ETC_Final_Project

Relevant and Innovative Learning Scenario (RILS) Plan

Overview

This Relevant and Innovative Learning Scenario will be used as a culmination of concepts and ideas learned throughout the school year as well as a means to expose the learners to web 2.0 tools. In a collaborative environment, they will have to be creative as well as skilled enough to create harmonies or counterpoint.

1) Target Audience - My Target audience will be high school aged chorus students (13 to 18)

2) Materials–

• 1.     Computer – for recording or video
• 2.     Computer – for web 2.0 tool
• 3.     Musical instruments
• 4       Board and marker for concept mapping

3) Objectives– At the end of this scenario the learner will be able to:

• 1.      evaluate what makes a hook effective
• 2.      discuss and analyze components of a catchy commercial or hook
• 3.      identify hooks or commercials that were effective to them
• 4.      create a jingle or commercial for an established product or business that includes a melody and harmony or counterpoint that a classmate would remember at a later period

4) Procedure–

• 1.     The entire class will have a discussion to evaluate what makes a hook effective
• 2.     The teacher will lead a discussion on creating a definition of what is meant by effective
• 3.     Discuss and analyze (concept map) components of commercials that are catchy to them
• 4.     The class will Identify hooks or commercials that meet the definitions of effective that they created
• 5.     The class will be divided into groups of four or five members to create a jingle or commercial for an established product or business that has a melody and a portion in harmony or counterpoint
• 6.   Go to ujam.com and create an account.
• 7.   Follow the directions and sing the jingle into the program.
• 8.   Follow the directions on the site to correct the timing and the tempo
• 9.   Chose accompaniment styles
• 10. Make any other necessary editions and save the file to be played for others  

5) Web 2.0 Tool– ujam is a tool that creates accompaniments for melodies that are sung or played into the tool via the computer. Included are choices of accompaniment styles and many other editable features. 

6 ) Social Participation/Social Learning– Students will be divided into groups of about four or five in order to create the jingles. They will collaborate on deciding which product or business to advertise, making the jingle itself and creating the harmonies or counterpoint.

7) Making Connections– The learners will connect with previous knowledge because they will identify jingles that were effective for them and they will use that model to make their own. Also in the chorus class the learners learn to sing melodies as well as harmonies and counterpoint. The jingles must have a melodic component to it as well as either portions of harmony or counterpoint. Their learning will be deeper as they will have to create the harmonies or counterpoints as opposed to them being taught them. It will be relevant as commercials are something they hear everyday though sometimes little thought is put into the purpose of them. To many jingles are just entertaining and listeners don't even realize that they are being sold something. This is an opportunity for my audience to explore being a creator rather than just a consumer.

8) Create/Produce – The learners must create a 30 second jingle for a known product or business. It must include melody and harmony or counterpoint.

9) Assessment Rubric

	Excellent 95-100	Good 70-94	Unacceptable 50-70
Melody	There was melody		There was no melody
Harmony/counterpoint	3 or more part harmony/ 3 or more simultaneous melodic lines	2 part harmony/2 simultaneous melodic lines	There was no harmony or counterpoint
Memorable	Others remembered the whole jingle	Others remembered a portion of the jingle	No one remembered the jingle
Intonation	Harmonies and melodies were in tune	Harmonies and melodies were close
Time	30 seconds	Plus or minus 1-5 seconds off	Plus or minus 6 or more seconds off

10)Reflection 

      1.     The students will reflect on the experience by attempting to remembers other groups’ jingles on another day and then they will decide on which was the best or most effective

      2.     As this is a slight revision of a scenario that I’ve used before I’ve already taken steps to improve this process by including the discussions about effectiveness. I will also do what is referred to in the military as an after action review or report (AAR) to note triumphs and failures for tweaking in similar future activities. This will be written down as soon as possible to account for deterioration of memory.

Documentary on a high school jazz choir's use of the web 2.0 tool ujam.