Complete Program Description

Complete Program Description
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Boom-Chicka-Boom
Graham Hepburn
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Co-Creator & Quave
Quaver Vision and Benefits
• Program Elements ............................................................................................2
• Program Benefits ...............................................................................................4
• About QuaverMusic.com..............................................................................8
Getting Started Guide
• Tech Set-Up......................................................................................................... 10
• How to Access Your Texas QK-5 Curriculum Sample............... 11
• Navigating the Texas QK-5 Sample...................................................... 12
• Lesson Summary Screen............................................................................ 13
• Lesson Plans and Worksheets ................................................................ 14
• Launching a Texas QK-5 Lesson............................................................. 16
• TEKS Correlation............................................................................................... 18
• Keyword Search................................................................................................ 19
TABLE OF CONTENTS
Table of Contents
Quaver Lessons and TEKS Correlations ............................................................ 20
Quaver’s Committment to Accessibility .......................................................... 22
ELPS Best Practices.......................................................................................................... 30
Conclusion........................................................................................................................... 35
Copyright © MMXIV, by QuaverMusic.com, LLC. All trademarks designated “™” are
the property of QuaverMusic.com, LLC. All stories, characters, artwork and other
original material embodied in the product including any printable materials are
Copyright © MMXIII, by QuaverMusic.com, LLC All rights reserved.
1
Quaver’s Beyond Marvelous General Music Texas Curriculum for Grades K-5 is a
comprehensive, customizable, and fully digital program for today’s music classroom.
Packed with cutting-edge technology and teacher-friendly features, as well as interactive tools to engage and assess students, Quaver’s Texas Curriculum aligns with
Bloom’s Taxonomy, seeks to be 100% TEKS compliant, and makes learning music
Seriously Fun!
Quaver’s Texas Curriculum serves music teachers and students from Kindergarten
through 5th grade. The complete curriculum contains a total of 216 fully-developed
lesson plans, organized into 3-week modules to provide the foundation for teacher class preparation. These engaging lessons seamlessly teach music in a spiral­ing/
scaffolding approach. We believe the curriculum contains all instructional materials
required for a teacher to run a 100% TEKS compliant school year for grades K-5. In addition, significant Texas musical and historical content have been integrated throughout – much more than just a few songs added onto the end of a section.
All these materials are presented in our Lesson Plan Presenter™. This innovative presentation method gives the teacher the ability to launch each lesson as a seamless
classroom presentation through any digital display medium.
In addition to Texas QK-5, teachers also receive access to other great award-winning
Quaver resources:
•
Automated Assessments: Each 3-week Module includes a computer-aided assessment, for a total of 72 quizzes. Results can be digitally
collected from students, automatically graded, and entered into the
Teacher Administration GradeBook.
•
ClassPlay™: ClassPlay is our hub of interactive song-based elements,
teaching music concepts, skills, and movement using folk, traditional, holiday, patriotic, and original Quaver song literature. This engine
of music exploration includes activities for performance, movement,
solfège, games, videos, and more.
•
Resource Manager and Library: Each lesson plan includes a wealth
of classroom resources - interactive whiteboard (IWB) elements, media slideshows, video episode clips, audio tracks, ClassPlay songs, and
more – ready for teachers to manage, organize, and customize for their
classes.
QUAVER VISION AND BENEFITS • PROGRAM ELEMENTS
Program Elements
2
Quaver Vision and Benefits
Quaver Concert Programs: These programs provide an opportunity
for students to perform for parents and peers. In addition to the music, other helpful materials include scripts, backing tracks, movements,
scenery and costume suggestions.
•
Quaver Essentials: Our topic-based Online Quaver Classrooms are
the perfect companion to the Quaver video episodes presented in the
curriculum, offering tons of teaching resources including sheet music,
audio tracks, a Teacher Toolbox, quizzes, and over 400 IWB elements.
•
Quaver’s World Music: Introduce students to fascinating percussion
instruments from around the world. Explore each instrument with videos, a 360-degree view, leveled performance challenges, and cultural
connections.
•
Bach’s Brain Videos: This exciting series of memorable 2-3 minute
video vignettes connects music with real life skills through the lives
of history’s greatest composers, including Handel, Beethoven, Mozart,
and more.
•
Teacher Administration: We offer tools that make it easy to organize and track student progress, so more valuable time is spent actively
teaching students.
•
Student Website: QuaverMusic.com is where students explore musical concepts, play musically-themed games, compose music and
dance routines, personalize their avatar and music room, earn medals
and trophies, and much more in a safe and free online environment,
from the classroom, computer lab, or home.
QUAVER VISION AND BENEFITS • PROGRAM ELEMENTS
•
QK-5 Unplugged: In the unfortunate event of an internet outage, QK-5
Unplugged will provide the content teachers need to keep class moving, including full color lesson plans, worksheets, quizzes, song lyrics and
scores, additional activities and more, on DVD and a flash drive! QK-5 Unplugged also includes recommendations on which items to print in advance, so a contingency plan is always ready to go.
Quaver Vision and Benefits
327
QUAVER VISION AND BENEFITS • PROGRAM BENEFITS
Program Benefits
Listed below are major benefits to using Quaver’s Texas Curriculum in the general
music classroom.
Comprehensive and Rigorous, Yet Flexible, Curriculum
• Twelve Thematic Threads: Quaver offers a comprehensive music curriculum of 216 interactive lessons from Kindergarten through 5th grade,
focused on twelve thematic threads. We ensure that the students are
presented with all aspects of music including singing and playing, music
theory, musical instruments, music history, world music, science of music,
musical styles, life lessons from great composers, and much more, for an
orderly progression of learning through all grade levels.
• Bloom’s Taxonomy: We employ Bloom’s Taxonomy to ensure basic
knowledge, understanding, application, analysis, and evaluation of musical concepts as well as to stimulate student creativity. For example,
we first have students experience a musical concept, e.g., loud and soft.
Then, we explain that experience in musical terms and may introduce
the concepts of piano and forte. Finally, the students may be asked to
apply the musical concept in class or through an Interactive Whiteboard
activity. Our activities involving Higher-Order Learning set us apart!
