Part Two: Five More Chromebook Apps/Websites For Elementary Music Classroom Amy Burns
Far Hills Country Day School
aburns@fhcds.org
Music Educators As- sociation’s (NJMEA) TEMPO, I wrote about five Chromebook apps/ websites to utilize in the elementary general mu- sic classroom. The arti- cle featured Incredibox for music creation; Joytunes for re- corder reinforcement activities; Virtual Instruments so all students can create music in the music classroom; Seesaw for student digital portfolios that allow students to show- case, reflect, and share their work; and Kahoot! to turn your assessments into fun, gaming activities. These apps and websites just scratched the surface of how music edu- cators can use these in an elementary music classroom. In this article, I give further examples of some excellent apps and websites that can successfully be used by elementa- ry music students in a 1:World classroom setting with Chromebooks or with one device in a classroom hooked to a projector with a decent pair of speakers. These apps focus on making music, creating music, sharing music, and connecting music across the curriculum.
I
From 1:1 to 1:World Chromebooks As stated in my previous article, there is sufficient evidence that Chromebooks are becoming more promi- nent in the classrooms (Molnar, 2015). Moving from the 1:1 to the 1:World terminology reflects Alan November’s article titled, “Why Schools Must Move Beyond One-to- One Computing”, where he states that “when educators focus on 1:World as opposed to 1:1, the thoughts shift from how to use the technology to how to engage stu- dents in their learning environments, during and outside the school day” (November, 2013).
TEMPO 38
n the March, 2018 edition of the New Jersey
Recently, the International Society for Technology in
Education (ISTE), published a book written by Liz Kolb titled, “Learning First, Technology Second – The Edu- cator’s Guide to Designing Authentic Lessons.” In this book, Kolb speaks to engaging, enhancing, and extend- ing lessons with technology. She terms these three “Es” as the Triple E Framework. She describes utilizing technol- ogy that would engage, enhance, and extend beyond the classroom in ways that could not have been done with- out technology. In these five examples, I strive for showing that
Triple E Framework. However, I emphasize that this does not replace “doing music” in the elementary music classroom. The technology is to assist in the engagement of music making, to enhance the music making further, and to extend the music and creativity beyond our music classrooms.
Chrome Music Lab (
musiclab.chromeexperi-
ments.com) In March of 2016, Google launched Chrome Music
Lab to support the National Association for Music Ed- ucation’s (NAfME) initiative of Music in Our Schools Month® (MIOSM). As stated on the Chrome Music Lab’s website, many teachers use this website as a tool to explore music and to connect music with science, art, math, and more (Google, 2018). Chrome Music Lab consists of thirteen musical activi- ties and explorations that can be done in a 1:World class- room, as well as a teacher projecting the website onto a screen and having students participate by taking turns creating, making, and exploring music. The requirement to use this website is a device that has the Chrome web browser. I would also suggest a decent pair of speakers and of course, a projector, if you are using this in a one- device classroom. If you are utilizing this in a 1:World classroom, I would suggest headphones or to space the
MAY 2018
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