TLP Final Document

Music Needs to be Heard
Created with Google Classroom which will be providing students in 4-6th Grade with a place to
experience music education on their own time online.
Savana Lourenco, Clarissa Williams, Nicole Convers, and Sandra Jimenez
California State University, Fresno

Inspiration Phase
Statement of purpose:
A problem being faced today is the need for music education. The global pandemic has
resulted in the loss of music education for students. Students are unable to attend school
physically and are missing out on extracurriculars such as music education. This is important
because music education has many positive benefits on student success. Some of the significant
benefits of music education are the development of areas in the brain, allows for self-expression,
and creative reasoning (Phillips, n.d.). Our solution to incorporating music into schools during
this pandemic is to create a platform using Google Classroom. This platform will allow for
students to have access to music education that they are currently not receiving. Our Google
Classroom will provide the opportunity for students to interact and share their individual music
experiences with one another. Our goal with the creation of this platform is to see students
succeed academically and also be given the opportunity to express themselves creatively through
music, similar to the ways in which they had prior to the global pandemic.
Literature Review:
Incorporating music into the classroom in some shape, way, or form is crucial for
students to be successful not only academically, but emotionally and mentally as well (Brown,
2013; Phillips, n.d.). Now that school has gone completely virtually it has not only been hard for
students to deal with this transition, but for teachers as well. Most teachers have never taught a
class fully online before and believe that they did not receive adequate training to prepare them
for this transition; in-person to completely virtual instruction (Marshall et al., 2020). Students
have been forced to only focus on core subjects and lack the creative outlet that they require to
be successful in the virtual classroom (Marshall et al., 2020). In the article titled, How Teachers
Experienced the COVID-19 Transition to Remote Instruction, it stated, “Teachers of music, art,
and physical education faced special challenges. In some cases, they were asked not to assign
any homework, so as “to let students focus on their ‘core’ classes” (english, math, science, and
social studies)” (Marshall et al., 2020). Based on this information, it is evident that students do
not receive incorporation of music into their daily curriculum nor as an extracurricular class.
However, this issue of not incorporating music into the virtual classroom in any sort of way is
the issue that can be solved with the incorporation of our project.
Music is a fundamental aspect that students need to engage in. When students engage in
musical activities of any sort they are more likely to develop skills that will benefit them in a
variety of ways (Brown, 2013; Phillips, n.d.). Phillips’ (n.d.) article, Twelve Benefits of Music
Education, provided a list of all the benefits that musical education has on students. Some of the
benefits mentioned included early music education exposure helps brain development in areas
involved in language and reasoning, shows a causal link between music and spatial intelligence,
and also allows students to learn and think creatively, and to solve problems by imagining
various solutions (Phillips, n.d.). Moreover, in the article, The Benefits of Music Education, it
stated, “Music learning supports all learning. Not that Mozart makes you smarter, but it is a very
integrating, stimulating pastime or activity” (Brown, 2013). Essentially, music helps students
become academically successful and, given that they are now undergoing remote-learning at
home, they are now deprived of these important benefits. Providing students with a musical
outlet is essential in making them become prosperous in the academic setting (Brown, 2013;
Phillips, n.d.).
As previously stated, the project we are developing will help aid students in receiving a
virtual music education and will also provide a creative outlet by engaging in various musical
activities. We will further discuss and describe our plan on how we will provide this experience
in the next section titled, “Project Description.”
Project Description:
This project is aimed towards public school students in California that are between the
grade levels of fourth through sixth grade. When it comes to working with these students, we as
teachers need to be mindful about their different skill levels, needs and backgrounds. We will
likely encounter students that are socioeconomically disadvantaged, students that are emerging
bilinguals, and students that have either a cognitive, mental or physical disability. Furthermore,
as the pandemic continues to unfold students could experience distress and panic, and may need
additional emotional support as they transition from their traditional in-person classroom to the
virtual classrooms. Most importantly when it comes to teaching music, teachers need to
acknowledge the different backgrounds students have in music and how they vary from novice to
proficient.
Due to the pandemic we are confined to our homes and, as teachers, we have to solely
rely upon technology to connect with and educate our students. This being said, we will be using
our Google Classroom-Music Needs to Be Heard as the main platform. This Google Classroom
will contain a variety of different resources and activities that students can access on their own
time. It will have videos, lessons, and links that will provide students with online music
instruction. Our project will also be utilizing Zoom and Flipgrid where students will be able to
connect with their peers. The Google Classroom platform will be accessible to students and
parents of all grade levels and is user-friendly. Google Classroom is essential because it will
allow for us to safely stay connected with students in order to provide them with resources and
activities all under one platform. Our goal is to see students succeed academically and feel
motivated during the unique and unprecedented times we are facing with COVID-19. Moreover,
our project will promote student success and creativity through various musical activities, despite
the given circumstances of this pandemic.
Questions/Concerns:
Despite that the intentions of this project are positive, there are still some questions and
concerns that arise. How will we ensure students engage in musical activities that will benefit
them? How will we ensure that the teacher(s) will encourage their students to use our platform?
We also have concerns regarding how we will provide students with the resources they may
need. Other questions include how will we ensure that the platform we will use will be easily
accessible for students in this particular age group? Do students in grades 4th-6th need the extra
help in developing a personal email to access our platform, Google Classroom? Lastly, what
would be a good way to measure the effectiveness of our Google Classroom and the resources
we provided for students in 4-6th grade?
About You:
Sandra Jimenez: I have had many positive past experiences from my own musical
education that reflect in my daily life. I was able to attend ballets, symphonies, and school
musicals in my elementary years. During middle school I joined the school’s marching band,
played the flute and was able to be a part of a group that was bigger than myself. The
camaraderie and time spent learning musical pieces created a love for music that has stayed with
me. The ability to be able to express my personal emotions in this time of crisis is essential to my
mental health. I believe that music in the curriculum will encourage students to become creative,
social, mindful and self aware, especially during the pandemic. With the use of music education
the students will be able to achieve this goal.