CREATING
EVALUATING
ANALYZING
APPLYING
UNDERSTANDING
REMEMBERING
Bloom’s Taxonomy
4
• Customizable Lessons: Teachers are free to use their own favorite resources or materials and integrate them into our lesson plans. They can
customize Quaver’s Texas Curriculum by using lessons in different grades,
other material from the extensive Quaver library, or by inserting their own
materials, including pdf’s, hyperlinks, YouTube clips, mp3’s, and more directly into our Lesson Plan Presenter™.
Quaver Vision and Benefits
• Cloud-Based Technology: Quaver resources are available in the cloud, that
is, from the Internet. There are no discs to load and no software to install or
update. The resources are always up-to-date and accessible anywhere the
Internet is available.
• Multi-Platform Software: The curriculum operates on any Mac or PC and is
intended for use with an interactive whiteboard. If you do not have an interactive whiteboard, our curriculum is fully functional with a simple projector
or other suitable classroom display connected to the computer.
• Extendable Architecture: If your needs require, our technology is adaptable to function from a district WAN (Wide Area Network) to ensure greater
control, security, and privacy of district information. This specialized configuration is an add-on to our program offerings.
• Printable Materials: Even though our educational resources are delivered
electronically, teachers can print all lesson plans, musical scores, and worksheets in hard copy for use in the classroom.
Fully-Engaged and Attentive Students
•
QUAVER VISION AND BENEFITS • PROGRAM BENEFITS
Latest Interactive Computer Technology
Seriously Fun: Our curriculum is designed to be Seriously Fun! Topics are
taught in an entertaining but pedagogically sound way, so students enjoy
the classroom experience, while often not realizing they are actually learning. The entertaining, yet substantive content of Quaver has shown to markedly improve student attention and content retention.
• Interactive Learning: We have over 400 IWB’s, musical games, and activities which allow students to solve musical problems, compose songs, engage in musical challenges, and learn about musical topics. This is all done
using familiar and intuitive actions and techniques – the technology assists
student learning – it doesn’t get in the way.
Quaver Vision and Benefits
5
QUAVER VISION AND BENEFITS • PROGRAM BENEFITS
• Fewer Behavioral Problems: Because the students are so engaged,
teachers using Quaver resources have frequently cited a sharp decrease
in the rate of behavioral problems in their classrooms. Teachers also report
that music not only becomes one of the students’ favorite classes during
the school day, but also something fun to engage in after school, using the
QuaverMusic.com website.
Increased Teacher Productivity Via Auto Assessments
• Assessments Every Three Lessons: Music teachers often teach the entire student body in the school and therefore have to grade all the students’ assessments. As a result there are few regular, graded assessments
in general music education. With Quaver, the teacher can conduct in-class
assessments, which are built into the Texas QK-5 Curriculum, from the front
of the classroom to test student retention on an on-going basis.
• Auto-Graded Assessments: Optionally, students can also complete the
assessment on a computer or mobile device, if available. Our system will
automatically grade the assessment and instantly place the result in the
teacher’s GradeBook.
• Diagnosing Comprehension: The teacher can graphically view the distribution of grades from assessments and see what questions were most
frequently missed and by which students. The results can be used to help
focus a review of material that has not been fully understood.
Contributions to Teacher Effectiveness
• Enthusiastic Teachers: Teachers love the program not only for the effect
Quaver has on their students, but also for the “breath of fresh air” it brings
to their teaching. At conventions, teachers often bring other teachers and
school administrators to our booth exclaiming, “You have got to see this!” We
motivate teachers while we motivate students, encouraging an extremely
upbeat classroom and effective learning environment. Check out the enthusiastic customer reviews at QuaverMusic.com/Testimonials.
• Teaching Assistant: Many teachers remark that using Quaver in their
classroom is like having the teaching assistant they’ve always wanted. Quaver’s enthusiastic teaching style and sense of humor help illustrate complex concepts and give teachers a springboard for creativity and inspiring
their students in new and Seriously Fun ways.
6
Quaver Vision and Benefits
Professional, Multi-Layered, and Responsive Customer Support System
• Training: Conducted by members of the Quaver team, training is available for
each District, either virtually or in person. Teachers will leave the fun and educational training session empowered and excited to use the resources in Quaver’s
Texas Curriculum. Interactive training, via Skype and UStream is also available.
• Online Video “Qtorials”: We’ve developed online video tutorials for many of
Quaver’s online resources, including Creatives, ClassPlay, Bach’s Brain, World Music, Teacher Administration capabilities, and how to use the Curriculum itself. We
also hold Webinars twice a month, where we announce the latest developments
in the program, offer tips on using Quaver resources, and share feedback from
the Quaver Qmunity, an ever-growing community of Quaver teachers across the
United States and in 16 countries around the world.
• Live Person Hotline Support: Quaver maintains a customer service hotline of
real people on-site at Quaver headquarters where teachers and other users can
email or call to obtain immediate help. We have trained customer service reps
who are eager to help you. We encourage you to call 1-866-917-3633 (Monday Friday, 8AM – 6PM Central Time) to meet our customer service gurus.
QUAVER VISION AND BENEFITS • PROGRAM BENEFITS
• Pre-Built Lesson Plans: Each lesson includes a fully-developed lesson plan, including National Standards and TEKS correlations covered in each lesson, ready
to print or email to a supervisor. These save teachers considerable time in preparing lesson plans.
• Social Media: The Quaver team is everywhere you are online – from
Facebook to Pinterest to YouTube and beyond. Our user community at
QuaverQmunity.com connects teachers from around the world, sharing new
ideas for using Quaver resources in the classroom.
These are some of the benefits we can bring to your school or district. Visit us at
QuaverMusic.com/InfoCenter for more information on all things Quaver.
Quaver Vision and Benefits
7
QUAVER VISION AND BENEFITS • ABOUT QUAVERMUSIC.COM
About QuaverMusic.com
Corporate Structure and Headquarters
• QuaverMusic.com is part of Mastran Music Group, LLC, a Tennessee
corporation founded in 2006. The corporation owns and occupies
two buildings on Music Row: 1706 and 1708 Grand Avenue, Nashville
TN 37212. The first office building houses all program and curriculum
developers; the second houses a fully-equipped sound studio and a
video facility, with additional offices for the marketing staff.
