Five Chromebook Apps/Websites For Elementary Music Class Amy Burns
Far Hills Country Day School
aburns@fhcds.org
search for an upcoming book, I find that more and more schools are us- ing Chromebooks over iOS. In 2014, it was reported that Chrome- books were the best selling device over Apple’s iPads. In 2015, it was projected that 50% of K-12 schools would be 1:1 (defined as one device per student) (Molnar, 2015). In my current teaching situation, grades PreK-2 are 1:1 iPads and grades 3-8 are 1:1 Chromebooks.
R
Why Are Schools Going To A 1:1 Platform? Many reasons stem from the 21st
Century Learning
initiative that can be found in numerous articles about current education. However, when researching this, the term has a variety of definitions from 1:1 devices to mak- erspaces and learning labs. In 2013, Alan November wrote an excellent article
titled, “Why Schools Must Move Beyond One-to-One Computing” where he takes the 1:1 term and shifts it to 1:world. His research showed that schools were im- plementing 1:1 devices without training, support, or re- sources. When one shifts the term from 1:1 to 1:world, “it changes the focus of staff development from techni- cal training to understanding how to design assignments that are more empowering—and engage students in a learning community with 24-hour support” (November, 2013).
Why Use Chromebooks In An Elementary Music Class?
This question comes up often on many music educa- tor networking groups and it is an excellent one. In the
TEMPO 36
ecently , while per- forming re-
elementary music class, students should be actively mak- ing music, moving to music, learning about music, ap- preciating music, singing, and performing music. With time limitations and students connected to technology at home, finding a reason to have students using technology in the music classroom can be debatable. With that said, there are valid reasons to effectively
integrate technology into the elementary music class- room. There is the obvious one of that technology shows up on some music educators’ evaluation forms. However, aside from that, here are five Chromebooks apps/web- sites (with one bonus) that an elementary teacher could use to increase active music making in their classrooms. As I have stated in many presentations, treat this list like a dessert buffet: try one or two items that appeal to you and would work in your atmosphere. Do not eat every dessert. As my 6-year-old always states, “Mommy, you will get a bad tummy ache!”
Incredibox (
incredibox.com) Incredibox is a website
where the students can use beat- boxing cartoon characters to create music. The music is di- vided into beats, effects, melo- dies, and voices. There are four versions with the web-based version. I have used Incredibox for the students to cre- ate a background accompaniment for a poem/rap/lyrics they have written in music or in their own classrooms. I have also used it on one device for students to create a background accompaniment for a “Say Your Name” first- day-of-school chant. It has also been used to reinforce discussions about beats, effects, melodies, and voices. Incredibox hooks my students and they love to go home and show their parents another way to create mu- sic. I recommend Version 1 if you do not like that the
MARCH 2018
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