Savana Lourenco: Music education has always been a part of my life starting from
kindergarten all the way up until now. Growing up I played the clarinet and a variety of other
musical instruments. I played music in my elementary school band everyday, it was my
extracurricular activity. Being able to play music and learn about music provided me with a
creative outlet. It became something I used to help me focus and distress myself from other
situations happening around me. Ultimately, it was what I looked forward to the most in school,
knowing that I had music at the end of the day is what kept me motivated in school. I also was
able to use music throughout my school career to help me with other subjects as well. For
example, I would create songs that helped me remember different formulas in math. Even today
music is still something I rely heavily on in order to stay focused or keep my emotional health
intact. Furthermore, during these difficult times with virtual learning and COVID-19 music can
allow students to make similar connections with music like I did. If students had something that
they really enjoyed doing to look forward to at the end of the day then maybe they would try
harder and difficult circumstances like COVID-19 would be less stressful for them.
Clarissa Williams: Throughout my academic career, music, especially musical education,
has played a vital role for myself and has aided in my engagement and enjoyment of school. I
began of course learning music and engaging in musical education when I attended
Kindergarten. Many people are so willingly able to neglect how learning the ABC’s song and
vast more nursery rhymes can impact a students academic success at such a young age. Which I
am fortunately able to realize now. As I grew older, I began playing my first musical instrument
which was the clarinet. I was in the 4th grade when I began to learn how to play and learning to
do so gave me such excitement that I would want to come to school everyday to learn. I soon
stopped playing after I graduated from the 6th grade and entered middle school. In that time
frame, however, I was quick to realize the importance of playing a musical instrument and
engaging in musical activities in school. So, as I entered high school I learned how to play the
guitar and would actively ask my teachers to develop songs for subjects in school that did not
focus on music. In biology I was able to learn a song about the human bones, in algebra I was
able to learn a song about the quadratic formula, and so much more. Essentially, music was a
need for my academic success and depriving students now due to the current circumstances
should be prohibited. Students need musical education in order to not only be academically
successful but attain a higher self-esteem and develop social-emotional skills.
Nicole Convers: In elementary school I was very fortunate to be part of my school’s choir
group. I did this from fifth through sixth grade. We meet once a week for rehearsals and had four
concerts throughout the year. The concerts were then presented to our families and classmates.
During those two years I not only learned how to read basic notes and how to change pitch, but I
also built this sort of mini family within my choir group. After elementary school I was less
fortunate and the schools I went to did not offer music extracurriculars. However, thanks to my
experiences in Elementary school I grew a love for music that carried into my teenage years and
adulthood. Exploring different types of music allowed me to use music to my advantage, whether
I needed to relax, focus, or simply be in a better mood. It is important to expose and educate
students on music and give them an opportunity to find music that will help them in their
academic and personal development.
Setting
Due to the pandemic and restrictions on schools our project will be operated completely
online. Students in grades 4-6th will have access to Google Classroom with various music
resources and activities. Google Classroom will allow for students to meet virtually online with
their peers. This platform will be accessible to students at their own convenience. We will test
this website on the following age group in order to receive feedback on whether or not it was
helpful and operated accordingly given its setting. Below is the link and classroom code to our
Google Classroom, Music Needs to be Heard.
Link: https://classroom.google.com/c/MTc5ODg0NjI2MTc4?cjc=5vegm3w
References
Brown, L. L. (2013). The benefits of music education. Retrieved from

