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Goal

This goal of this project is to help provide modifications to ensure that every student can succeed in music class. Every student has individual needs and should have access to accommodations and tools to support their learning. 

What will be done with my students

Every student at Horizon Elementary will benefit from the instrument modifications and tools for success listed in this grant proposal. In VPK and kindergarten, students are introduced to a wide variety of new instruments (MU.K.S.3.4). Some students become overstimulated by all the new sounds and instruments they are introduced to, so it would be a great option to provide access to headphones to help the student’s focus and enjoy learning new instruments with the rest of their class even when they are sensitive to certain sounds.
In first and second grade, students start to play more melodic and percussion instruments (MU.1.S.1.1), as well as start writing their own music and create visual displays to demonstrate different musical concepts (MU.2.S.3.5). Using the small magnets, I’d like to create visuals to help students write music. They will use the scarfs and beanbags to help visually demonstrate new, abstract concepts.
In third grade, students are introduced to the piano keyboards and composing music on the treble clef staff (MU.3.S.3.2). With the help of this grant, I will purchase new headphones for the pianos so that students can be independently focused on their work.
In fourth grade, students learn how to play the ukulele (MU.4.F.1.1). I would like to make this instrument more accessible for all our students by purchasing ukulele modifiers and colored stickers to color code the chords for students who need assistance. The ukulele modifiers will help our population of students who are ESE tremendously. The purchase of ukulele tuners will help all students learn the real-world skill of tuning a string instrument like a guitar or ukulele.
In fifth grade, students will be introduced to the recorder and combine all of the skills they have learned up to this point (MU.5.S.3.3). Especially in larger classes, recorders can be very overstimulating. With the purchase of recorder mutes, students will be able to practice at 25% of the sound. This will help all of our students be able to play to their best abilities without feeling overwhelmed.
All the tools listed will help our entire population of 800 (VPK-5th), each with individual needs, to have their musical modifications easily accessible in the classroom. Providing students with the opportunity to be leaders and contribute to the classroom environment is one of my top priorities. My goal is for these tools to all be accessible for students to help individualize their learning experience. Thank you for your support.


Kindergarten
- MU.K.S.1.1: Improvise a response to a musical question sung or played by someone else.
- MU.K.S.3.4: Imitate simple rhythm patterns played by the teacher or a peer.

1st Grade
- MU.1.S.3.2: Play three- to five-note melodies and/or accompaniments on classroom instruments.
- MU.1.S.1.1: Improvise a four-beat response to a musical question sung or played by someone else.

2nd Grade
- MU.2.S.3.4: Compare aural melodic patterns with written patterns to determine whether they are the same or different.
- MU.2.S.3.5: Show visual, gestural, and traditional representation of simple melodic patterns performed by someone else.

3rd Grade
- MU.3.S.3.2: Play melodies and layered ostinati, using proper instrumental technique, on pitched and unpitched instruments.
- MU.3.S.1.1: Improvise rhythms or melodies over ostinati.
- MU.3.F.3.1: Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole.

4th Grade
- MS.4.S.1.1: Improvise phrases, using familiar songs.
- MU.4.S.1.2: Create melodic patterns using a variety of sound sources.
- MU.4.S.2.1: Apply knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsal and performance.
- MU.4.S.3.2: Play rounds, canons, or layered ostinati on classroom instruments.
- MU.4.S.3.4: Play simple ostinati, by ear, using classroom instruments.
- MU.4.F.1.1: Create new interpretations of melodic or rhythmic pieces by varying or adding dynamics, timbre, tempo, lyrics, and/or movement.

5th Grade
- MU.5.S.1.1: Improvise rhythmic and melodic phrases to create simple variations on familiar melodies.
- MU.5.S.1.2: Compose short vocal or instrumental pieces using a variety of sound sources.
- MU.5.S.1.3: Arrange a familiar song by manipulating specified aspects of music.
- MU.5.S.1.4: Sing or play simple melodic patterns by ear with support from the teacher.
- MU.5.S.2.1: Use expressive elements and knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsals and performance.
- MU.5.S.2.2: Apply performance techniques to familiar music.
- MU.5.S.3.2: Play melodies and accompaniments, using proper instrumental technique, on pitched and unpitched instruments.
- MU.5.S.3.3: Perform simple diatonic melodies at sight.
- MU.5.S.3.4: Play melodies and accompaniments, by ear, using classroom instruments.
- MU.5.F.1.1: Create a performance, using visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements.
 

Benefits to my students

Providing the proper modifications for music class will help engage every learner in the music classroom. I want the music room to be a safe place for students to feel encouraged to try new things every class. By incorporating color coding, modified instruments, and tools to help with sound overstimulation, I will ensure that every type of learner’s individual needs will be met on their journey to musical literacy. Success in the music classroom will transfer to other areas in life. Performing music can help students’ social emotional learning by working together to create melodies and write songs that express their different emotions.
Piano performance is connected to math, reading, science, and social studies as well. According to the American Mathematical Society (2010), there are interconnections between mathematical and musical concepts like dividing rhythms into fractions, writing intervals, and reading notations. Musical literacy is very similar to becoming literate in reading, Dr. Nina Kraus of Northwestern University states, “Rhythm is an integral part of both music and language; the rhythm of spoken language is a crucial cue to understanding.” The process of learning music is the same as the process of learning how to speak a language. I hope to empower my students and help them apply their musical independence and success to other areas in life, like their core subjects in school.  

Budget Narrative

https://a.co/d/2M2jmCy Ukulele Modifiers ($16 x7)
https://a.co/d/7jZjoGF Colored labels ($11 x2)
https://a.co/d/auEm944 Ukulele Tuners ($14 x 5)
https://a.co/d/eT8cXbm Noise Canceling Headphones ($24 x 2)
https://a.co/d/aTO1odt Headphones- 5 pack ($40 x 2)
https://a.co/d/bZIcWth Recorder Mutes- 5 pack ($11 x 5)
https://a.co/d/aUGU7Ud Adhesive magnets ($12 x 3)
https://a.co/d/9ULEy6F Casio Mini Keyboards ($60 x 6)
https://a.co/d/gSaqpFm Mini Keyboard Chargers ($10 x 6) 

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