PBMS Cambridge Choir and Exploring Music

 

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Welcome to the PBMS Cambridge Program.  Since being recognized as a Cambridge International magnet the students in the program have worked hard on a multitude of assignments that infuses ChessRobotics, Cultural and Global Studies, and the Cambridge Choir. Thanks to Dade Partner Forever Bloom Alliance, Inc. in donating this web space, students have powerful tool for helping them attain academic success throughout the program.

After touring our website you will see that the Paul W. Bell Cambridge Program is a wonderful place that offers an exciting education under the guidance of experienced and talented teachers. To become a part of this exciting program, click on the tab “How to Sign Up for PBMS Cambridge” and enroll today.  

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Surround yourself with smart, dedicated people – to build something isn’t a one-man show. It’s more important to have smart people who really believe in what you’re doing than really experienced people who may not share your dream.

– Niklas Zennstrom

How to Sign Up for PBMS Cambridge

How to Sign Up for PBMS Cambridge

Students currently in the 5th or 6th grade must meet the following criteria:

1. Minimum of 2.0 averages in core Academics and Conduct (e.g. Language Arts, Mathematics, Science and Social Studies).

2. All effort grades in core academics must be a “2” or higher.

3. No more than 10 unexcused absences for the previous year.

4. Parents must apply online by completing the magnet application before January 15 in order for the student to be considered for admission.

5. At the end of each school year, we review all currently accepted students. If the student’s academic or conduct record no longer meets the admission requirements, the student’s acceptance will be revoked.

Register Online Today!

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PBMS Cambridge Contacts:
Anthony Reid – Lead Teacheranthonyreid@dadeschools.net
Soraya Herran – School Counselor – sherran-flynn@dadeschools.net

Testimonials

“Cambridge gives an amazing experience”- Izayana.G. 2015

“Cambridge makes learning fun”- Emily.S. 2015

“Cambridge has been a very wonderful experience for me and I have only been in the program for two weeks”- Ketsia.L.  2015

“I love the Cambridge Program because I get to interact with students in Germany and all my friends are in it”- Rocio.L. 2015

“This is my first year in the Cambridge Program and it has been a wonderful experience. I’ve met great friends that will stay with me for three special years, as well as creative and understanding teachers.”- Claudia.M. 2015 {Mr. Reid’s favorite student}

“The Cambridge Program is an amazing experience. The Cambridge Program prepares you to be independent. I’m very proud to be a part of it.” – Katherine.R. 2015

“Cambridge is a fun learning academy, where you learn to utilize all sorts of materials and technology” Frank.D. 2015

“Cambridge is fun and exciting. It is interesting and you will be very successful.  It also has many appealing features such as choir, technology and interacting with kids from Germany”- Nicholas.P.  2015

“Cambridge is exciting! Also we learn sufficient information from working with technological machines and software such as robots, computers, and Microsoft office.”- Lazaro.G.  2015

“This course is enjoyable.”- Adilio.M. 2015

“This year that I have been in the Cambridge program has been very successful. When I first heard about this program I knew that whichever teacher was directing the program was also very successful as well. It has been a wonderful experience. I have had the chance to meet intelligent kids who have become my friends. I hope to stay in Cambridge for the next three years.”- Valerie.A 2015

“Cambridge is an exciting program and has many engaging features as choir, show creating, and PowerPoint.”- Anthony.L. 2015 { J Average Student J }

“Cambridge is very exciting and entertaining. In Cambridge we perform tasks. We mainly sing as a choir, construct robots, and work on PowerPoint’s. – Alexander.R.  2015 {Mr. Reid’s’ favorite Student}

“In this program called Cambridge I have the oppurtunity to learn how to become a successful person and to be interactive. Many of my friends are in this program and we have a good time. We acquire information of technology by building robots; make PowerPoints, interacting with kids in Germany, and singing. It has only been 5 months and I feel proud of myself. Also I thank my teacher Mr. Reid”-Isabella.N.  

1st Quarter Classwork – Choir and Exploring Music

Day 1 – 8/20
Course Introduction
Rules and Guidelines
What is the Cambridge Program?

Students will review activities and projects for the course based on the Paul Bell Cambridge program’s goals and objectives: Accelerated Learning, Arts and Culture, Global Education, and Technology Integration.

Day 2 – 8/22
What is the Cambridge Choir?
How will the course benefit students and the school? 

Scope and Sequence

Course Building Discussion

Introduce Class Officers

Introduce Class Website and Online Resources

Day 3 – 8/26
OCS Election Day

Gradebook and Grading Policy

Speech and Vocalization Exercises 1: Positioning

Day 4 – 8/28
Speech and Vocalization 2: Breathing & Posture

Breaking the Ice Exercises

Day 5 – 8/30
Speech and Vocalization 3: Rounds & Chants

Gibberish & Ah Poor Bird

Day 6 – 9/04

[Computer Lab]

OneDrive Introduction and Basics
OneDrive Workshop 1: Students will practice creating sharing folders and links.

OneDrive Workshop 2: Students will download folders from the class website.