https://static1.squarespace.com/static/55819b54e4b063452beb22e4/t/5bce4ad
53450a
Marshall, D., Shannon, D., Love, S., Ferguson, M., Rozny, S., Pittinsky, T., Russo, A.
(2020). How teachers experienced the covid-19 transition to remote instruction. Retrieved
from
https://kappanonline.org/how-teachers-experienced-covid-19-transition-remote-instructio
n-marshall-shannon-love/
Phillips, C. (n.d.). Twelve benefits of music education. Retrieved from

https://sfopera.com/contentassets/288600c5d4254f34a0709aff5bc4c445/twelve-benefits-
of-music-education.pdf
Ideation Phase
In this phase to obtain various types of feedback on our project, we informally interviewed two
5th grade teachers using Google Forms. We also had a simple survey for the students to take
using Google Forms as well. These surveys were all filled out by students and teachers
anonymously in order for the surveyors to feel comfortable being honest. Overall, we received
positive feedback from both students and teachers that will help us progress towards the
completion of our product.
Location/setting of interview and Surveys:

The setting and location of the following teacher interviews were done virtually. Two 5th
grade teachers from the Tulare City School District in California were given a Google Form to
fill out anonymously. The location for student surveys were also done informally through Google
Forms. These surveys were all completed anonymously by students ranging in grades 4th-6th.
Interview one:
1. How often do you incorporate music into your curriculum?

○ Never
2. What is your ideal amount of music incorporation?
○ Twice a week
3. How difficult has incorporating music during COVID 19 been in your classroom? (scale
of 1-10)
○ 10
4. How beneficial do you perceive music? (scale of 1-10)
○ 8
5. Do you think using Google Classroom to administer musical activities will be beneficial
to students?
○ Yes
6. Do you think your students would enjoy having access to our Google Classroom to
engage in musical activities?
○ Yes
7. What are your comments on our Google Classroom?
○ The idea of your Google Classroom is very neat. I know a lot of my students
enjoy music education. The circumstances with covid have taken music education
away from them. I personally do not have enough time during my virtual sessions
to incorporate or make time for music. This being said, giving students the
opportunity to participate in music education for fun on their own time is a great
idea. My one suggestion is adding a more wide range of activities in your Google
Classroom for students.
Interview Two:
1. How often do you incorporate music into your curriculum?

○ Never
2. What is your ideal amount of music incorporation?
○ 3 + times a week
3. How difficult has incorporating music during COVID 19 been in your classroom? (scale
of 1-10)
○ 10
4. How beneficial do you perceive music ?
○ 9
5. Do you think using Google Classroom to administer musical activities will be beneficial
to students?
○ Yes
6. Do you think your students would enjoy having access to our Google Classroom to
engage in musical activities?
○ Yes
7. What are your comments on our Google Classroom?
○ Music education is an important part of a students school experience. This makes
your Google Classroom an excellent idea. I know many teachers do not have time
to incorporate fun activities about music in their classrooms. When exploring your
Google Classroom, I suggest creating more opportunities for students to share
their experience with one another. An idea would be creating different virtual
events that will get students excited about your Google Classroom making it more
interactive.
The Good The Bad
The teachers who used and explored our Google The two teachers were given the opportunity to
Classroom valued our solution. The survey make comments about our Google Classroom on
indicated that the teachers themselves do not have their Google Forms survey. This is where the
time to incorporate music into their curriculum. As teachers provided us with suggestions and ideas for
a result, the teachers valued our idea of creating a improvements. It was suggested by one teacher that
place where students could have access to music we provide a wide range of activities for students to
education on their own time for their own use. do. It was also suggested that we try and create
Teachers also stated that they believed their more interactive opportunities with our activities.
students would enjoy having access to our Google An example was creating events that would get
Classroom if given the opportunity. students excited.
The Unexpected What’s Next?
What surprised us the most was how little these Based on the survey done by these two teachers a
teachers incorporated music curriculum into their few things were learned. This was that the teachers
classroom. Although, both teachers stated that they wish they could incorporate music into their
“never” incorporate music into their classroom they classroom but do not have time to do so.
still stated they wish they could. Furthermore, providing students with a place for
them to interact and learn about music for fun will
be beneficial. Given the suggestions from the two
teachers we will move forward and think about
making possible changes to our idea. These
changes are providing broader activities, interactive
opportunities, and events to promote excitement
about music.
Student Survey Responses:

