Integration Leader (Level 2) from The Institute for Arts Integration and STEAM. She is a clinician and consultant for music education, music technology, social emotional learning, arts integration, and STEAM. She is also a recipient of the 2021 NJ State Teen Arts Festival Arts Educator of the Year Award, 2021-2022 Sussex County Teacher of the Year, 2021 Governor’s Educator of the Year for Durban Avenue School, 2019 Mike Kovins Ti:ME Music Technology Teacher of the Year, 2019 New Jersey Governor’s Award in Arts Education, 2019 Teach Rock Star Teacher Award from The Rock and Roll Forever Foundation, 2018 NJMEA Master Music Teacher Award, and 2016 Governor’s Educator of the Year for Hopatcong Middle School. Twitter: @shawnalongo