Gibberish & Ah Poor Bird

Day 7 – 9/06

[Computer Lab]

Data Sharing Competency Test

Introduce “Across the Sky”

Introduce MusicTheory.net

Music Theory Lesson 1: Music Staff & Scales

Day 8 – 9/10

Learn Gibberish & Ah Poor Bird

Ah Poor Bird

Music Theory Lesson 2: Music Staff Sharps & Flats

Speech and Vocalization 3: Scales and Solfege Signs

Day 9 – 9/12

Pre-Holiday Repertoir Discussion 2

Music Theory Lesson 3: Key Signatures

Speech and Vocalization 4: Scales and Gestures

Speech and Vocalization 4: Projection and Control

Day 10 – 9/16

Complete music theory worksheets.

Complete hand written music scales.

Introduce “Da Pacem Domine”

Day 11 – 9/18

Music Theory Worksheet Review

“Across the Sky” & “Ah Poor Bird” Practice

Day 12 – 9/20

Music Theory Lesson 4: Time Signatures

Pre-Holiday Repertoir Discussion 2

Day 13 – 9/24

[Computer Lab]

Introduce Come, Thou Fount of Every Blessing

Come, Thou Fount Sectionals

Da Pacem Domine Noteflight transfer

Day 14 – 9/26

[Sub Day]

Come, Thou Fount of Every Blessing Worksheet

Music Theory Worksheets

Day 15 – 10/01

[Computer Lab]

Noteflight: Come, Thou Fount of Every Blessing (Con’t)

Come, Thou Fount Sectionals

Da Pacem Domine Noteflight transfer

Day 16 – 10/03

Noteflight: Come, Thou Fount of Every Blessing Transfer

Christmas Music Proposals Discussion and Vote

Introduce Sight Reading Exercises

Practice “Have you seen the Ghost of John”

Day 17 – 10/07

Reintroduce Surely He hath Borne Our Griefs

Introduce Exploring Choral Music and Genres Presentations

Determine ECM Groups

Practice Choral Repertoire

Day 18 – 10/14

Introduce Choral Piece Proposals Assignment

Practice Choral Repertoire

Day 17 – 10/09

Practice Danza, Danza

ECM Groups

Day 18 – 10/11

Introduce Sight Reading Exercises

Practice Noel, Noel

ECM Groups

Day 19 – 10/15

Introduce “Fruitcake”

Sight Reading Exercises – Rounds

Practice Noel, Noel

Day 20 – 10/17

Introduce Noteflight and Composing Music

[Click here for Rounds 1 page.]

Noteflight: Name That Children’s Tune?

ECM Presentation Research

Day 21 – 10/19

Noteflight and Composing Music

Noteflight: Name That Pop Tune?

ECM Presentation Research

Day 22 – 10/23

Noteflight and Composing Music

Noteflight: Name That Pop Tune? (Continued)

ECM Presentation Research

Day 23 – 10/25

Introduce “Stomp”

End of Grading Period Housekeeping
Day 24 – 10/29

“Stomp” Workshops

Practice Noel, Noel & Fruitcake

1st Quarter Homework & Due Dates – Choir and Exploring Music

8/22  – Signed Rules and Materials Sheet Due

8/24  – Have speeches prepared for OCS Election Day

8/28 – Course Materials and Cambridge T-shirt Money Due

9/06 – Data Sharing Competency Test

9/10 – Learn Solfege Signs and Scale for Quiz – View Solfege Video

9/18 – Learn Across the Sky for singing quiz

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Exercise 1.1: Note Identification – Treble Clef 1

Exercise 1.2: Note Construction – Treble Clef 2

Directions:
After clicking on the link above complete the exercise using the following criteria:
a. Must identify a total of 25 notes.
b. Exercise must be completed in under 5 minutes.
c. Must correctly answer 80% of the items.
d. Once the lesson is concluded print out a Progress Report with your Last, First name and the verification code.

9/20 – Complete MusicTheory.net Exercise 2

Exercise 2.1: Note Identification – Bass Clef 1

Exercise 2.2: Note Construction – Bass Clef 2

(Complete 25 items in under 5 minutes)

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Complete Noteflight part for Da Pacem Domine
(Choir 2 students only)

9/24 – Complete MusicTheory.net Exercise 3

Exercise 3.1: Note Identification – Grand Staff 1

(Complete 25 items in under 4 minutes)

Exercise 3.2: Note Construction – Grand Staff 2

(Complete 25 items in under 4 minutes)

9/26 – Identify the Notes Worksheet and Essay Corrected

10/01 – Learn vocal parts for Da Pacem Domine for open singing test
(Choir 2 students only)

10/03 – Come, Thou Fount of Every Blessing Noteflight Due

10/14 – Singing Tests: Come, Thou Fount, Ghost of John 

10/22 – Choral Piece Proposals Due

Proposals Criteria:

1.  Students must submit 1 classical and 1 contemporary piece.

2. Proposals must be age appropriate with no explicit text or subject matter.

3. Song selections must be suitable for a choir with multiple voices.

4. Students must provide a copy or link to a recording of the selection.

5. Students must provide a copy or link to the sheet music for the selection.

6. Proposals must be submitted via the OneDrive share folder. Access the folder via your student portal or click on the link. Type in your song information only.