•
Currently we have 42 full-time employees, 10 full-time contractors,
and 12 part-time consultants. In addition, since 2010 we have maintained a national Quaver Advisory Council (QAC) comprised of 20
highly proficient music teachers, music/fine arts supervisors and
PhD’s on whom we rely to review our work and to generate ideas for
enhancing the Quaver experience. The QAC members are located in
all corners of the United States (with several residing in Texas) and
represent a broad variety of institutions and teaching styles.
• For Texas, by Texans: QuaverMusic.com utilized the services of
numerous teachers and music education professionals from across
the state of Texas to assist in the development of content appropriate for Texas schools and to maximize compliance to the new TEKS
standards.
Strategic Focus
We are committed to these strategic parameters:
• Mission: To teach children to love music through a fun-filled, stateof-the-art program of music education
• Vision: To be the most trusted, world-wide brand for music education for children of all ages
• Values: Quality, Integrity, Responsiveness, Passion
8
Quaver Vision and Benefits
We are led by experienced executives with a commitment to accomplishing our mission and realizing our vision, while honoring the values that shape our culture:
• David V. Mastran, PhD: President of QuaverMusic.com
and founder and former CEO of MAXIMUS, Inc., a New
York Stock Exchange company. Dave is a published composer and co-creator of QuaverMusic.com.
• Graham Hepburn: An accomplished pianist, performer,
and music teacher. Graham taught music to elementary
and high school students in northern England. Graham is
Quaver and is a co-creator of QuaverMusic.com.
• Steve Gilreath: Former Vice President of a large promotion agency in Chicago and producer of the Dove Awards
in Nashville. Steve is Vice President/Marketing at QuaverMusic.com and Producer of the Quaver video series.
QUAVER VISION AND BENEFITS • ABOUT QUAVERMUSIC.COM
Experienced Leadership Team
• Fredric L. Laughlin, DBA: Former Managing Partner of
Government Consulting for PricewaterhouseCoopers.
Fred is an Advisor to QuaverMusic.com and a full-time
resident of Anthem, AZ.
Quaver Vision and Benefits
9
GETTING STARTED GUIDE • TECH SET-UP
Tech Set-Up
The Texas QK-5 Curriculum is completely digital – so your Sample for Review is also located
completely online at QuaverTX.com.
Let’s run through this quick technology checklist to make sure your computer is ready for Texas
QK-5.
• Check your computer specifications
We recommend a computer with a minimum of 4GB of system RAM, with 8GB being preferable.
• Check your Internet connection speed
If you are experiencing abnormal load times, you may have a slow connection to the internet. You can check the speed of your internet connection at www.speedtest.net. Our site
runs best with a connection speed of at least 4mbps.
• Keep your browser up-to-date
Internet Explorer, Firefox, Chrome, & Safari are all tested with QuaverMusic.com. Make
sure you have the latest version of your favorite browser installed to ensure optimal performance.
• Make sure you are running an updated version of Flash Player
QuaverMusic.com requires that you have at least Flash Player 11.4 installed in your browser.
Right-click the Flash window to check your current version. Get the latest version of Flash
Player at: http://get.adobe.com/flashplayer/
• Disable pop-up blockers
A pop-up blocker will prevent the browser from opening some QuaverMusic.com teacher resources. Check your browser preferences to disable the blocker.
• Enable browser caching for QuaverMusic.com
To get the best experience, enable browser caching and do not clear cached files in your
browser. This will allow your computer to store media-rich content at QuaverMusic.com
for faster load times on subsequent visits.
Operating System
Browser
Screen Resolution
Flash Player
Mac
OSX 10.6+
Internet Explorer 8+
Safari 5+
Firefox 13+
Firefox 13+
Chrome
Chrome
1024 x 768
1024 x 768
Version 11.4 or later
Version 11.4 or later
Javascript
Enabled
Enabled
Cookies
Allowed
Allowed
Pop-Up Windows
Allowed
Allowed
Port 1935 unrestricted
Port 1935 unrestricted
RTMP Port
10
PC
Windows XP+
Getting Started Guide
Now that you’re ready to dive in, simply visit QuaverTX.com and click the Curriculum Sample Button
in the center of the Page!
View Quaver’s Texas
K-5 Curriculum Sample
Thank you for your interest in reviewing the
Texas QK-5 Curriculum.
Please enter your Username and Password here to Access your Curriculum Sample
Username:
Password:
You’ll be asked for the Username and
Password provided to you for review.
Ok
Cancel
If you were not sent login information but would like to review the Curriculum being considered
for adoption, please contact the Education Service Center in your region to access the Sample!
Find your regional ESC here.
Click here to learn more about Quaver’s Texas QK-5 Curriculum.
If you have questions about your Username and Password, please contact your ESC or TEA representative.
Tip: You will need to log in again if your session expires or you change computers
during your Review Period, so keep that Username and Password nearby!
Once inside – you’ll be welcomed to your Curriculum Review Homepage.
The Future of Music Education -
PROGRAM DESCRIPTION
Learn more
about the
Texas QK-5
Curriculum
Us
Help | Find More Info | Contact
Today!
lum Sample!
Welcome to the Texas QK-5 Curricu
ACCESS QK-5 SAMPLE
TEKS CORRELATION
Explore the
Texas QK-5
Curriculum
by TEKS
Correlation
Experience
every lesson in
the Texas QK-5
Curriculum
KEYWORD SEARCH
Search the
Texas QK-5
Curriculum
by Keyword
The Future of Music Education
in Texas is Here. . .
. . . and it’s Seriously Fun!
TECH REQUIREMENTS
See what
you need to
use the
Texas QK-5
Curriculum
From this page, you can review
the Texas QK-5 Curriculum by
navigating to any lesson in any
grade, by TEKS Correlation, or by
Keyword Search.
GETTING STARTED GUIDE • ACCESSING YOUR CURRICULUM SAMPLE
How to Access Your
Texas QK-5 Curriculum Sample
um Sample!