Approximately 12 students participated in our survey and utilized our Google Classroom.
Students were able to use this platform for 15 minutes. Overall, 8 of the students genuinely
enjoyed using our Google Classroom, because they were able to have links to fun websites and
could engage in activities that involved various musical aspects. Meanwhile, 4 of the students
thought some of the activities were not that engaging and would prefer to only use the musical
gaming websites as opposed to the actual activities themselves.
Below are visual representations of the data collected by the student surveys:
Student #1 Student #2
1. How do you feel about music? 1. How do you feel about music?
○ 3 ○ 5
2. Do you wish you had more chances to do 2. Do you wish you had more chances to do
musical activities? musical activities?
○ Yes ○ Yes
3. What was your favorite activity? 3. What was your favorite activity?
○ My favorite activity was the pbs ○ Making a song with music!
music games. 4. What did you like about the activities?
4. What did you like about the activities? ○ I can pick whatever activity I want
○ I didn't really like the activities. I and I can do it when I want.
thought some of them were kinda 5. What did you not like about the activities?
boring. ○ Some of the activities had to be
5. What did you not like about the activities? done in a group.
○ I don't like some of the activities 6. If given the chance, would you sign up to
where you record yourself. I am use this Google Classroom to participate in
shy and don't like to share very music education?
much. ○ Yes
6. If given the chance, would you sign up to
use this Google Classroom to participate
in music education?
○ Maybe
○ 5 ○ 3
○ Yes ○ No
○ The question about music and how ○ I only liked the karaoke activity.
i use it day to day 4. What did you like about the activities?
4. What did you like about the activities? ○ I thought it was kinda cool that I
○ Talking about my favorite music could do something for singing.
5. What did you not like about the activities? 5. What did you not like about the activities?
○ Using the computer and not ○ I only liked one thing.
talking with people 6. If given the chance, would you sign up to
use this Google Classroom to participate in
6. If given the chance, would you sign up to
music education?
use this Google Classroom to participate
○ Maybe
in music education?
○ Yes
○ 2 ○ 4
○ No ○ Yes
○ My favorite was writing a song ○ Chrome Music Lab
4. What did you like about the activities? 4. What did you like about the activities?
○ I liked being able to write a song ○ I liked that I could make music and
that was it learn about different stuff and do
5. What did you not like about the activities? cool things.
○ I don't like how there wasn't more 5. What did you not like about the activities?
things I could do about writing ○ I don't like showing my face
songs. sometimes so I don't like the
activities that make me show my
face.
6. If given the chance, would you sign up to 6. If given the chance, would you sign up to
use this Google Classroom to participate use this Google Classroom to participate in
in music education? music education?
○ No ○ Yes
○ 5 ○ 4
○ Yes ○ Yes
○ Karaoke competitions ○ music games
○ I like that I can sing and stuff I like ○ I like that I can do a bunch of stuff
singing so I like that I can do that about music and play games.
because karaoke is cool. 5. What did you not like about the activities?
5. What did you not like about the activities? ○ I don't like doing a lot of work so I
○ I don't like writing so I don't really just really like the fun games.
like the activities that I have to 6. If given the chance, would you sign up to
write. use this Google Classroom to participate in
6. If given the chance, would you sign up to music education?
use this Google Classroom to participate ○ Maybe
in music education?
○ Yes
○ 4 ○ 5
○ Yes ○ Yes
○ Create a song with stuff at home ○ I liked writing my own song
○ I like that I can play music stuff ○ I loved being able to write my own
and can make music at home. song as if I was a pop-star
5. What did you not like about the activities? 5. What did you not like about the activities?
○ I don't like that some of the ○ I didn't like that I couldn't record
activities made me watch sesame myself singing the song I made
street cause that's for little kids. 6. If given the chance, would you sign up to
6. If given the chance, would you sign up to use this Google Classroom to participate in
use this Google Classroom to participate music education?
in music education? ○ Yes
○ Yes
○ 4 ○ 1
○ Yes ○ No
○ I liked watching the video on ○ I didn't have one
youtube. 4. What did you like about the activities?
4. What did you like about the activities? ○ I didn't like anything.
○ I liked learning about music 5. What did you not like about the activities?
5. What did you not like about the activities? ○ I don't like learning about music so
○ I couldn't draw a real picture of a I was bored
horn 6. If given the chance, would you sign up to
6. If given the chance, would you sign up to use this Google Classroom to participate in
use this Google Classroom to participate music education?
in music education? ○ No
○ Yes
The Good The Bad
1. What did Students value the most? 1. What failed?