10/22 – Singing Test: Surely He hath Borne Our Griefs

9/25 – Learn vocal parts for The Clouds (SATB Version).

9/27 – Complete 1st grader version of the Counting Rhythms and Rest Chart

10/01 – Learn vocal parts for Happy Birthday to You

10/01 – Submit completed Identify the Notes worksheet.

10/05 – ECM Topics Due – Chick here to view ECM Chart

10/09 – Learn vocal parts for Danza, Danza

10/11 – ECM Historical Era, name of Model Group, and Link to Audio or Video Due.

10/15 – Learn vocal parts for Noel, Noel

10/17 – ECM Rough Draft PowerPoint or Prezi Presentation with Link Due

10/23 – Learn vocal parts for Fruitcake

10/23 – Complete Noteflight Assignments: 1. Ego Sum Pauper, 2. Have you seen the Ghost of John, and 3. Name that Pop Tune (One grade each).

10/25 – ECM Final PowerPoint or Prezi Presentation with Link Due 

[Click here to view PowerPoint/Prezi Template]

10/30 – Learn vocal parts for Stomp

11/05 – Singing Test for All Songs (Wendeyao, Arrow, Clouds, Happy, Fruitcake, Noel & Stomp)

11/08 – Singing Test for All Songs (Continued)

 

2nd Quarter Classwork – Choir and Exploring Music

Day 25 – 10/29

Sectionals for Come, Thou Fount

Day 26 – 10/31

Sectionals for Come, Thou Fount

Have you seen the Ghost of John Practice

Halloween Caroling

Day 27 – 11/05

Sectionals for Come, Thou Fount

Winter Concert Introduction and Groups

Day 28 – 11/07

Winter Concert Groups

Come, Thou Fount

Day 29 – 11/13

Sectionals – “Surely He hath Borne Our Griefs”

Practice Repertoire

Paul W. Bell 5th Grade Magnet Fair – November 14
5:30pm – 7:00pm – Extra Credit Available!!!

Day 30 – 11/15

Sectionals – “Surely He hath Borne Our Griefs”

Practice Repertoire

Day 31 – 11/18

Singing Tests

ECM Lesson Workshop

Day 32 – 11/20

Singing Tests

ECM Lesson Workshop

Rehearse – “Surely He hath Borne Our Griefs”

Day 33 – 11/22

ECM Lesson Workshop

Rehearse – “Surely He hath Borne Our Griefs”

Day 34 – 11/26
Introduce Fruitcake

Day 35- 12/03

Review Practice Noel, Noel Stage Positions

Reintroduce “And He Shall Purify”

Identify Christmas Show Groups

Day 36 – 12/05

Cambridge Choir Practice: “Mi Burrito Sabanero & Fruitcake”

Christmas Show Groups Practice Performance

Day 37 – 12/09

Cambridge Choir Practice: “Mi Burrito Sabanero – Fruitcake – Surely Hath Borne Our Griefs”

Christmas Show Groups Practice Performance

Day 38 –  12/11

Cambridge Choir Practice: “Mi Burrito Sabanero – Fruitcake – Surely Hath Borne Our Griefs”

Christmas Show Groups Practice Performance

Day 39 – 12/13

Field Trip

Day 40 – 12/17

Cambridge Choir Practice: “Mi Burrito Sabanero – Fruitcake

Day 41 – 12/19
Cambridge Choir Practice: “Mi Burrito Sabanero – Fruitcake

12/20 – 22nd Annual Winter Concert

Day 42 – 1/06
Winter Concert Reflections Discussion

ECM Workshop

Day 43 – 1/08
ECM Workshop

ECM Lesson Presentations (1 – 5) [ECM Student Presentation Evaluation]

Day 44 – 1/10
ECM Lesson Presentations (6 – 10)

Day 45 – 1/14

ECM Lesson Presentations (11 – 15)

Day 44 – 1/17

ECM Lesson Presentations (11 – 15)

2nd Quarter Homework and Due Dates – Choir and Exploring Music

11/07 – Learn Part for Surely Hath Borne Our Griefs

11/13 – Master all songs for Magnet Fair

11/14 – Magnet Fair Performance  – 5:00pm – 7:00pm

11/15 – Alternative to Performance Essay Due (Only for students not participating in Magnet Fair performance) Click here to download essay questions.

11/19 – Singing Tests  [Click to view Singing Rubric]

12/14 – Christmas Performance Test 1  [Click to view Singing Rubric]

Practice voice part until mastery: Fruitcake – Mi Burrito Sabanero – Come Thy Fount – Across the Sky – “Surely Hath Borne Our Griefs”

12/20 – Paul W. Bell Winter Concert (Periods 3 & 1)

1/08 – ECM Projects Due

1/10 – Alternative to Performance Essay Due (Only for students not participating in Magnet Fair performance) Click here to download essay questions.

