Grant Proposal/Technology Integration Initiative

Walmart Corporate: Community Grant Application

1. Contact information pertaining to the organization.

Brandon Haggerty

East Dale Elementary Music Teacher

East Dale Elementary School

57 East Dale Road Fairmont, WV 26654

304-366-2522

2. Basic information pertaining to the organization.

East Dale Elementary School is a rural, consolidated elementary school. The school was modeled after the “open-space school” concept that was popular at that time. To alleviate any misunderstandings, this means that the school does not contain any interior walls. Due to a robust student population, a satellite campus which is located near the main campus has been created to service the Kindergarten and Preschool students.

Beyond the uniqueness of the instructional configuration, East Dale Elementary has a rich tradition in educational excellence. For example, the school can boast of being named a West Virginia Exemplary School in 1988 and 2005 as well as a National School of Excellence in 1989. Finally, East Dale has strong, collaborative partnerships with West Virginia University and Fairmont State University.

East Dale Elementary School is a PK – 4 school.  At this time, both the main campus and the satellite campus house approximately 500 students. For the most part, students attending East Dale Elementary School come from households that are supported by medium to low-incomes. Like most schools, East Dale’s “family units” are more blended than traditional. The student population lacks diversity in that only 3% of the population represents any other racial category other than white.

3. Previous requests submitted by the organization.

East Dale elementary School has not requested or submitted any information to this organization.

4. The focus category of the proposed program.

The focus of this program is to provide iPads to a general music classroom in order to help foster creativity, explore different forms of music, relate music to history and culture, motivate students in learning, and encourage a 21^st century view of music education.

5. The community served by the proposed program.

As of the census of 2010, there were 18,704 people, 8,133 households, and 4,424 families residing in the city. The racial makeup of the city was 88.9% White, 7.5% African American, 0.2% Native American, 0.6% Asian, 0.4% from other races, and 2.3% from two or more races. Hispanic or Latino of any race were 1.4% of the population. 18% of residents were under the age of 18; 16.2% were between the ages of 18 and 24; 25% were from 25 to 44; 24.4% were from 45 to 64; and 16.5% were 65 years of age or older. The gender makeup of the city was 48.2% male and 51.8% female.

6. Specific details of the proposed program.

Technology Integration Initiative

Rationale

Technology has long been thought to have a limited place in the music classroom, as music is seen as being incompatible with technology. But this is very certainly not the case. Using iPads in the general music classroom allows for more individual and small group instruction that is paced to the individuals level. Using technology in the music classroom reinforces and expands on curriculum by 74%, motivates students to learn by 74%, and motivates students to respond to a variety of learning styles by 73%.

Using iPads also allows for recording students so that they can hear what they just sang or played, giving them and the teacher immediate feedback. iPads also have a vast array of music apps that can be used to great effect in music education such as, Istrobosoft a professional tuners, Steinway metronomes for keeping time, numerous instrument fingering charts, sight reading programs such as SR Machine, and music theory tutors such as Clef Tutor, that turn music theory into fun, informative games, and recording programs, such as Garage Band, as well as iRig Musical Instrument Interface Adapters that allows students to hook up microphones and instruments to the iPads. But besides all of that the iPads will allow students to be creative in ways they would not normally be able to in the music classroom.

iPads also go a long way in helping music educators in meeting their CSO’s. Specifically:

 WV Standard 2: Exploring

• National Standard 5: Reading and notating music.

• National Standard 6: Listening to, analyzing, and describing music.

• National Standard 7: Evaluating music and music performances.

WV Standard 3: Creating

• National Standard 3: Improvising melodies, variations, and accompaniments.

• National Standard 4: Composing and arranging music within specified guidelines. WV Standard 4: Relating

• National Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts.

• National Standard 9: Understanding music in relation to history and culture.

Cost Benefit Analysis

The cost benefits of using iPads is better than getting regular computers or laptops, as iPads cost $195.00 each and computers and laptops can be anywhere from $225.00 all the way up to $999.00. iPads are also smaller and easier to move around a classroom with, allowing for greater collaboration between students. Another cost benefit of using iPads is that they are incredibly easy to use and all of the software is extremely easy to use, and so training and support will only need to be minimal.