○ Students really valued engaging in ○ Some students found some of the
the interactive games/ activities. activities to be less engaging and
2. What got them excited? deemed them to be considered boring.
○ Students were excited that they 2. Were there suggestions for improvement?
could engage in musical activities ○ Some suggested to use more age
and talk about their activities. appropriate activities and to not
3. What convinced them about the idea? include things they deemed were for
○ The games and interactiveness of “little kids”.
the activities. 3. What needs further investigation?
○ The activities themselves to see what
would actually intrigue students and
promote them to interact more.
The Unexpected What’s Next?
1. Was there anything unexpected/surprised 1. Based on what you learned, how would you
you? change your idea?
○ It was surprising to see the amount ○ Now, we will develop new activities
of students giving “feedback” so that peak the interest of our audience
we can develop activities that and then go on to make activities
captivate their attention and accessible in a way that promotes
interests. It was also surprising to more student interaction.
see how much the students loved
some of the activities.
Action Plan:
Based on the responses we got from our survey we decided to make our Google
Classroom activities more interactive. The goal of this would be to allow students to share their
work with one another. In addition to that, this gives students the choice to participate and share
their work with fellow classmates given that they feel comfortable. We will also be updating our
content and activities in order for it to be more engaging to students since a handful of students
felt as if the activities were too “boring.”
User Experience Map Link: https://www.powtoon.com/s/bv6Rt9z930g/1/m

Implementation Phase
Statement of Goals:
Our goal for this project is to provide students with a Google Classroom composed of
interactive music activities. Our Google Classroom, “Music Needs to be Heard” is for students in
grades 4-6th. We want our Google Classroom to be a place that promotes success and creativity
for our audience given the pandemic. This Google Classroom will be completely accessible to
students at all times. Students have the ability to share their creativity with their peers at their
own time and at their own pace. Ultimately, we will create a classroom that supplies 15 weeks
worth of music activities and or lesson plans. These lesson plans will be both fun and educational
for our student audience of 4-6th grade. This will allow our group to measure the success of our
product. After measuring the success of our product, the plan is to use the information to make
any desired revisions. Furthermore, our plan is to use lesson plans and activities to help promote
the success and creativity of our audience through music education.
Roadmap:
Below, two monthly calendars are attached that outline what exact days our group will
meet to discuss and work on our TLP project. We have dates that we personally want to abide by
that may not align with the syllabus simply to keep everything organized and ready to be turned
in. These dates align with all of our personal schedules and allow for us to stay on task and
complete everything in a timely manner.

Lesson Plans:
Lesson 1:
Basic Information:
Goal Students will be able to understand the term melody and apply
what they know in an activity.
Grade Level 4th-6th
Class Size 15 students
Time Frame 45-50 minutes
Subject Music
Technological Source https://classroom.google.com/c/MTc5ODg0NjI2MTc4?cjc=5veg
m3w
Materials Needed Access to an iPad or Laptop
Access to a device with a camera
Access to the internet
Planning Considerations:
Notes Students may face difficulty regarding technological issues that
are inevitable. However, if this occurs, support students in any
way possible and provide them with another way to access this
activity is possible.
Learning Experiences:
Sequence of Events Step 1: Have students retrieve a technological device that has
access to the internet.
Step 2: Have students access the platform, Google Classroom.
Step 3: Students should either be required to enter a code or
simply access the following link:
https://classroom.google.com/c/MTc5ODg0NjI2MTc4?cjc=5veg
m3w .
Step 4: On the homepage of Google Classroom, there are 7
categories to choose from; “Discussions,” “Learning the Basics
about Music,” “Learning about Instruments (Band and
Orchestra),” “Choir,” “Creating Songs,” “Fun Music
Resources/Activities!,” and “Rubric.” Click on the tab labeled,
“Learning the Basics about Music.”
Step 5: Under the tab labeled “Learning the Basics about Music,”
click on the activity labeled, “What is a Melody?”.
Step 6: Click on the link attached to the assignment. This should
take you to an outside source known as Flipgrid.
The link to the Flipgrid: https://flipgrid.com/41cb7fe1