1/11 – MUN: Getting to Know Your Country Worksheet Due

1/11 – ECM Lesson Planning Sheets Due

1/14 – MUN: Gourmet Cupcake Team Meeting (3:50pm to 5:30pm)

1/11 – ECM Lesson Presentations (1 – 5) [ECM Presentation Rubric]

1/15 – ECM Lesson Presentations (6 – 10)

1/17 – MUN: Complete Points and Motions Handout

1/17 – ECM Lesson Presentations (10 – 15)

1/25 – MUN Practice Resolution Sentences Due [Download Clauses]

1/26 – MUN Practice Simulation at MDC North Campus (9:00am to 3:00pm)

2nd Quarter Quiz and Exam Study Guides – Choir and Exploring Music

3rd Quarter Classwork – Choir and Exploring Music

Day 47 – 1/21

OCS Elections

ECM Presentations and Assessment

Spring Concert Planning

Introduce “We Dream Tomorrow”

Day 48 – 1/23

Introduce “Defender”

WDT Study

Day 49 – 1/27

Courtroom Mafia Theatre Exercise 1

Day 50 – 1/29

Cambridge Choir Practice “Defender”

Day 51 – 1/31

MUN Rubric Introduction

MUN Practice Speeches 1

Day 52 – 2/04

“Defender” Practice – Bass and Tenor

MUN Speech Writing and Research

WDT Study and Practice

Day 53 – 2/06

Courtroom Mafia Theatre Exercise 1

Day 54 – 2/10

Black History Fair Workshop

Day 55 – 2/12

Black History Fair Workshop

Day 56 – 2/14

Black History Fair Workshop

Day 57 – 2/19

Cambridge Choir Practice

Day 58 – 2/21

MUN Practice Speeches

Cambridge Choir Practice

Day 58 – 2/25

MUN Practice Speeches

Cambridge Choir Practice

Day 59 – 2/27

Black History Fair – February 25

Day 60 – 3/02

MUN Practice Resolutions

Day 61 – 3/04

Cambridge Choir Practice

Day 62 – 3/06

Cambridge Choir Practice

Day 63 – 3/10

Cambridge Choir Practice

Worksheet 0026

Worksheet 0027

Day 64 – 3/12

Cambridge Choir Practice

“Woman in Chains”

“Defender”

Day 65 – 3/17

[Distance Learning Classwork – To be completed at home – Email anthonyreid@dadeschools.net before assignments are due if you have any questions or technical issues.  Remember to include text in the email “Subject” line or else email won’t get sent.]

ECM II – Mini Project – Step 1

Although the first ECM project was completed in groups, this assignment is to be completed individually.

1. Follow the link below to the ECM I & ECM II charts.  

2. Beneath the ECM I chart is a new chart called ECM II.

3. Type in the ECM II chart only. Next to your name and genre type in the information under Historical Era, Model Choral Group, and Link to Video. 

4. Your Model Choral Group and Video must be unique and not the same as your partner during the first ECM project.  The video and group must also be different from those you used in your original ECM presentation. 

5. Your video must be a live performance.  You may not simply submit a sound recording. 

6. You may not change genres without asking the teacher first. First come first serve. 

Link to ECM I & ECM II Charts

Day 65 – 3/15

“This is Me” Practice

“My Shot” Practice

Day 66 – 3/19

“This is Me” and “My Shot” Singing Test

Audition Prep

Day 67 – 3/21

Audition Prep

“This is Me” and “My Shot” Singing Test

Day 56 – 2/16

(Reid Absent)

Complete Global Scholars Worksheets

Day 57 – 2/21

MUN: Research information corresponding to question in the committee topic guides.

MUN Practice Speeches

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Cambridge Choir: “And He Shall Purify” Singing Test 

Day 58 – 2/23

Writing Resolutions Workshop

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Cambridge Choir: “And He Shall Purify” Singing Test 

Day 59 – 2/27

MUN Writing Resolutions Workshop

Cambridge Choir: “And He Shall Purify” Singing Practice 

Day 60 – 3/01

MUN Writing Resolutions Workshop

Cambridge Choir: “And He Shall Purify” Singing Practice

Day 61 – 3/05

Cambridge Choir: “And He Shall Purify” Singing Practice 

Day 62 – 3/07

Cambridge Choir: “And He Shall Purify” Singing Practice 

Global Scholars Unit: 3 Workbook Activities

Day 63 – 3/09

Cambridge Choir: “And He Shall Purify” Singing Practice 

Global Scholars Unit: 3 Workbook Activities

Day 64 – 3/13

Cambridge Choir: “And He Shall Purify” Singing Test 2

Cambridge Choir: “Accidentally in Love” Study

Global Scholars Gardening Activities

Day 63 – 3/15

Cambridge Choir: “And He Shall Purify” Singing Practice

Cambridge Choir: “Accidentally in Love” Study

Global Scholars Gardening Activities

Day 63 – 3/19

Cambridge Choir: “Accidentally in Love” Singing Test

Global Scholars Activity

3rd Quarter Homework and Due Dates – Choir and Exploring Music

1/21 – Spring Concert Proposal Chart

1/31 – MUN 90 Second Speech 1

2/04 – Solo Song Proposal Due

2/06 – Learn part for “Defender”

2/06 – MUN Speech 1 Due

2/14 – MUN Speech 2 Due

2/19 – Rough Draft of Black History Project / Booth Due

2/21 – Final Draft of Black History Project / Booth Due

3/19 – ECM II – Mini Project – Step 1 Due

ECM II – Mini Project – Step 1

Although the first ECM project was completed in groups, this assignment is to be completed individually.

