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MUSIC ORIGINSPROJECT

WHY?

• Preparing students for 21st Century Literacy challenges via the fun and compelling lens of music and transmedia filmmaking.

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• Music Origins Project is an website discussing the history and future of music (and other related art forms), with an initial focus on electronic music and related genres.

• The site/blog will be a searchable, virtual museum offering informed dialogue about the cultural origins of musical art forms along with geolocated multimedia documentation.

• A Google Map identifying the cultural regions and specific locations that were important to the origins of various musical art forms will be the lens for the exploration of each art form.

• Via Google Cardboard (App) and Cardboard Virtual Googles students around the world will be able to view locations in Virtual Reality. They will also be able to view, interact with, and submit their own 3D models into Google Earth.

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GOALS

WHY? DEMOCRATIZING THE WEB• Emphasis will be placed on using inexpensive tools and/or mobile technology to enable students create the best possible products.

• All products should be viewable via mobile technology (iOS compatible HTML 5)

• All products will be available via Creative Commons licenses and encouraged to utilize free, open source tools

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EMPOWERING CULTURES TO TELL THEIR OWN STORIES• Global Cultures need the ability to capture, document and tell their own unique stories to wider audiences

• Current technology offers a myriad of inexpensive ways to document and organize historic artifacts of cultural art

• Our goal is empower young people with the skills to use technology to EFFECTIVELY tell their unique stories

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HOW? CHALLENGE YOUNG PEOPLE TO BECOME TRANSMEDIA FILMMAKERS• Entice young people to learn STEAM skills by exploring musical topics that are of interest to them

• Challenge students to document commentary from primary source "subjects" who may not be available in the future

• Enable students to document emerging art forms, as well as organize, preserve and package the media in meaningful compelling ways.

• Empower young people with marketable skills.

• LOCAL music, art and culture should contribute to LOCAL economies 6

MODELING/MENTORING• The documentary films Electric Roots and TechnoMECCA of the Detroit Sound Project and their associated map markers in Detroit will be used as an example for student teams. The film crew will be available as resources to help participating teachers and students learn about transmedia filmmaking.

• The best videos created by teams and video of student work will be used as a part of the the Detroit Sound Project websites and/or the transmedia film project.

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DEVELOPING 21ST CENTURY SKILLS IN URBAN STUDENTS IS THE FOCUS OF THE PROJECT•Selection- each co-operative group settles on a genre of interest and identifies multiple aspects worthy of documenting.

•Questioning- students start by forming key questions to guide and inform their research.

•Storage- the group works together to design an effective information storage and retrieval system using google docs or a schools LMS

•Prospecting- a survey of the information landscape (websites and libraries) to identify and gather info from relevant and valid sources.

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EACH STUDENT BECOMES AN EXPERT AND IS EXPECTED TO CONVERT KNOWLEDGE INTO AN AUTHENTIC PRODUCT

•Monitoring- Students keep an eye on the genera to find new info that emerges making updates to the blog as necessary with new info on the subject. Students will also find and link to information flows like RSS feeds to capture information applicable to their project's website or blog.

•Making inquiries- finding the best interview subject or subjects and with the help of their group leader making interview appointments via Skype audio conference, video conference or in person audio or video interviews.

•Responding to inquiries- students demonstrate mastery of the subject matter by answering questions left by experts on staff, other groups and aficionados on their blog.

•Creating a product(s)- the student shares insights by developing a product or products on a important site related to the topic.; like blog posts on progress, posts on related topics, a microsite, a video, 3D model on the Google maps, a "virtual museum" using alternate reality (AR) and web-based tools

MUSIC ORIGINS PROJECT

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MusicOrigins.com

http://MusicOrigins.com

Project 3

TechnoMECCA The

Detroit Sound Project

[Project 1]

Project 4

Project 2

Project 5

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All projects are blogged about and geolocated on map

Mapping

Visualand

Audio

3D modeling of historic locations

Web Based Museum

Historic Tour in Google Earth

Documentary (Short firm or Mash-Up)

Narrated Slideshow

Audio or Video Podcasts

PROJECT TYPES

3D MODELING BUILDINGS USING GOOGLE SKETCH-UP

Primary Objective: Students create geolocated models of historic buildings they identify and study to place on the Music Origins Map (and on Google Earth)

• Research skills- Students will need to locate images, survey locations and make measurements if the building is still in existence or find architectural drawings if possible.