Step 7: Students should begin by first watching the following
video that is attached to the activity.
Step 8: Students will then be asked to think of their favorite songs
and how melody is incorporated.
Step 9: Students will be asked to record themselves using Flipgrid
to develop a video similar to something the lady in the video
developed. They will begin by first taking away the melody of
their favorite song and record how it sounds without a melody,
and then how it sounds with a melody. They will only have to sing
a portion of their favorite song.
Step 10: Students will submit their activity on Flipgrid.
Self-Assessment Step 11: Students will be required to comment on 2 other videos.
They will use this time to reflect on their own video when
commenting on their peer’s videos. This will encourage them to
either redo their video and/or make comments on their video for
viewers to keep in mind when watching the video.
Closure Step 12: Students will return to the activity page for the “What is a
Melody?” activity on Google Classroom. They will then comment
on the assignment to show completion.
Lesson 2:
Basic Information:
Goal Students will be able to understand the various types of brass
instruments and apply what they know in the activity.
Grade Level 4th-6th

Subject Music
Technological Source https://classroom.google.com/c/MTc5ODg0NjI2MTc4?cjc=5vegm
3w
Notes Students may face difficulty regarding technological issues that are
inevitable. However, if this occurs, support students in any way
possible and provide them with another way to access this activity
is possible.
Step 3: Students should either be required to enter a code or simply
access the following link:
https://classroom.google.com/c/MTc5ODg0NjI2MTc4?cjc=5vegm
3w .
“Learning about Instruments (Band and Orchestra).”
Step 5: Under the tab labeled “Learning about Instruments (Band
and Orchestra),” click on the activity labeled, “All About Brass
Instruments”.
Step 6: Students should begin by first watching the video linked to
the assignment. It is titled, “Brass instruments for kids.”
Step 7: After watching the video, students will be provided with
the option to draw their favorite brass instrument from the video
using Google Drawings, write three sentences about their favorite

brass instrument in the Google Docs, or do both.
Self-Assessment Step 8: Students will be able to use this time to self reflect on what
they learned and are given this time to comment on the activity if
they want to share their reflections (this is not mandatory).
Closure Step 9: Students will return to the activity page for the “All About
Brass Instruments” activity on Google Classroom. They will then
comment on the assignment to show completion.
Lesson 3:
Basic Information:
Goal Students will be able to engage in an activity where they test their
knowledge on tune by singing karaoke.
Grade Level 4th-6th

Time Frame 1 hour
Subject Music
3w
is possible.
3w .
“Choir.”
Step 5: Under the tab labeled “Choir,” click on the activity labeled,
“Karaoke Competitions.”
Step 6: Begin by first having students access the Zoom link
provided;
https://zoom.us/j/96536284447?pwd=MkllOG85RkFHb2J1Tzk2V
Fo0UVl1Zz09 . To complete this activity they will have to meet
on Wednesday’s at 2:00 p.m. for an hour.
Step 7: Proceed by having students access the karaoke website that
is linked to the “Karaoke Competitions” assignment in Google

Classroom. Here is the link to the karaoke website;
https://www.karafun.com/karaoke/ .
Step 8: Students will then be prompted to choose a set of songs
that are appropriate.
Step 9: Students will then be divided into teams of approximately
4. Each team will be instructed to perform one at a time. Students
will be judged on ability to stay on tune when singing as opposed
to their ability to sing.
Self-Assessment Step 10: When all groups have sang they will vote for which group
they think performed the best. This will require self reflection as
they determine the winner.
Closure Step 11: Once the winner has been announced, students will be
asked to leave the Zoom to allow for the next activity to take place.
Lesson 4:
Basic Information:
Goal Students will be able to create a song with household items that
requires them to use their creativity and personal expression.
Grade Level 4th-6th
Subject Music
3w

Notes Students may face difficulty regarding technological issues that
are inevitable. However, if this occurs, support students in any
way possible and provide them with another way to access this
activity is possible.
Step 3: Students should either be required to enter a code or
simply access the following link:
3w .
“Creating Songs.”
Step 5: Under the tab labeled “Creating Songs,” click on the
activity labeled, “Create a Song with Household Items.”
Step 6: Click on the link attached to the assignment. This should
take you to an outside source known as Flipgrid.
The link to the Flipgrid: https://flipgrid.com/2a0c7017 .
Step 7: Students should begin by first watching the following
video that is attached to the activity.
Step 8: Students will be asked to utilize items such as pots/ pans,
spatulas, forks, etc. Then combine all the noises you make together
to make one song.
Step 9: Students will be asked to record themselves using Flipgrid
to develop a video similar to the one they watched.
Step 10: Students will submit their activity on Flipgrid.
Self-Assessment Step 11: Students will be required to comment on 2 other videos.
They will use this time to reflect on their own video when
commenting on their peer’s videos. This will encourage them to
either redo their video and/or make comments on their video for
viewers to keep in mind when watching the video.
Closure Step 12: Students will return to the activity page for the “Create a
Song with Household Items” activity on Google Classroom. They
will then comment on the assignment to show completion.
Lesson 5:
Basic Information:
Goal Students will be able to express their creativity and personal
expression by dancing to a variety of songs in this activity.
Grade Level 4th-6th