1. Follow the link below to the ECM I & ECM II charts.  

2. Beneath the ECM I chart is a new chart called ECM II.

3. Type in the ECM II chart only. Next to your name and genre type in the information under Historical Era, Model Choral Group, and Link to Video. 

4. Your Model Choral Group and Video must be unique and not the same as your partner during the first ECM project.  The video and group must also be different from those you used in your original ECM presentation. 

5. Your video must be a live performance.  You may not simply submit a sound recording. 

6. You may not change genres without asking the teacher first. First come first serve. 

Link to ECM I & ECM II Charts

Your information must be added to the ECM II chart by 3:50pm on 3/19/20. Assignments will not be accepted after deadline. 

[Click to view Singing Rubric]

3/19 – “Accidentally in Love” Singing Test 1

3rd Quarter Quiz and Exam Study Guides -Choir and Exploring Music

Code.org Vocabulary

Course 1: algorithm, function, variable, program, sequence, persistence, loop, event, blockly

Course 2: conditionals, binary, digital footprint, data, computational thinking, iteration, bug, debugging

Course 3: decompose, pattern matching, abstraction, algorithm, IP Address, Domain Name Service (DNS), Universal Resource Locator (URL), servers, fiber optic cable, packets, crowdsourcing, digital citizen

Course 4: Tangram, algorithm, interpret, variable, abstraction, meteorologist, interval, for loop, function, parameter, binary alphabet, binary image, if statement

4th Quarter Classwork -Choir and Exploring Music

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Spring Break

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Day 68 – 3/31

Skype is not working. Please use your phone. 

Meeting Scheduled for U.S. History students in Period 2.  The meeting will take place on March 31 at 1pm to 2:00pm.  To participate in the meeting you will need to call in using your cell phone.  Five minutes before the meeting time call (305) 341-0995. The Conference ID is 344916#.  Once you have entered that meeting, turn off your microphone or press mute and wait until the meeting begins.  

The purpose of the meeting is for us to touch base with one another and for me to share with you how the class will continue forward during the school closure.  It is also an opportunity for me to get your input on how online learning can best suit your needs as students.  This meeting is mandatory for all students.  If you are unable to attend this audio conference, please let me know by sending me an email so that we can setup a day and time that is more convenient.  

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Cherish Tuttle Vocal Warmups Review

Day 69 – 4/02

Teacher Planning Day

ECM II – Step 2: Research

Begin the research that will provide the basis of your 5 Paragraph | 5 Sentences | 5 Picture research results of your ECM II project.

See the “4th Quarter ECM Project” toggle below for more details.

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Cherish Tuttle Vocal Warmups Review

Day 70 – 4/06

ECM II – Step 2: Research

Continue the research that will provide the basis of your 5 Paragraph | 5 Sentences | 5 Picture research results of your ECM II project.

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Cherish Tuttle Vocal Warmups Review

Day 71 – 4/08

ECM II Research

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Cherish Tuttle Vocal Warmups Review

Day 72 – 4/13

ECM II Research

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Cherish Tuttle Vocal Warmups Review

Day 73 – 4/16

Zoom Meeting Scheduled for Cambridge Choir students in Period 6.  The meeting will take place on April 16 at 3pm to 4pm.  To participate in the meeting just login to Teams and go to the channel named: Choir-Exploring Music.  There you will find a link in the chat window directing you to the meeting.  After clicking on the link you may be directed to download the Zoom app if you are using it for the first time.  Once you have entered that meeting, turn off your microphone or press mute and wait until the meeting begins.  

The purpose of the meeting is for us to touch base with one another and discuss how the ECM II assignment is progressing along and to discuss other assignments for the future.  This meeting is mandatory for all Period 6 students.  If you are unable to attend, please let me know by sending me an email so that we can setup a day and time that is more convenient.  

Meeting Access

Click to Join Zoom Meeting
Meeting ID: 448-501-104
Password: 513368

Call in via mobile phone: 929 205 6099

Day 74 – 4/21

ECM II Research

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Cherish Tuttle Vocal Warmups Review

Day 75 – 4/23

ECM II Research

Day 76 – 4/27

Introduce ECM II Phase 5: PechaKucha
See 4th Quarter ECM Project below

Day 77 – 4/29

Work on the PechaKucha

Day 78 – 5/01

Work on the PechaKucha

Day 79 – 5/05

Work on the PechaKucha

Day 80 – 5/07

Work on the PechaKucha

Day 81 – 5/11

Work on the PechaKucha

Day 82 – 5/13

Work on the PechaKucha

Day 83 – 5/15

Work on the PechaKucha

Day 84 – 5/19

Work on the PechaKucha

Day 85 – 5/21

Work on the PechaKucha

Day 87 – 5/26

Make up Missing Assignments

Day 88 – 5/28

Zoom Meeting Scheduled for Cambridge Choir students in Period 6.  The meeting will take place on May 28 at 2pm to 3pm.  To participate in the meeting just login to Teams and go to the channel named: Choir-Exploring Music.  There you will find a link in the chat window directing you to the meeting.  After clicking on the link you may be directed to download the Zoom app if you are using it for the first time.  Once you have entered that meeting, turn off your microphone or press mute and wait until the meeting begins.  