Description	Cost
10 iPad 2’s - $195.00	$1950.00
10 Istrobosoft Tuner Subscriptions - $9.99	$99.90
10 iRig Musical Instrument Interface Adapters – $12.99	$129.90
10 Clef Tutor: Music Notes Game - $2.99	$29.90
Total	$2,209.70

Implementation

While the operation of the iPad is fairly straightforward, it is still necessary to educate the faculty who will be teachings, and the students. Operation of Garage Band will be the main topic of the implementation, with discussion on recording techniques, sound effects, different instrumentation, file-sharing, mixing, and producing. After that they will be instructed on the use of the Steinway Metronome, which allows for a wide variety of time signatures, beats, tempos, and subdivisions. Lastly they would be shown Clef Tutor, which is a music theory video game that can be easily adjusted in order to help students learn where the notes are visually while also allowing them to hear the notes pitch. Teachers and students will also be taught on how to submit the scores that the students get on the tests from Clef Tutor for grading. Being well versed in all of these applications I feel I am more than qualified to lead a development initiative for this project.

Professional Development Strategy/Materials

Because of the nature of the typical music department there is no need to have a drawn out professional development strategy. The music applications for the iPads are very user friendly and easy to figure out, and thus not that much time is needed. Over all it should take 2-3 hours to implement the use of the iPads. First the teachers must be taught how to take a screenshot so that the students can submit a record of their scores through email on the Clef Tutor app. Secondly the teachers must be taught how to hook up the iRig to the iPad, and record via garage band. To do this we will use the book “Incorporating iPad in the Music Classroom”.

Resources

Barr, Adrian. (2014, October 31). Introduce Technology Into Your Music Classroom.

Retrieved November 24, 2015, from http://educationtechnologysolutions.com.au/2014/10/31/introduce-technology-into-your-music-classroom/

Bauer, William. (2014) Music Learning and Technology.

Retrieved November 25, 2015, from http://nd.music.msu.edu/music-learning-technology-william-bauer/

Burns, Amy. (2013, August 19). If You Teach Elementary General Music, Which Apps Could

You Use To Enhance Your Music Classroom?

Retrieved November 25, 2015, from http://time.org/?option=com_k2&view=item&id=2003:if-you-teach-elementary-general-music-which-apps-could-you-use-to-enhance-your-music-class&Itemid=157

Jones, Dan. (2015). Incorporating iPad in the Music Classroom.

Retrieved November 21, 2015, from http://www.mixmusiceducation.co.uk/download/tutor/JamClassHD%20-%20iPad%20in%20the%20Classroom.pdf

Kassner, Kirk (2010) Using Music Technology in the Classroom.

Retrived November 22, 2015, from https://education.fcps.org/trt/sites/default/files/karen/musictech.pdf

Mailto, Katie. (2015, April 15). 18 Ways To Use A Single iPad In The Music Classroom.

Retrieved November 23, 2015, from http://midnightmusic.com.au/2015/04/18-ways-to-use-a-single-ipad-in-the-music-classroom/

Moore, Brian (2013). YOU as Digital Author Composer: the iPad in the music classroom.

Retrieved November 21, 2015, from http://www.nafme.org/wp-content/uploads/2014/06/DigitalAuthoring-Brian-Moore.pdf

Music Technology in the Classroom Infographic. (2014).

e-Learning Infographics (data file) Retrieved from http://elearninginfographics.com/music-technology-classroom-infographic/

Newman, Amy (2013, August 26). 9Benefits of Technology in the Music Classroom.

Retrieved November 22, 2015, from http://dancingwithelephants.ca/assessment/9-benefits-of-technology-in-the-music-classroom/

Phillips, Jim (2015, March 19). Using the iPad in the Music Classroom.

Retrieved November 22, 2015, from http://www.nafme.org/using-the-ipad-in-the-music-classroom/

Raths, David. (2014, December 3). 4 Ways Technology Can Make Your Music Lesson Sing.

Retrieved November 22, 2015, from https://thejournal.com/Articles/2014/12/03/4-Ways

Technology-Can-Make-Your-Music-Lessons-Sing.aspx?Page=1