Time Frame 1 hour
Subject Music
3w
is possible.
3w .
“Fun Music Resources/Activities!”
Step 5: Under the tab labeled “Fun Music Resources/Activities!,”
click on the activity labeled, “Musical Statues.”
Step 6: Begin by first having students access the Zoom link
provided;
https://zoom.us/j/96536284447?pwd=MkllOG85RkFHb2J1Tzk2V
Fo0UVl1Zz09 . To complete this activity they will have to meet
on Wednesday’s at 4:00 p.m. for an hour.
Step 7: Students will begin to dance when the music begins to
play. Students will be encouraged to choose songs to dance to but
are not obligated.

Step 8: Students will freeze like statues when the music stops.
They will stand like that for a minute or so, and anyone who
moves, giggles, or even wobbles when the music is not playing is
out.
Step 9: The last student standing at the end is the champion!
Self-Assessment Step 10: Students will be provided with time to reflect on
themselves and their honesty when partaking in this activity. Since
it is over Zoom, students will need to take accountability and
assess themselves to ensure they are being honest when partaking
in this activity.
Closure Step 11: Once the champion has been announced, students will be
asked to leave the Zoom to allow for the next activity to take place.
Overall Rubric/Learning Outcomes For Students:
Excellent (4) Good (3) Satisfactory (2) Needs

Improvement (1)
Followed All directions Most directions Some directions No directions

Activity were followed. were followed. were followed. were followed.
Directions
Use of You used your You used your You used your Did not use your
Creativity own ideas and own ideas and own ideas and own ideas and
imagination. imagination imagination imagination.
most of the time. some of the
time.
Participation Actively Most of the time Some of the time Did not
completed completed completed complete
musical musical musical musical
activities and activities and activities and activities and
interacted with interacted with interacted with interact with the
the discussion the discussion the discussion discussion posts.
posts. posts. posts.
Effort Put Into Utilized their Worked hard for Put some effort Did not put any
Activities time to work most of the time into the effort or hard
hard on the on the activities. activities. work into the
activities. activities.
Address Issues:
A barrier we might face is that students could be too engaged with this tool and they put
their school work to the side. We can plan to solve this issue by only making the tool accessible
to students after school hours and on weekends. This way students can still prioritize their school
work. Another barrier students might face is that they might not have the technology, like a
laptop or wifi at home. The way we could overcome this is by getting our school or school
district to distribute laptops or hotspots to students that are low income. In addition to that, in
order to overcome students' different computer skill levels, we could give students an
introduction to the tool in the first week of class. If students feel as if they need more help we
could schedule one-on-one meetings with them. We would need to first walk them through
google classroom and where they could see their assignments. We would need to teach them how
to complete and submit assignments. We then would have to walk them through how to create
Flipgrids since a couple of our assignments are through Flipgrid.
User Feedback:
Our audience for this live prototype was 4-6th graders; these audience members are the
same members from ideation phase 2. These audience members were found by word of mouth
and given a survey. This survey was given to our audience anonymously in order to protect the
privacy of the students and ensure honest responses. We tested our live prototype on the same
twelve audience members, giving us four students from each grade level. Students were given
time to go through the activities once again and complete them or look through them before
completing their surveys. Our surveys were given to students through Google Forms where they
answered seven questions pertaining to our Google Classroom. Below are visual representations
of the feedback that was received. Three questions from our Google Forms survey are not shown
below since they are short answer questions and a visual representation was not produced; the
three questions are “What was your favorite activity?”, “What was your least favorite activity?,”
and “What did you not like about our Google Classroom?”. The responses to these questions
varied and allowed for us to understand what we need to do to improve our Google Classroom.
The results can suggest that a majority of the audience enjoyed our Google Classroom and would
possibly continue using it.