The purpose of the meeting is to discuss and reflect on the ECM II assignment.  This meeting is mandatory for all Period 6 students.  If you are unable to attend, please let me know by sending me an email so that we can setup a day and time that is more convenient.  

Meeting Access

Click to Join Zoom Meeting
Meeting ID: 951 7185 5299
Password: 761388

Call in via mobile phone: 929 205 6099

Day 89 – 6/01

Complete Class Evaluation Form

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4th Quarter Homework and Due Dates -Choir and Exploring Music

4/06 – ECM II text research and pictures copied and pasted in OneDrive Share Folder “ECM II Research”.

4/17 – ECM II Research Due – 5 Paragraphs – 5 Sentences – 5 Pictures

Upload 5 Paragraphs – 5 Sentences – 5 Pictures into OneDrive Share Folder “ECM II Paragraphs and Pictures”.

4/23 – Significance Essay Due

5/1 – PechaKucha Online Form & Overview List of 20 Items

5/7 – PechaKucha Powerpoint Script

5/11 – PechaKucha Powerpoint Pictures and Animations

5/15 – PechaKucha Powerpoint Video (Draft)

5/19 – PechaKucha Powerpoint Video (Final)

5/29 – PechaKucha Powerpoint Student Reflection form (Extra Credit)

5/29 – Complete Class Evaluation Form

4th Quarter ECM Project

Exploring Choral Music Project II

Overview

Phase 1 – Genre & Choral Piece Selection and Chart – Due 3/19
Phase 2 – Research Gathering  – Due 4/06
Phase 3 – 5 Paragraphs – 5 Sentences – 5 Pictures – 4/17
Phase 4 – Significance Essay – 4/23
Phase 5 – PechaKucha Form & Overview – 5/1
Phase 6 – PechaKucha Narration Script/Outline – 5/7
Phase 7 – PechaKucha Powerpoint Pictures and Animations – 5/11
Phase 8 – PechaKucha Powerpoint Video (Draft) – 5/15
Phase 9 – PechaKucha Powerpoint Video (Final) – 5/19
Phase 10 – PechaKucha Sharing and Feedback (Extra Credit) – 5/29
End Project

ECM II Detailed Instructions

Phase 2
Based on the specific song chosen in Phase 1 of the project, students will research information about the song and its significance to the chosen music genre.  Information could include, but is not limited to, the following questions:

1. Describe what is happening during the performance of this piece.
2. What is the purpose of the piece in respect to the entire work? How does the piece fit in?
3. From what sources (other styles or pieces) does the song pull inspiration?
4. Why or why isn’t this piece particularly more or less famous than other pieces in the greater work?
5. How does this piece reflect what was happening in music or the world general during the time it was written?
6. How does the piece convey the composer’s style of the composer?

Once you have decided which questions you would like to address for your piece you will search for answers on the Internet.

When you locate a website with information you would like to use, copy and paste that text information onto a Word document along with the website address.   You will also copy and paste pictures related to the text information.

Keep copying and pasting until you are sure to have enough information to allow you to eventually complete for Phase 3: 5 Paragraphs – 5 Sentences (per paragraph) – 5 Pictures of insightful and interesting information about your piece.  

Save the copied and pasted research and pictures into a folder with your name as the file name.  Then you will upload the folder to a folder in the OneDrive ECM shared folder labeled “ECM II Research”

Phase 3
Based on the information and pictures researched in Phase 2 of the project, compose a 5 paragraph essay with 5 sentences per essay in your own words.  The essay is to be well-written with proper grammar and punctuation.  Your main focus is on the performance featured in the video you submitted.  Most importantly, the essay must be written in your own words.

Phase 4
In essay format explain the significance of the performance content within a broader context.  This context could be historical, socio-economic, philosophical, etc…  How does the story or text being performed in the video connect to real-world issues or occurrences?  How can your classmates relate to the story or text through these issues or occurrences?  Along with real information featuring dates, statistics, quotes, locations, etc…, include with the essay at least one picture related to the real-world connection.  The essay must be written in your own words.

Phase 5

Part 1:
Visit pechakucha.com and start learning about this presentation form by reading “What is PechaKucha?”  After reading the description, scroll down and choose an actual PechaKucha of your choice and watch it.  After watching the PechaKucha video, complete and submit the following online form.  Please be complete and as honest as possible. 

Part 2:
Provide an overview of how you intend to incorporate the research you have already done into creating your own PechaKucha.  In other words, you should make a list of 20 items with each item representing what you will take about for a given slide. For example:

Bulgarian Choir
1. Introduction: Name of narrator, Bulgarian Choir, and topic definition
2. Purpose of the presentation
3. Historical background of Bulgarian Choir
4. Cultural background of Bulgarian Choir
5. Performance segment 1
6. Performance segment 2
7. Significance
8. Etc.

Make sure that when the planning presentation, keep in mind that each slide is 20 seconds long and you want to cover the most important and interesting aspects of your research. 

Phase 6

Write the script or outline for your PechaKucha narration.  In order that the narration comes out more naturally, instead of writing a script, it is suggested that you create an outline and use it as a guide when recording your script for Phase 8 of the project.  

