QUAVER FOR THE ELEMENTARY GENERAL MUSIC CLASSROOM WHAT

QUAVER FOR THE ELEMENTARY GENERAL MUSIC CLASSROOM

WHAT IS QUAVER? Quaver is a web based interactive curriculum that is designed for the general music classroom. It provides teachers with resources, assessments, nearly everything that a music teacher would need in their classroom.

CATOOSA COUNTY PUBLIC SCHOOLS AND TECHNOLOGY As a 1: 1 system teachers are expected to balance the use of technology with other instructional methods. It is not the desire of the system to have students be only on the devices they are provided any more than teachers should ignore those devices. Quaver allows the teacher to use the devices effectively and efficiently. The teacher can use Quaver to do entire lessons or support lessons that are done in the classroom, Quaver is a versatile tool.

WHERE WILL THIS BE USED? The Quaver curriculum is designed for the K-8 th grade classroom. We are seeking to add Quaver in the elementary school music programs that do not already have the access to the program. Since the entire school system is a 1: 1 system every student in the school will have access to the program.

WHAT IS NEEDED FOR IMPLEMENTATION? For teachers to be able to use the Quaver program they would need the following equipment: Classroom computer Projector Smartboard Individual student devices All the teachers and students already have all of the necessary equipment in their classrooms. There would be no additional equipment necessary.

TECHNICAL SUPPORT In addition to the technical support that is provided by Quaver as part of the product teachers will be able to utilize the tech support that is already in place in the schools and at the county level. There also three teachers that are already using the Quaver software and can be a resource for trouble shooting common problems that teachers encounter. Students also have access to the technical support that is provided at the school level and teachers can fix some of the more common problems with the devices.

LEGAL OR SAFETY ISSUES While there is always the possibility of unforeseen results, there is no concern with the safety, legal, or ethical issues within the use of Quaver in the school environment. This is due to the nature of the program and the way that it is used within the classroom. Also, given that this has been used in classrooms in the country with no problems of this nature there is evidence to support the fidelity of the program.

COST To cost to implement Quaver into the classrooms that do not already have it would break down : $3800 (appx. ) for Five Years of access for each classroom for a total of approximately $19, 000. This does not account for any potential discounts that might be negotiated through Quaver for purchasing multiple sites and years. $0 for training (Current users in county can train new users) As noted previously, teachers, students and schools already posses all other necessary equipment.

FUNDING Potential areas of funding include: School Board: Money set aside for curriculum adoption County Technology Budgets Grants School Funds PTO Contribution Community Partners Fundraisers While the school board could choose to fund all of this, it would be wise to explore all of these options as it may be that several of these potential sources could provide partial funding.

HOW DOES QUAVER MEET THE STANDARDS? Quaver is built using National Music Standards as its guide, but has also correlated the lessons to Georgia State standards. This alignment allows the teacher to use the program to teach standards or to supplement existing lessons as well find resources that are specifically created for specific standards.

STUDENT LEARNING GOALS Students are engaged in student centered learning as they are able to explore and seek out what they are interested in pursuing. The students are also participating in cross curricular activities that incorporate STEM, English, state history, and other subjects. These are all introduced throughout the process of music.

STUDENT LEARNING GOALS Finally, the students will be creating their own works, exploring sound and music theory. Students will evaluate the works of composers through listening maps and other strategies that will have them see how others have created. Students will be able to produce products that meet the standards established by the program or the teacher but do so in a way that provides choice of outcome or the resources that produce the same outcome.

AIDING DIVERSE LEARNERS For the exceptional students Quaver, and its use of technology, can provide additional help in the following ways: Students can work at their own pace. Students can watch examples or lessons over and over again. Students can see instructions and have them available whenever they need them. Students with writing difficulties, where putting notes on a music staff is a challenge (for example), can use the technology to write that music. Students can revisit lessons for remedial help or enrichment. Visual learners will be able to view concepts.

AIDING DIVERSE LEARNERS Students that cannot typically work in a large, loud classroom will not be denied the opportunity to participate with other students. Students from diverse cultures and multi cultural students will be able to find resources that will have a connection to their culture.

WILL THIS IMPROVE LEARNING IN THE MUSIC CLASSROOM? The integrated nature of the Quaver program puts together multiple methods of music education into one program. This allows the teacher to choose different methods for different lessons or even potentially students. These integrated methods such as Kodaly, Orff and others have been shown in many research studies and years of work to be effective methods of music instruction. Ultimately no curriculum program can take away from the expert in the room, the teacher, therefore the teacher can take the curriculum and all of its resources and implement them into the larger curriculum of the class.

TEACHER TRAINING Once adopted the new users of the curriculum would participate in a one day training during in-service time at the end of the school year, led by existing users. The new users would also participate in a one day training session during inservice prior to the start of the new school year. Music teachers in the county also have a PLC group that meets twice a year during the school year that would provide additional sessions as needed. Quaver provides PD lessons within the curriculum that could be assigned for completion ( or recommended for voluntary completion) as needed.

HOW HAS THIS RESEARCH CHANGED MY WAY OF THINKING. As I researched this topic I spent time looking at the Quaver material on line but also spent time with teachers who are using the curriculum. The teachers provided me with invaluable insight as to the practicality of the program in the classroom and not just theory provided by the website. What I found is that there is not much in terms of emerging technology that is specific to the elementary music classroom. There are more and more that are aimed at the general classroom or education in general but very little focused specifically on music.

HOW HAS THIS RESEARCH CHANGED MY WAY OF THINKING. While looking at this technology I am inspired to provide more opportunities for my students to engage with the technology that we already have available in a way that supports the goals of the larger music program. It is important not to do technology just for the sake of technology’s use, we must seek the balance. Even if I do not use Quaver, it is important that I incorporate more digital resources to my classroom.

RESOURCES www. quavermusic. com