Welcome to your Texas QK-5 Curricul
um for
Marvelous General Music Texas Curricul
We are so excited to put Quaver’s Beyond
Grades K-5 in your hands for review!
um by TEKS
you can review the Texas QK-5 Curricul
Using the navigation on this site,
s by keyword.
lessons, or search for relevant activitie
Correlation, dive into any of our 216
-kind engaging content and
a world packed with one-of-a
Get ready, because you’re entering
Enjoy!
cutting-edge classroom capabilities!
PROGRAM DESCRIPTION
TEKS CORRELATION
ACCESS QK-5 SAMPLE
SEARCH BY KEYWORD
TECH REQUIREMENTS
Getting Started Guide
HELP
FIND MORE INFO
CONTACT US
866 917 3633 (8am-6pm CT)
[email protected]
11
27
The Texas QK-5 Curriculum is laid out in easy-to-execute nine-week lesson blocks, ready-to-use or
customizable for your classroom needs. The lessons are then organized into three-week modules
by subject.
All 216 Lessons are accessed from your Lesson Selection Menu!
Click QTORIAL to
see a teacher using
a Quaver Lesson in
her classroom.
Here you can navigate to any lesson by clicking a grade
and a nine-week lesson block, then select a lesson from
the three-week modules.
GETTING STARTED GUIDE • NAVIGATING THE TEXAS QK-5 SAMPLE
Navigating the Texas QK-5 Sample
12
Getting Started Guide
Your Lesson Summary Screen shows you every screen of the Lesson in one place – but the real power
is in the buttons in the corner of the screen!
Use
for your students.
,
, and
GETTING STARTED GUIDE • LESSON SUMMARY SCREEN
Lesson Summary Screen
buttons to bring this lesson to life
Additional robust customization features are included in the full
Texas QK-5 Curriculum. With simple drag-and-drop functionality,
teachers can rearrange, adapt, or extend the lesson to meet any
specific needs - including adding elements from outside QuaverMusic.com: YouTube clips, .mp3s, files, or links.
Getting Started Guide
13
GETTING STARTED GUIDE • LESSON PLANS AND WORKSHEETS
14
Lesson Plans…
Click
from any Lesson Summary Screen to see the printable PDF of the lesson at
hand. Here you’ll find the TEKS and National Standards addressed in the lesson, the estimated time
range of each activity, and a visual representation of each screen throughout the lesson.
Each Lesson Plan follows a logical, effective order
for reaching the day’s objectives: Welcome, Engage,
Introduce, Develop, Summarize, Assess, and Extend.
Getting Started Guide
Click
Getting Started Guide
to view the worksheets and scores included for use with the lesson.
GETTING STARTED GUIDE • LESSON PLANS AND WORKSHEETS
…and Worksheets!
15
GETTING STARTED GUIDE • LAUNCHING A TEXAS QK-5 LESSON
Launching a Texas QK-5 Lesson
Click
on the Summary Screen to pull up the lesson in a new browser window.
Everything you see in this – the Lesson Plan Presenter – is what would be displayed on a projection
screen or whiteboard for students! The Lesson Plan Presenter is at the heart of what makes QK-5
such a time-saving tool for educators. Everything you need for an engaging, interactive class is
here!
The Welcome Screen includes the song of the day, which you can play as students enter and get
ready for class. The colored blocks remind you which Key Thematic Threads are being addressed
in the day’s lesson.
You also have reminders handy for OVERVIEW, OBJECTIVES, KEYWORDS, and a
REVIEW of the previous lesson’s key takeaways.
16
Getting Started Guide
Make any screen more interactive with the DRAW function and use CLEAR to erase. The Draw
tool comes complete with pens of different colors and weights and a blank staff or white board
for easy in-class lesson improvisation.
Under TOOLS you can HIDE the screen to do an extension activity and return to the same
place in your Lesson. Your Teacher Toolbox activities are also available under TOOLS, putting
even more Quaver extras at your fingertips.
Find extra assistance on many screens with the HELP button in the top right corner.
GETTING STARTED GUIDE • LAUNCHING A TEXAS QK-5 LESSON
Throughout the Lesson, you can use your Toolbar to navigate and adjust. Reference NOTES
for the current activity at any time. Advance the screens with the NEXT button, or skip to any
activity in the lesson by clicking the name of the current screen.
You can even adjust the Grade Level
shown on the Welcome Screen from
the Tools Menu in your Navigation Bar!
Reference the Teacher Notes on each
screen for instructions to make the
most of each activity!
Getting Started Guide
17
GETTING STARTED GUIDE • TEKS CORRELATION
TEKS Correlation
Our goal is to make the Texas QK-5 Curriculum 100% TEKS aligned, and we’ve got the Correlations
to prove it!
Scroll to any TEKS Statement and Breakout and jump directly to the materials that meet that requirement.
The Future of
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Music Education
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18
Getting Started Guide
Our Keyword Search makes it easy to find Lessons and Activities in the Texas QK-5 Curriculum to
meet a specific need.
Enter a term or terms, separated by a space, and SEARCH. Click VIEW to go directly to any location
in the Texas QK-5 Curriculum where this keyword combination is addressed.
The Future of Music Educ
ation - Today!
Welcome to the Texas QKPROGRAM DESCRIPTION
5 Curriculum!
TEKS CORRELATION
Use our Keyword Search
ACCESS QK-5 SAMPLE
Help | Find More Info
| Contact Us
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GETTING STARTED GUIDE • KEYWORD SEARCH
Keyword Search
Dive in and experience the Texas QK-5 Curriculum for yourself!
Getting Started Guide
19
QUAVER LESSONS AND TEKS CORRELATIONS
Quaver Lessons
and TEKS Correlations
The purpose of this section is to explain how our unique solution for providing instructional materials should be interpreted when assessing our TEKS Correlations.
Quaver’s Beyond Marvelous General Music Texas Curriculum for Grades K-5 is 100% online, and
therefore has many fundamental differences and advantages from a traditional printed curriculum product. For one, there are no materials delivered directly to schools in print form. Instead, all
materials are delivered digitally over the internet. Even materials that are intended for print, such
as teacher lesson plans and worksheets, are delivered in electronic formats that can be printed
when needed.
Additionally, our curriculum is unique in that we present interactive lesson plans using our Lesson Plan Presenter web application. This delivery method serves several purposes: it enables a
teacher to present instructional material by displaying it to the class (preferably with a projector
or interactive whiteboard), and it enables students to receive instruction and demonstrate understanding through the interactive elements.