Possible Changes after user feedback:
Our analysis has led us to a couple conclusions as to how we may progress in future
endeavors. One thing that was noticed was the large number of students who answered “maybe”
when asked if they would be interested in joining the Google Classroom course. We believe that
the issue derives not from the music activities, but from the online service that was provided. The
reason for this was that their individual evaluation of music was fairly positive while their
Google Classroom gage was a bit lower than expected. Our way to bolster the number of
satisfied students while using Google Classroom is to pinpoint the activities that were most
enjoyable and build upon those, adding links to other technology tools and encouraging group
sessions. Our survey shows that 85% of students did enjoy the activities and 66.7% believe that
Google Classroom will help so we just need to make it a little more suitable for online friendly
engagement. We will link our survey to the Google Classroom so we can keep up with feedback
the students may want to give. This will be a precursor for our long term solution.

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Music Needs to be Heard

experience music education on their own time online.

Savana Lourenco, Clarissa Williams, Nicole Convers, and Sandra Jimenez

California State University, Fresno

in the next section titled, “Project Description.”

the given circumstances of this pandemic.

we provided for students in 4-6th grade?

the students will be able to achieve this goal.

musical instruments. I played music in my elementary school band everyday, it was my

Clarissa Williams: Throughout my academic career, music, especially musical education,

successful but attain a higher self-esteem and develop social-emotional skills.

academic and personal development.

Google Classroom, Music Needs to be Heard.

Brown, L. L. (2013). The benefits of music education. Retrieved from

Phillips, C. (n.d.). Twelve benefits of music education. Retrieved from

Location/setting of interview and Surveys:

1. How often do you incorporate music into your curriculum?

1. How often do you incorporate music into your curriculum?

The Good The Bad

The Unexpected What’s Next?

Student Survey Responses:

Student #9 Student #10

Student #11 Student #12

The Good The Bad

1. What did Students value the most? 1. What failed?

The Unexpected What’s Next?

User Experience Map Link: ​https://www.powtoon.com/s/bv6Rt9z930g/1/m

the success and creativity of our audience through music education.

complete everything in a timely manner.

what they know in an activity.

Grade Level 4th-6th

Class Size 15 students

Time Frame 45-50 minutes

Technological Source https://classroom.google.com/c/MTc5ODg0NjI2MTc4?cjc=5veg

Materials Needed Access to an iPad or Laptop

Access to a device with a camera

Access to the internet

Notes Students may face difficulty regarding technological issues that

are inevitable. However, if this occurs, support students in any

access to the internet.

Step 2​: Have students access the platform, Google Classroom.

Step 3​: Students should either be required to enter a code or

simply access the following link:

Step 4​: On the homepage of Google Classroom, there are 7

categories to choose from; “Discussions,” “Learning the Basics

about Music,” “Learning about Instruments (Band and

Orchestra),” “Choir,” “Creating Songs,” “Fun Music

Resources/Activities!,” and “Rubric.” Click on the tab labeled,

“Learning the Basics about Music.”

click on the activity labeled, “What is a Melody?”.

take you to an outside source known as Flipgrid.

The link to the Flipgrid: ​https://flipgrid.com/41cb7fe1

video that is attached to the activity.

and how melody is incorporated.

Step 9​: Students will be asked to record themselves using Flipgrid

to develop a video similar to something the lady in the video

developed. They will begin by first taking away the melody of

their favorite song and record how it sounds without a melody,

a portion of their favorite song.

User Experience Map Link: https://www.powtoon.com/s/bv6Rt9z930g/1/m

Step 2: Have students access the platform, Google Classroom.

Step 3: Students should either be required to enter a code or

Step 4: On the homepage of Google Classroom, there are 7

The link to the Flipgrid: https://flipgrid.com/41cb7fe1

Step 9: Students will be asked to record themselves using Flipgrid

Step 10: Students will submit their activity on Flipgrid.

Self-Assessment Step 11: Students will be required to comment on 2 other videos.

Step 2: Have students access the platform, Google Classroom.

Step 3: Students should either be required to enter a code or simply

Step 2: Have students access the platform, Google Classroom.

Step 3: Students should either be required to enter a code or simply

Step 4: On the homepage of Google Classroom, there are 7

Fo0UVl1Zz09 . To complete this activity they will have to meet

Step 8: Students will then be prompted to choose a set of songs

Step 9: Students will then be divided into teams of approximately

Step 2: Have students access the platform, Google Classroom.

Step 3: Students should either be required to enter a code or

Step 4: On the homepage of Google Classroom, there are 7