Unless sharing an occasional and significant quote, the script is to be based on your research and written in your own words.

Other than to provide an introduction, you don’t need to include narration for the slides featuring excerpts from the performances.     

Make sure that when writing the script/outline, keep in mind that each slide is 20 seconds long and you want to be sure that your information fits within this timeframe.   

Phase 7

1. Create your 20 slide PowerPoint to serve as the visual component supporting your narrative.  Each slide in the PowerPoint must adhere to the following criteria:

2. The title slide must have the name of the genre, the title of the performance, artist/composer name, and student name.

3. Each slide, except the performance video slide(s)*, must have at least one picture not used for any other slide.

4. The only text recommended for slides are titles, names of people, and important concepts.  There are to be no sentences added to slides unless presented as an occasional significant quote.

5. You may use PowerPoint animations during transitions and during the slide presentation to enhance the viewers experience.  

6. The slide must be shown for exactly 20 seconds.  If available with your version of PowerPoint, you may program the application to change slides automatically.  Otherwise, you will later have to change the slides manually using a timer. 

7. Make sure you adhere to the following best practices when making a professional looking PowerPoint presentation:

Correct all spelling or grammatical errors.
Center and align text and pictures aesthetically and uniformly. 
Insert a thin to medium thickness border around all pictures.
Avoid placing pictures right up against the edge of the slide. 
Animations should be quick, smooth and minimal.
Make sure that text is easy to read and don’t clash against the background.

(*) The performance video slide will be added to the presentation during Phase 8 of the project. 

Phase 8

[Legacy PowerPoint Option] 

During this phase you will make a video of your PechaKucha Powerpoint.  The instructions provided here are for creating the video using a computer with the legacy or full version of PowerPoint installed.  Because of the higher results in video quality, this is the preferred option for completing this project.  If you don’t have the legacy version of PowerPoint at home, I could make the conversion for you. Just send me an email and make sure the final draft of your PowerPoint is already saved in the Phase 7 folder. 

This phase is not for recording the narration–only the Powerpoint video without sound.

Before beginning make sure that you are completely satisfied with the PowerPoint and that there are no spelling or grammatical errors.  

Part 1 – Converting the PowerPoint Presentation to Video

1. Open your finished PowerPoint presentation on your computer or laptop.
2. Click Transitions to set the slide transitions.
3. In the Timing section Set Duration to 00:01.
4. Uncheck On Mouse Click > check After > set to 00:20:00 > Apply to All.
5. Click File > Save As > Name the file with a title followed by your name.
6. Underneath the file name change the file type to MPEG-4 Video > Save.
7. Wait for the file to convert (This may take a while. See status bar.)

Part 2 – Recording the Video Performance from Youtube

Unless you have a Youtube Premium account, there is no way to legally download someone else’s video from the site.  For this reason, you can follow the instructions below for recording the video performance using your iPad. 

Part 3 – Editing PowerPoint Video in iMovie

1. Open iMovie.  (If iMovie doesn’t open, try reinstalling.)
2. Tap the big + symbol > Movie to start a new project.
3. On the right column tap your PowerPoint video(s) then Create Movie.
4. Be sure to also include your performance video(s).
5. Connect all the PowerPoint videos together in the correct order.
6. Be sure to disable the Ken Burns and transition effects.
7. Shorten or lengthen slide segments so they are exactly 20 seconds long.
8. Once you are satisfied with the iMovie video, click Done. 
9. Tap the title “My Movie” then rename it: “Your Title by Your Name”.
10. Tap on the share icon at the bottom > Save Video > HD – 720p.
11. Open Photos > Select > Your Movie > Share icon > OneDrive
12. Once the video has uploaded to OneDrive, move it to the Phase 8 folder. 
13. Don’t forget to change the name of the video once it’s in OneDrive.

Your movie should be 6 minutes and 40 seconds long in total. 

[iPad Only Option]

During this phase you will make a video of your PechaKucha Powerpoint.  The instructions provided here are for creating the video using an iPad with iMovie.  You will also need a stopwatch to keep time. 

This phase is not for recording the narration–only the Powerpoint video without sound.

Before beginning make sure that you are completely satisfied with the PowerPoint and that there are no spelling or grammatical errors.  

Part 1 – Recording the PowerPoint Presentation to Video

1. Open your PowerPoint on your iPad.
2. Tap Slide Show > From Start (The first page should appear.)
3. Swipe down from the top right of the screen to access Control Panel.
4. Tap on the button beneath the bell to start screen record.
5. Tap anywhere on the screen to bring up the Control Panel.
6. Wait for the little red recording light to appear on the top.
7. Start your stopwatch.
8. Once 20 seconds have elapsed swipe the screen from right to left.
9. Once on the next slide, repeat step 8 until the end of the presentation.
10. If you have animations, swipe left for each effect during the 20 seconds.
11. Once 20 seconds elapses after the final slide, tap the top of the screen.
12. Tap the red record button then Stop.
13. If make a mistake along the way, stop and save what you have and continue from where you left off.  You can edit everything together later.