Instructional material in our program is separated into grades K-5. In each grade there are 12
modules, and each module contains 3 lessons for a total of 36 lessons per grade. To accommodate a variety of class lengths among schools, each lesson contains approximately 30-45 minutes
of core lesson material which completely satisfies the lesson objectives, and 30-45 minutes of
additional extended activities which the teacher can use as the situation warrants. Each lesson is
comprised of three parts:
1. Lesson screens. This content is what the teacher presents to the class by displaying it at the front of the classroom. Many of the screens contain images,
audio, or video that illustrate key knowledge points or skills. But our format
enables us to go beyond mere presentation, as our lesson screens also contain
interactive elements, games, song creation tools, assessments, and more. The
lesson screens are equally important for the teacher to instruct students as for
the student to receive information and demonstrate knowledge.
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2. Lesson notes. Each lesson screen has easy-to-access notes which remind the
teacher of the key points for that screen. The lesson notes go beyond simply
describing what is shown on the screen and may also contain key knowledge
points to pass along to the student, outline in-class activities or discussions, describe how to use printable materials which accompany the lesson, or instruct
Quaver Lessons and TEKS Correlations
3. Printable materials. Most lessons have accompanying printable materials
which the teacher may choose to print and distribute during class. These may
include worksheets, music scores, lyric sheets, crafts, or other manipulatives.
Depending on the printable material, it may have a different target audience.
For example, a worksheet will probably be distributed by the teacher to be
completed by the students. But, a music score is just as likely to be used by a
teacher as well as a student.
Together these three components comprise our complete general music curriculum. Because of
the nature of delivery of this program described above, any of these components are just as important for the teacher to teach as they are for the student to learn and demonstrate that knowledge. Since the teacher is the registered user of the account capable of accessing the content, all
our program content is housed together for teacher access regardless of the intended audience.
This, taken with the dual audience of each lesson component, describes why we believe that our
lessons serve as both the teacher narrative and the student narrative.
QUAVER LESSONS AND TEKS CORRELATIONS
the teacher how to operate interactive elements. The lesson notes are critical
to the success of the lesson, as they give direction and meaning to each lesson
screen.
For example, since the lesson notes alone are not sufficient to teach the material, but do contain
the subjects and methods of instruction, the lesson notes must be used in conjunction with the
lesson screen (as it would be in a classroom setting) to fully assess TEKS coverage.
Therefore, our TEKS Correlations reference the same content (lesson screens or notes) to
satisfy both teacher and student requirements for each breakout.
Quaver Lessons and TEKS Correlations
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QUAVER’S COMMITMENT TO ACCESSIBILITY
Commitment to Accessibility
The purpose of this section is to explain how Quaver’s Beyond Marvelous General Music Texas
Curriculum for Grades K-5 meets or will meet all mandatory accessibility requirements set forth
by the TEA for Proclamation 2015.
Introduction
Quaver’s Texas Curriculum is cloud-based and therefore accessible over the Internet. There are no
textbooks for students. While there is no student text narrative in the traditional textbook sense,
the students will view and interact with curriculum screens projected by the teacher in front of
the class. The screens, which are web-based and include videos, audio files, graphic images, and
interactive activities, can be considered as both the student text narrative as well as the teacher
text narrative. (Please see our Explanation of Quaver Lessons and TEKS Correlations for further information.) The vast majority of our curriculum content does not require individual students to have
access to a computing device. Therefore the teacher plays a pivotal role in ensuring student
comprehension and participation, especially for students with special needs.
In addition to curriculum screens, the teacher alone will have lesson notes associated with each
screen to explain how to teach the content shown. The students will have lesson worksheets
and optional access to QuaverMusic.com, which has functionality the teacher can use in his/her
music classes.
Thus, our multimedia curriculum has many dimensions that must be addressed to be in compliance with mandatory accessibility guidelines. The commonality is that they are all presented over
the internet in web-based programs. QuaverMusic.com, LLC is fully committed to providing online instructional materials that are in compliance with common accessibility standards. We will
comply with the accessibility guidelines of both the Federal government, as described in Federal
Rehabilitation Act, Section 508, and the World Wide Web Consortium guidelines as described in
W3C Web Content Accessibility Guidelines (WCAG2.0).
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In addition, as new guidelines are issued we will comply with those as well to the extent applicable to our product. Our intent is to be accessible to all persons with disabilities. In many respects,
we already are in compliance. Consider the following sample of unsolicited comments received
from teachers using Quaver materials for students with disabilities or special needs.
Quaver’s Commitment to Accessibility
Pam McInerney
Rochester School For The Deaf, Rochester, NY
“I really love the Essentials Program, it suits my kids perfectly as many have learning issues that make it hard for them to learn the conventional classroom
way. I try to apply the concepts outside of the lesson, referring to something Quaver did specifically. The kids are really in love with the program and are retaining a
lot more than they did in the past!”
Marci Shegogue
McLean School Of Maryland, Potomac, MD
“In my 30 years of teaching I have never seen a more well thought out curriculum. What really impacted me most was the fact that the curriculum meets the
needs of my special learners/autism students - watching them want to get up
and manipulate the music on the SmartBoard was a 30-year dream come true.
Without a doubt ALL learners are completely engaged from class start to class end.”
QUAVER’S COMMITMENT TO ACCESSIBILITY
“Thank you so much for the time you all spent with me yesterday, answering my
questions as I search for highly visual music materials for my Deaf and Hard of
Hearing students. My mind was truly blown yesterday as I saw how rich the Quaver program is. I’m still thinking about what I saw, and how I could make it work for
my kids, with very little additional effort!”
Drew Osborn
Elm Tree Elementary School, Bentonville, AR
And this, sent in to Quaver HQ along with a detailed pencil drawing of the homepage of
QuaverMusic.com drawn from memory:
“I wanted you to see this. It was drawn by an autistic student. He sent this by another teacher down to
me and said, ‘Give this to music teacher, she will know
what it is. I need password to go to this!’ This is how
awesome Quaver is to my students! Y’all really make
a difference!”
