Web-Based UDL in K-12 Music Instruction Danni Gilbert, Ph.D., Assistant Professor of Music / danni.gilbert@doane.edu

Timothy J. Frey, Ph.D., Associate Professor of Education / timothy.frey@doane.edu Kathleen Ohlman, Lecturer of Music / kathy.ohlman@doane.edu

Introduction & Purpose

ISTE describes equitable access as “robust and reliable connectivity and access to current and emerging technologies and digital resources” for all students, teachers, staff, and school leaders. As inclusive practices become more prominent in all of education, music teachers are increasingly seeing a more diversified body of students enrolled in their courses (Hammel, 2004). Students who were once prohibited from music participation because of physical or cognitive impairments are now finding themselves not only able to participate, but able to serve as essential members of music classrooms.

Inclusive music classrooms are complex and require teachers to make curricular choices that are flexible and provide effective instruction to students with varying abilities. Classroom teachers must be able to find strategies to teach these skills in a variety of ways to meet the needs of all learners in the classroom. Many music educators already implement visual, auditory, and kinesthetic experiences into instruction. The use of technology can make materials more readily understood and even more accessible in the music classroom (Adamek & Darrow, 2010).

Assistive technology and instructional materials that are becoming more accessible in the digital age contribute to more students receiving the benefits of music education than ever before. By using a variety of materials and methods, educators can reach more learners because students can become acquainted with the material visually, aurally, and kinesthetically. The benefits of using flexible instructional media are that the materials can be better organized, displayed, and archived, making the content more readily accessible for the teacher and students alike.

The purpose of this presentation is to engage K-12 music educators in activities, supported by the National Core Arts Standards, that utilize web-based tools and implement UDL principles.

Universal Design for Learning (UDL)

The concept of UDL, when applied to music education, can ensure equitable access to technological resources for all students. Developed by David H. Rose from the Center for Applied Special Technology (CAST), UDL is based on the premise that curriculum should be comprised of alternatives that make it accessible and appropriate for individuals with varying backgrounds and strengths (Rose & Meyer, 2002). Three central, underlying principles of UDL include providing:

1. Multiple means of representation (gives learners a variety of ways to acquire skills and knowledge)

2. Multiple means of action and expression (offers students alternatives for demonstrating what they know)

3. Multiple means of engagement (helps learners get interested, be challenged, and stay motivated)

Applying digital technology to the curriculum using UDL principles can help to individualize content for students in ways that are effective as well as budget and time friendly for the teacher designing the course materials (National Center on Universal Design for Learning, 2013).

Web-Based UDL to CREATE

Students can use free, online music notation software, such as Noteflight, to view notation as they create compositions, hear what they have created through playback, edit or change any portion of their creation, continually save revisions, and choose various instrumentation options for listening to their compositions through playback. This helps students prepare for performances as well as receive feedback from other musicians. Compositions can be shared with others by creating a Noteflight account. Students are able to view and respond to compositions written by others who share their works and make them public.

Web-based resources: Noteflight, MuseScore, Notessimo

Connection to UDL Principle(s): Action and Expression

•  Use multiple tools for construction and composition Engagement

•  Optimize individual choice and autonomy •  Promote expectations and beliefs that optimize motivation

Web-Based UDL to PERFORM

Students are able to use free resources, such as Audacity, to record themselves performing selected repertoire, including their own compositions, arrangements, or improvisations. Recorded performances can easily be accessed, shared with stakeholders such as parents and community members, and assessed by instructors. In addition, recordings can be compiled to create a digital portfolio of student work that can easily demonstrate the student’s growth and progress over time. For examples of how students might use Audacity to record their compositions and arrangements, see our sample website at: https://musicudldoane.edublogs.org.

Web-based resources: Soundation, Audacity, ForScore, DropVox, Chromatik, Soundtrap

Connection to UDL Principle(s):

Action and Expression •  Use multiple tools for construction and composition

Engagement

•  Foster collaboration and community

•  Facilitate personal coping skills and strategies

Web-Based UDL to RESPOND

Students can use web-based resources, such as a class webpage or blog space (i.e. Edublogs, Google Sites, Weebly), to respond to their own work or the work of others. Through responding activities, students are able to develop critical thinking, listening, communication, and written skills. Also, students are given opportunities to mature as independent musicians when they are able to analyze and respond to music.

Web-based resources: Class webpage (i.e.: https://musicudldoane.edublogs.org), blog, Socrative, Kahoot, Quiz Socket, Verso, Poll Everywhere, Mentimeter

Connection to UDL Principle(s): Action and Expression •  Vary methods for response

and navigation •  Foster collaboration and

community •  Develop self-assessment

and reflection