Part 2 – Recording the Video Performance from Youtube

1. Log onto Youtube and find the desired segment of the performance video.
2. Turn up the volume on Youtube and on your tablet.
3. At a few seconds before the segment, start the iPad screen recorder.
4. Enable full screen viewing and record the segment for 20 seconds. 
5. Once 20 seconds elapses after the final slide, tap the top of the screen.
6. Tap the red record button then Stop.
7. Repeat steps for each desired video performance.

Part 3 – Editing PowerPoint Video in iMovie

1. Open iMovie.  (If iMovie doesn’t open, try reinstalling.)
2. Tap the big + symbol > Movie to start a new project.
3. On the right column tap your PowerPoint video(s) then Create Movie.
4. Be sure to also include your performance video(s).
5. Connect all the PowerPoint videos together in the correct order.
6. Be sure to disable the Ken Burns and transition effects.
7. Shorten or lengthen slide segments so they are exactly 20 seconds long.
8. Once you are satisfied with the iMovie video, click Done. 
9. Tap the title “My Movie” then rename it: “Your Title by Your Name”.
10. Tap on the share icon at the bottom > Save Video > HD – 720p.
11. Open Photos > Select > Your Movie > Share icon > OneDrive
12. Once the video has uploaded to OneDrive, move it to the Phase 8 folder. 
13. Don’t forget to change the name of the video once it’s in OneDrive.

Your movie should be 6 minutes and 40 seconds long in total. 

Phase 9

During this phase you will add your voice narrations to the PechaKucha video using your iPad.  If you have available another device or application that would allow you to delivery a better quality voice narration, I would suggest you take advantage of it.  Otherwise, if you follow these instructions you should be able to create a nice quality audio with just your iPad.

In addition to your iPad, you will need the following: a quiet place to record without any background noises, a microphone (Apple EarPods have a good microphone when attached to the iPad. I haven’t yet tested it with AirPods), and a separate device or sheet of paper with your script. 

1. Open your video in iMovie.
2. Attach the microphone (EarPods).
3. Swipe to the beginning of the video where the narration starts.
4. Tap on the little microphone icon on the left of the screen.
5. An ideal and quiet enough location displays no more than 3 green bars.
6. Tap Record and start narrating immediately after the count down.
7. Unless you are feeling confident, record during one slide at a time.
8. Tap Accept if you are satisfied with the take, otherwise tap Retake. 
9. After narrating the entire video set the volume level one block at a time.
10. Tap the audio block > Volume > and adjust to about 200%.
11. Test and make sure the volume levels are even throughout the video.
12. Tap Done > Share > Save Video > HD 720p.
13. Once saved on your iPad, upload to the OneDrive Phase 9 folder.
14. Rename the file with the title and your name. 

Reid’s Suggestions for creating a Great Narration Recording

1. Practice speaking the script before recording.
2. Be natural.  Don’t sound as though you are reading a script.
3. Use inflection, emphasis, tone variety, and smooth/ clear pronunciation.
4. Speak loud and confidently like you know what you’re talking about.
5. Speak as though you are in front of a very friendly audience.
6. Let your voice reflect that you enjoying sharing and are having fun.
7. Do not read the script.  Perform the script.  
8. You are welcome to perform the script from start to finish in one take.

9. Remember the mistakes you observed on the PechaKucha site and be better.   

Phase 10

(Extra Credit – Replace any “Z” grade earned for the Holocaust Project with an “A”)

1. Visit the Phase 9 OneDrive folder
2. Watch any 2 student PechaKucha presentations.
3. After watching the PechaKucha videos, complete and submit one online reflection form for each presentation.  Please be complete and as honest as possible. 

 

Guidelines for Your Powerpoint Templates

The process of setting up a template is quite simple and we’re going to tell you how to get started. The rest of the creativity is up to you.

  1. Open PowerPoint. In slide view, right-click on the first slide on the left and select Layout and Blank. This creates a blank canvas.
  2. Right-click again on the slide and select Duplicate.  This creates another slide just like it.
  3. Since the Duplicate command is already in PowerPoint’s memory, use the shortcut Ctrl-Y to repeat the duplicate (or just right-click duplicate again) 18 more times, for a total of 20 blank slides.
  4. Use Ctrl-A to Select all slides in the left, and then go to Animation, advance slide and set it to 20 seconds.
  5. You can also select transition styles and speed here. Just don’t choose Dissolve—the simplest is the best. Maybe nothing more than a simple fade.

Getting the Most out of Pecha Kucha

Here are some tips for creating your presentation the Pecha Kucha way:

  • Insert images as usual, resizing them to your liking.  Best practice is to fill the screen unless using space for emphasis.
  • Avoid writing out a script for your narration. Write a simple outline for the big ideas of each slide. The best situation is when you know your topic so well that you don’t even need an outline. Use the outline for planning purposes, then impress everyone without it when you present in person.
  • Practice your masterpiece repeatedly until you get it just right. If you are new to presenting, use the narration the tool/rehearse timings in PowerPoint. The general word count is dependent upon your own pacing, but no more than 60 words per slide is a good start.
  • You can also record your narrations within PowerPoint for each slide. But be sure not to “save timings”  when you’re done, as that will negate the automatic 20 seconds you put in place previously.

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