Amanda Ezell
Holiday Elementary School, Hopkinsville, KY
Quaver’s Commitment to Accessibility
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QUAVER’S COMMITMENT TO ACCESSIBILITY
Assistive Technologies For
Web-Based Programs
There are various approaches to making web-based programs more accessible for the disabled.
The guidelines referenced provide a number of suggestions with which we agree. To develop a
web-based program that is truly accessible by persons who are impaired either visually, by hearing, by physical movement, or mentally requires considerable thought.
As the guidelines point out, QuaverMusic.com cannot develop a website that will be accessible
by all combinations of impairments. We can, however, address significant populations through
website design by being cognizant of available assistive technologies. Let’s consider the major
disabilities one by one.
Visually Impaired
For the visually impaired, there are screen readers that can read screen text aloud in
multiple languages. Often these readers are application-specific and therefore not all
apply directly to QuaverMusic.com. There are also screen magnifiers as well as large keyboards and Braille displays. The use of these devices is school-specific and we can only
meet general requirements to help these devices perform their functions. Of course, a
sighted student can also help as a partner.
Clearly though, text is required on the screen for all critical functions so that the functions can be identified and accessed. Icons, for example, require accompanying text
so the student can tell where he/she is being directed. In addition, arrow keys are important so the student can navigate around the screen more easily. Using a mouse is
more difficult because the student cannot always judge the extent of movement of the
mouse to the corresponding movement of the cursor on the screen.
For the less-severely visually impaired, there are other actions that can be taken. For example, some students may be color blind, so we cannot use color alone as an indicator
of functionality. Some students may require enlarged text or benefit from simplified
screen layouts that are easier to comprehend. There are various degrees of visual impairment, all requiring the consideration of different solutions.
Hearing Impaired
For the hearing impaired, text needs to accompany all audio/visual media. For example,
QuaverMusic.com is committed to closed captioning on all our Quaver video episodes.
Assessments that rely on questions posed verbally must also have accompanying text.
For pure audio media, including music, text or even musical scores are required to assist
the student.
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Quaver’s Commitment to Accessibility
The Kodály method, which is related, suggests different practice techniques to develop
inner hearing. A student can sing or play a piece of music alternating measures between singing out loud and performing only with inner hearing. For example, a student
could sing some measures out loud and other measures using inner hearing. Quaver
fully supports the Kodály method of teaching music.
We have also found that hearing impaired students can easily feel and move to the beat
of a piece of music. These students can also see song scores with lyrics and karaoke
lyrics that move in animation with the songs in Quaver’s Texas Curriculum.
Hearing aids or headphones may be worn. Students must have access to volume controls on the audio so that it can be amplified for the hard of hearing. Teachers may have
speakers in their classrooms that can be fed from computer output ports.
Obviously, the quality and clarity of our audio materials need to be very high for the
hearing impaired.
Mentally Impaired
QUAVER’S COMMITMENT TO ACCESSIBILITY
Since Quaver’s Texas Curriculum is about general music, “audiation” is desired, a term
coined by Edwin Gordon in 1975. Audiation refers to the phenomena that allow a student to mentally hear and comprehend music without there being any sound. This is
enhanced by students being able to read or even compose a musical score, much as
Beethoven did while he was deaf.
There is an entire spectrum of mental impairments, just as there is for visual and hearing
impairments. Making a web-based program for the mentally impaired is challenging.
Having a teacher available to interpret and explain our teaching resources to these students is obviously extremely important and the key to success.
Recall that there are no textbooks in Quaver’s Texas Curriculum. The student interacts
with the teaching resources primarily at the interactive whiteboard in front of the class.
Optionally, students can also use mobile devices to take very simple assessments in
class, which are automatically graded and placed in the teacher’s GradeBook.
To facilitate the teacher’s job in teaching mentally impaired and other students, we
make our teaching resources clear, concise, graphically enhanced, and fun. Videos are
also very helpful. Of course, the teacher is encouraged to use any other resources she/
he might have to work with the mentally impaired.
Quaver’s Commitment to Accessibility
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QUAVER’S COMMITMENT TO ACCESSIBILITY
Physically Impaired
Physically impaired students have motor mobility problems. They may have difficulty or
an inability to use their hands, for example. This impairment might be temporary such
as having an arm or hand in a cast for a broken bone, or more permanent such as from
amputation, or a series of motor diseases such as muscular dystrophy, cerebral palsy,
and the like.
There are a number of assisted technologies or devices for students who are physically
impaired. These include:
•
•
•
•
Mouth sticks, head sticks or other pointing devices
Modified keyboards – expanded or one handed
Keyboard macros which include multiple keystrokes combined into
one
Speech input devices to control the computer
Again in Quaver’s program, each individual student is not usually using a personal computer. He/she is watching a teacher at the front of the room and interacting on a whiteboard. Students in wheelchairs should be able to reach any whiteboard activity with
assistive devices.
As with the other impairments, students can be assigned a partner who is not impaired
to help him/her interact with the program.
Quaver’s Approach To Accessibility
How is QuaverMusic.com complying with these web-based accessibility requirements? In part,
the answer is in adopting the following conventions in developing our teaching resources. These
improvements either exist or are in process.
Note: Quaver’s Texas Curriculum is intended to be led by a teacher who explains the
screen content to the students. It is not intended to be studied independently by the
student in absence of a teacher.