• Math - calculating building size and room sizes using mobile apps, 3D modeling tools and geolocation. tools

• Geospacial Information Systems Literacy - using GIS, Google Earth, Google Maps and the development of geolocated 3D stereoscopic video,/images, 3D models and KML files are valuable skills in the 21st century workplace

• 3D Video Production,- creating videos of 3D models, or locations in google earth to be displayed on map or to be viewed in VR is a valuable skill in architecture, animation, game design and the GIS industry

• Submit 3D building models to Google for permanent placement on Google Earth

• Utilizing STEM Skills -the development of 3D models, Architectural drawings, Geolocation of content, and information literacy are key skill in the modern workplace.

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3D modeling historic locations

TOURS USING GOOGLE EARTH

Primary Objective: the student identifies a series of historic places and ties them together via Google Earth and the Music Origins Map (any combination of components below can be used to create the tour).

• Students identify a series of historic locations in one region that are important to a specific genera of music.

• These locations are then researched and map markers (webpages or blog entries) are created identifying their significance, and highlighting important dates and/or events.

• Students then create a virtual tour which takes a viewer to each location in a predetermined sequence and saving it to KML file that can be saved for others to view on the Music Origins map and/or accessed via Google Earth.

• A video can be created of this tour and displayed on the student team's blog and their the map post or they can be shared for viewing in VR via Google Cardboard.

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Historic Tour in Google Earth

CREATING VIRTUAL MUSEUMS WITH "REAL WORLD" ACCESS POINTS

Primary Objective: Students identify a historic location that is important to a specific genera of music and create a way for visitors to learn more about the history of the location (any combination of components below can be used to create the museum).

• The location is identified, researched and a map marker (webpages or blog entries) is created identifying its significance, and highlighting important people, places, dates and/or events.

• Permanent QR coded markers (with written info if possible) can be created and and affixed to the "real world" location for visitors to use to access the web based info about the location (teams must get appropriate permissions to do so from owners of buildings or municipal authorities).

• QR code markers link to a detailed post, historic images, 3D stereoscopic images and/or video that can be accessed via smartphone or a PC at the location

• Alternate Reality or Virtual Reality based info or links to videos and images can be provided via QR Codes for locations visitors to use to learn about the location.

• Teams are encouraged to lobby location owners to provide a free Wifi hotspot if Internet connectivity is not available at location, so that visitors can access their virtual museums (using a inexpensive/free Wifi access points

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Web Based Museum

DIGITAL STORYTELLING- CREATE A SHORT DOCUMENTARYPrimary Objective: Create a short 3-10 min video, documentary on a

influential musical genera, artist or Band.

• Research the topic and read about it, and organize and classify findings using Google docs, or a LMS.

• Students gain an understanding of oral history through research

• Students learn effective questioning for research and interviewing

• Students learn to produce / organize an interview (letters of introduction, digital etiquette, interview skills)

• Students learn to shoot a interview/or record it via skype and webcam

• Students learn to edit a video

• Students learn to publish/encode for the web

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Documentary (short or mash-up)

STUDENTS CREATE SLIDESHOWS USING IMAGES OF THE TOPIC

Primary Objective: Students research and organize images important to the research topic (citing appropriate sources) into a PowerPoint, Keynote, Google slideshow or similar type of presentation.

• Students create a written or audio narrative to accompany and describe each image of the slideshow.

• Students appropriately cite origin of each image used. 16

Narrated Slideshow

STUDENTS CREATE A SERIES OF AUDIO OR VIDEO PODCASTS

Primary Objective: Students create a series of video or audio podcasts that are each posted on a written blog post.

• Students learn to create a short audio or video narratives over a specific period of time.

• Student entries are available via RSS feeds and can be subscribed to by users.