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Screen Controls
•
Zoom (enlargement) features are available from the browser
•
Brightness/contrast controls are available from the system settings and
will not be overridden by the program
Quaver’s Commitment to Accessibility
Start/Pause/Stop buttons are available for all time-sensitive content
•
Volume controls are provided to increase audio amplitude of different tracks where necessary, otherwise the system volume setting can
suffice
•
Functionality controls are consistently named and in the same location
•
Keyboard controls will be available for all core functions, such as navigating between screens or returning to the home page
•
Flash provides for the tab and arrow keys being used to be able to cycle
through the active objects on the screen in more complex interfaces
•
When a control is activated, there are visual and audio indications the
action is being taken
Screen Layouts
•
Plain language text is used throughout the program
•
Layouts are logically and consistently arranged
•
Context and orientation language for the curriculum is provided in the
Teacher Notes
•
User interface and maps are designed to ease navigation through the
site
•
All icons and actionable buttons are large and accompanied by text,
unless the control is a commonly-used standard, such as a triangle for
a play button
•
Screen images without text descriptions or captions can be explained
by the teacher
•
Color is not the sole determinant of required information
QUAVER’S COMMITMENT TO ACCESSIBILITY
•
Quaver Video Episodes/Animations
•
All videos with speaking audio have closed captioning
•
Key words are also highlighted in text in video episodes
•
Animations that need explaining are also described in text
Quaver’s Commitment to Accessibility
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QUAVER’S COMMITMENT TO ACCESSIBILITY
Audio/Music Tracks
•
Lyrics in the Music Venues are provided karaoke style
•
Lyrics are highlighted and synchronized in ClassPlay songs
•
The notes in scores are highlighted in ClassPlay songs as the song is
played
•
Visual Animations are provided in ClassPlay songs for playing the
recorder
•
Transcripts of audio instruction or other information are provided
Textual Materials in Venue Books
•
All venue book text in the the Student Website includes an audio option
Answer Notifications in Assessments/IWBs
•
All notifications of correct or incorrect answers are provided both
aurally and textually
•
Our design minimizes unintentional actions by the user
Flashing Objects
•
No buttons or other objects will flash at a rate between 2 Hz and 55 Hz,
other than the metronome, which has an option to show or not show
a pulsing light at the selected tempo
These are some of the conventions we use to review Quaver’s Texas Curriculum. The process is
on-going.
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We agree and warrant that Quaver’s Texas Curriculum will be in full compliance with both Federal
regulations and the World Wide Consortium Level AA Guidelines. While we have not provided a
correlation for each specific requirement, we believe we fully understand and comply with the
accessibility requirements.
Quaver’s Commitment to Accessibility
QUAVER’S COMMITMENT TO ACCESSIBILITY
Quaver’s Commitment to Accessibility
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ELPS BEST PRACTICES
ELPS Best Practices
Introduction
This section includes general information and ideas to utilize or modify Quaver lessons for
meeting the goals of the ELPS (English Language Proficiency Standards).
The goal for teaching all English Language Learners (ELL’s) is to help them achieve comprehension, speaking, reading, and writing competence in the English language. The requirements to meet the needs of language acquisition are consistent with many good teaching
methods that most teachers already utilize daily.
The ELL classroom environment should be language-rich, always supporting the language
development of students using realia (real objects or pictures of real objects), manipulatives,
graphs, models, visual aids, and technology. Using QuaverMusic.com and the Texas QK-5
Curriculum readily addresses the classroom needs of ELL’s. Quaver’s Texas Curriculum avidly
supports ELL’s in gaining English language skills in a fun way that supports the overall goal
of comprehending, speaking, reading, and writing proficiently in English. In fact, Quaver’s
programs are already in use in many Texas districts that are overwhelmingly populated with
English Language Learners.
Best Practices for Teaching ELL’s
in the General Music Class
The 13 best practices for ELL’s discussed below are adapted from MusicEd.nafme.org (National Association for Music Education), citing articles in General Music Today, Winter 2007
& January 2011.
1. Create a Low-Risk Environment that is Safe and Nurturing
Quaver’s Seriously Fun approach to learning allows children to relax, laugh, and feel
safe in tackling new learning challenges. Students learn without even realizing it because they are having so much fun. This makes a potentially-intimidating music class
into a low-risk environment for the ELL where learning is safe and students feel nurtured and therefore more willing to take risks.
2. Be Patient
Listening is the first step in comprehension. Students often understand what is being
said to them in English before they can formulate a spoken response. It may take ELL’s
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ELPS Best Practices
ELPS BEST PRACTICES
months or more to comfortably and confidently sing a song in English with the class.
Yet, each time the teacher exposes the student to English, that student is gaining
skills and confidence in the language.
3. Talk Less
Talking is a necessary skill for any educator! When working with ELL’s, however, it is
more beneficial to be concise and specific. Give short, clear directions with abundant
visual and body language cues. For example, when giving the direction to stand or
sit, show the students visually by standing up or sitting down while saying the words.
Visuals used in Quaver’s Texas Curriculum include very clear and concise text and are
filled with graphic cues and examples.
4. Allow More Wait Time
Teachers must consider the language processing of a non-native English speaker.
First, the student must hear what is said in English, translate that into their native language, formulate an answer in their native language, and finally translate that native
thought back into English. What a feat! Allowing additional time for ELL’s to formulate
a response will increase the probability that they will participate in the conversation.
Prior to class time, teachers can use Quaver’s customization tools to tailor the lesson
to a specific class’s needs. Even during class, teachers can easily adapt and navigate
among lesson elements, allowing them to present material at a slower pace or in a
different order for ELL’s while still meeting the lesson’s objectives.
5. Incorporate Visual Aids
Engaging all the senses in learning a language is key to success. A visual aid crosses
the language barrier and allows ELL’s to identify with the object or idea in their own
language before attempting to understand it in English. This is an important step on
the way to achieving the goal of language competence.
As a completely digital resource, Quaver’s Texas Curriculum is able to leverage the
most advanced technology to bring visual aids to life in every lesson, including: illustrated lyric pages, animated songs, rich illustrations, visual representations of key
terms, scores that highlight in time with the music, animated solfège and recorder
demonstrations, and much more. Students are sure to remember the vivid visual aids
in Quaver’s Texas Curriculum.
ELPS Best Practices
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ELPS BEST PRACTICES
6. Use Gestures and Facial Expressions
Like visual aids, teachers can use gestures and facial expressions to communicate
with students of any language. The energetic character Quaver, who appears in
instructional videos throughout the Curriculum, makes ample use of gestures
and facial expressions to convey meaning. Students and teachers alike identify
with this approach and can’t help but respond to and emulate his enthusiasm.
Teachers using Quaver’s Texas Curriculum can easily build on this foundation,
and employ the same technique to reach their ELL students. The accompanying
teaching notes for each lesson also offer suggestions for using gestures and facial expressions.