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Audio or Video Podcasts

Primary Objective: Create a Blog Documenting the teams progress and each post that is created is posted in Music Origins News

• Students learn to write a series short articles or narratives to document progress of their project and summarize learning.

• Students learn curation of research data and publishing to blog.

• Students learn appropriate methods of writing for the web

• Students learn digital etiquette

• Students learn Interviewing skills

• Students learn media literacy and how to determine valid sources

• Students learn map skills and how to geolocate information

• Students learn to promote posts via appropriate social media outlets (Twitter, Facebook, google plus one)

• Students learn how to maintain a personal online journal

• Students learn digital publishing for an appropriate audience.18

Blogging and content geolocation

PROJECT STATUS IS PUBLISHED TO THE WEB AND GEOLOCATED ON SITE

Additional Types of Activities:

• Geocaching exercises to get students outside and to aid teaching of mapping skills.

• Creation of VR tours using 3D sphereical cameras

• "Lit Trips" can be created for a related non fiction narrative book.

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HOW TO VIEW MAP USING VIRTUAL REALITY

• Look for the “Goggles” and click the link to view Streetview:

• Locations with links to Google Streetview can be experienced in Virtual Reality with Google Cardboard style VR Headsets (Android OS only at this time).

• To view location use Android smartphone and Virtual Reality Headset. Open link using the Google Maps App and DOUBLE CLICK the big circular button on the bottom right of the Google StreetView interface. Look around and explore!

EXPLORING MUSICORIGINS.COM IN VIRTUAL REALITY

HOW IT ADDRESSES EDUCATIONAL STANDARDSDemonstrating independence via Project-based learningStudents will be challenged to research and and evaluate complex texts across a range of types and disciplines, and construct effective arguments to convey intricate or multifaceted historical information on specific styles of music or other relevant art forms. Likewise, students will seek out and interview historical primary sources, authors and other experts who can speak to the origin of the genera they select for their video project and blog. Student will Gain Content Knowledge and Content Creation, Research and Curation.Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance like the study of seminal documentaries, autobiographical writing on artists and writing on music history, as well as through documentary films like TechnoMecca. Write and transcribe and summarize, documentary interviews to develop comprehensionStudents are engaged and open-minded—but discerning—readers and listeners. By interviewing subjects in person or on video via Skype or other web-based video collaboration tools, students will create summaries of interviews and blog posts documenting the process of the creation of their film. Students will learn to integrate this info into scripts and use video excerpts in narratives. They work diligently to understand precisely what a musician, artist, author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.

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Students will learn Media Literacy and to value evidence through documentary filmakingStudents will learn to research and cite specific evidence when offering an oral or written interpretation of a text or video interview. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence in collaborative writing projects using Google docs to draft and revise prior to final publishing on their blogs.

Students will use technology and digital media strategicallyStudents employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches and research online to acquire useful information efficiently, and they integrate what they learn collaboratively using technology with what they learn offline. They will become familiar with the strengths and limitations of various technological tools and mediums and will learn select and use those best suited to their communication goals.

They will come to understand other perspectives and cultures.Students will not only create their own blogs and video posts, but they will be challenged to collaborate with and critique the work of other students who participate, using the same rubrics they use to evaluate their own work. Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together.

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

TOOL OPTIONS:

• Video production equipment (simple cameras like Flip cameras or more complex cameras if available, lights, microphones, smartphones or tablet PC's with cameras ,and tripods)

• Editing software like iMovie

• iPad, iPod touch, smartphones, other tablet PCs

• apps like Theodolite Pro or Distance finder

• audio recording program (iPhone-Recorder, Skype-Pamela)

• Google maps/Google Earth

• Google cardboard App /Google Cardboard. VR goggles

• geocaching sites and programs

• Ricoh Theta camera for 3D spherical images

• Webcams

• Skype / Google Hangouts video chat (and a video recording app)

• Smartphone cameras, tablet cameras, Flip cameras or more complex video cameras (if available)

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WEB RESOURCES

• The Music Origins Project [http://MusicOrigins.com]

• TechnoMECCA [http://TechnoMecca.com]

• The Detroit Sound Project [http://DetroitSoundProject.com]