7. Repeat Songs and Activities
Repetition is a key tool in helping ELL’s to internalize English language comprehension. Quaver’s memorable songs, activities, and other learning devices can
be revisited often to reinforce key concepts and vocabulary. Quaver has a knack
for making repetition fun, not tedious. Plus, not only do students get the opportunity to practice their skills in a safe class environment, but the language and
concepts being repeated will also likely be rehearsed internally throughout the
rest of the student’s daily activities.
8. Provide Opportunities to Demonstrate Understanding in Creative Ways
One way to measure ELL’s comprehension of English lyrics is through storyboarding or illustrating certain phrases. This will encourage practice, recall, and
proficiency, and demonstrate comprehension of the lyrics being learned. Each
song in Quaver’s ClassPlay library includes lyrics accompanied by descriptive illustrations to prompt students to remember the words. Other lesson activities
include fun listening maps, writing exercises, and opportunities for students to
write their own lyrics to familiar tunes. These activities help teachers strengthen
vocabulary and understanding in ELL’s.
9. 32
Incorporate Movement
Gestures, motions, and movements also help students focus on word meanings
and make them more willing to sing. Encourage students to create their own
movements to music. The songs in Quaver’s Texas Curriculum lend themselves
very naturally to movement, and some even include movement instructions in
the lyrics. Additionally, there are suggested movements incorporated in the lesson teacher notes where appropriate.
ELPS Best Practices
Use Cooperative Learning Strategies
Especially with older students, employing cooperative learning while strategically matching students (most proficient language abilities with less proficient)
will help with English language acquisition for students of varying levels. These
interactions improve the skills of each student, foster a trusting peer relationship,
and produce confident language role models. Cooperative learning creates leadership opportunities that bolster self-esteem. Quaver’s Texas Curriculum utilizes
cooperative strategies in multiple lessons throughout the program, from short
in-class activities to long-term group projects.
11.
ELPS BEST PRACTICES
10.
Reinforce Vocabulary Using Word Walls
One of the biggest obstacles to learning a new language is also one of the most
important aspects: learning the vocabulary. Vocabulary is they key that opens
the door of understanding, but it takes a lot of practice to retain. Word walls or
living walls are great tools to remind teachers and students alike to practice their
vocabulary terms. Each time a new word is learned add it to the wall, perhaps
with a picture or other definition to enhance retention and recall. Choose a creative way to group the words together – alphabetically, by topic, or sequence
learned – to enhance comprehension in different dimensions. Quaver’s Texas
Curriculum includes printable vocabulary terms with and without illustrations
and provide a perfect springboard for creating your own word walls.
12.
Recognize the Student’s Native Language and Celebrate their Culture
Using examples of the native culture of an ELL (as well as examples from other cultures) fosters a positive learning environment. Teachers can research folk
songs, singing games, nursery rhymes, and children’s literature from the specific
native language and culture of students in his/her class. Recognize and celebrate
nuances of the student’s native culture as often as possible.
Quaver’s Texas Curriculum includes many well-researched and well-represented
examples of world music and culture from across the globe. Students have the
opportunity to sing songs in other languages and to see translations of the lyrics.
13.
Rephrase Vocabulary Terms
Learning vocabulary is important to comprehension of any subject. Quaver’s Texas Curriculum goes beyond learning new terms by rote and includes fun illustrations, mnemonics, and associations to increase comprehension. Vocabulary
words are presented in a variety of ways throughout lessons, and students are
ELPS Best Practices
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ELPS BEST PRACTICES
encouraged to use the new terminology in subsequent activities. Key terms and
concepts are explored throughout each Quaver lesson, not just reviewed at the
end. This improves learning retention and student comprehension of terms and
concepts.
14.
Explain Figurative Language, Including Jargon, Slang, Jokes, etc.
Colloquialisms, slang, jargon, figurative language, puns, play on words, and even
strong regional accents (“Howdy, y’all”) are understandably confusing to ELL’s. It
is important to help students understand that this type of language exists and
acknowledge that it can be confusing. It is also important to assure ELL’s that as
their English proficiency increases and improves, so will their understanding of
these confusing words and phrases.
ELL’s generally begin to understand this higher-level language skill as they approach High Advanced proficiency, but exposing them to the possibility of confusion between the literal meaning and the figurative wording might ease some
anxiety as they journey toward High Advanced proficiency.
Quaver’s Texas Curriculum strives to use clear and succinct terminology to explain all essential knowledge and skills. Yet, an important part of the Quaver mission is to use humor and fun to reach kids and help them to learn about music.
Some jokes and wording used in lessons (and perhaps even Quaver’s British accent) might require additional explanation for ELL’s. We hope that all students
will be able to laugh together and enjoy the fun of learning music with Quaver!
ELPS Summary
Although Fine Arts programs are not required to meet ELPS guidelines, Quaver’s Texas Curriculum supports English language acquisition in many ways that are embedded into the program.
Quaver resources provide a natural way to meet the language needs of English Language Learners. Lessons are easily customized and modifications can be made with little need for additional
teacher preparation or planning.
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Quaver’s Texas Curriculum is made of engaging lessons that seamlessly teach music in a spiraling/scaffolding approach. Material is presented in a manner that also improves students’ overall
understanding and use of the English language. These improved English skills transfer back into
the classroom and yield better success for ELL students in core curriculum classes. So while ELL
students are learning music, they are also being fully supported in attaining English language
proficiency using Quaver’s Beyond Marvelous General Music Texas Curriculum for Grades K-5.
ELPS Best Practices
CONCLUSION
Conclusion
Thank you for taking the time to learn more about Quaver’s Beyond Marvelous General Music
Texas Curriculum for Grades K-5. We trust you will find everything needed to explore our bold
new curriculum.
We understand the unique challenges facing today’s music educators. Just as the TEKS were
recently revised to address emerging technology and changing times, we hope to come alongside schools and districts to help keep music a relevant and vibrant subject throughout the 21st
Century and beyond!
While this changing frontier may be intimidating, we agree – there’s no place like Texas for great
innovation!
ELPS Best Practices
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Copyright © MMXIV, by QuaverMusic.com, LLC. All trademarks designated “™” are the property of QuaverMusic.com, LLC. All stories, characters, artwork and other original material embodied in the product
including any printable materials are Copyright © MMXIII, by QuaverMusic.com, LLC All rights reserved.