Mind Brain Education CTTL Elementary Academy Day 2

The Center for Transformative Teaching and Learning (CTTL) continued its elementary academy for the second day, with us further diving into Mind Brain Education (MBE).

Mind Brain Education (MBE) Mythbusters

We started the day by deciding whether statements about the brain and how children learn were true or false. This was done in small breakout rooms and it was a lot of fun. Trying to discuss and determine each statement was challenging and surprising. The CTTL has a deck of 52 cards with statements (Photo source: https://schoolstore.saes.org/shop-cttl/face-the-mbe-facts-a-neuro-mythbuster-activity-card-set). Out of the 12 that we worked on, we had two where we determined were one way but were actually the other way. The two that surprised some of us were, “Adolescents are better at multitasking” (this is proven to be true) and “In the always-connected-to-technology world students are now growing up in, attention spans are getting shorter” (this is proven to be false). It is an interesting game to play with your colleagues as it leads to healthy debates and discussions about the statements.

Students tell us how they learn

One of the best parts of today was listening to a variety of students, ages 6-11, talk about how they learn best in their classrooms. Many of them, regardless of age, had concurred that these items were essential:

• They liked it when the teacher made learning fun (this was perceived as games or projects).

• Hands-on projects were a lot of fun (the two kindergarten twins liked art as well as math because they could make things with their hands).

• They did not like it when other children were loud in class as it distracted them and then, distracted the entire class.

• They liked breaks in their schedule.

• They liked knowing their schedule.

• They liked having time to get the work done.

What does this mean for elementary music educators?

If you are reading this as an elementary music educator, you are probably not surprised at all by this information. The elementary music classroom is a hands-on classroom, with a variety of learning styles used like movement, hands-on playing of instruments, singing, etc., it does have a routine and pacing, and it gives the students the opportunity to work as an individual, as well as an ensemble.

However, our biggest challenge this year was that what we knew the students needed (all listed above), is what we could not give them in the traditional sense due to the pandemic. Therefore, we adapted and I feel like we succeeded to the best of our abilities. The only way an elementary music educator could not succeed is if the school took the arts program out of the school due to the pandemic. If that happened, let’s hope that the arts are coming back because, as I heard from our students today, they crave a time where they can move, where they can work in a group, where they can have music in their day, where they can use their hands to produce something fun and cool, and music classes and the arts check all of those boxes.

Want to learn more about Mind Brain Education (MBE)?

I will continue blogging my thoughts on this deep-dive. However, the best place to begin is to check out https://www.thecttl.org/ and to read Neuroteach. Finally, if you can ever catch a session presented by Dr. Missy Strong about music and neuroplasticity, I would highly recommend attending it. I have attended a few of her sessions on this topic in the past, and it helps me to understand how students learn music from the youngest of ages.

Mind Brain Education CTTL Elementary Academy: Day 3

The Center for Transformative Teaching and Learning (CTTL) continued its elementary academy for the third day, with us further diving into Mind Brain Education (MBE).

Focus on Reading

Dan Willingham led an excellent deep-dive session titled “Everything Scientists Know About the Teaching of Reading.” This talk was divided into Decoding, Fluency, Comprehension, and Motivation. Dan spoke to how children learn to read and the myths about reading.

As an elementary music educator, I had the following takeaways:

• Aural language is observed everywhere in every culture. And, children learn it without any instructions. So, spoken language is a natural process.

  • If you replace “spoken language” in that sentence above with “singing”, I feel that we have read the research that it too, would be a natural process.

• Fluency develops through practice.

  • Again, there is a connection of singing and learning to read. And singing to a beat with patterns enhances the fluency.

• Teaching reading is not just a matter of teaching the mechanics of reading…background knowledge fuels comprehension so curriculum matters!

  • This was a very interesting statement and eye-opening one for me. It reminded me that the students needed a connection in order to comprehend what they are reading.

  • This can translate to bringing in more supportive reading activities into music class to reinforce and enhance the skill.

  • It also reminds me that music for my students is similar in the way that when they understand the song, and the lyrics they are singing or the show/movie the song comes from, they have a better connection to it. When my fourth graders study the Revolutionary War, and then we learn the educational version of “My Shot” from Hamilton, if I address the lyrics in a way that it relates to what they are learning in their classroom, it means something more to them. Plus, they perform it with a lot more feeling and heart.

• Consistency of the curriculum is key across schools because of student mobility.

  • For the music classroom, this means that how reading is being addressed and taught in the classroom, should be consistent in the music classroom.

Q and A about Reading

Dan ended the talk by answering questions that the teachers had about reading. There were some answers that made me stop and think more about the topic.

• When asked about ebooks versus textbooks for students (tech vs text), Dan felt that though the tactile cue of placing a bookmark into a book is meaningful to a child, having an ebook does not affect their comprehension.

• When asked about if learning to read at a young age is better than an older age, he states quite matter of factly that if your child learns to read at the age of six and another child learns to read at the age of seven, then your child will be reading one year longer than the other child. However, that will not affect them when they are 12 or 15 years old. Plus, it also means that they might have missed out on something at the age of six because they were focusing so much on learning to read at that moment.

• Finally, learning to read at an earlier age does have the benefit of the possibility of seeing a struggle that can be intervened sooner than later.

Want to learn more?

I will continue blogging my thoughts on this deep-dive. However, the best place to begin is to check out https://www.thecttl.org/ and to read Neuroteach. Finally, if you can ever catch a session presented by Dr. Missy Strong about music and neuroplasticity, I would highly recommend attending it. I have attended a few of her sessions on this topic in the past, and it helps me to understand how students learn music from the youngest of ages.

Mind Brain Education Elementary Academy: Day 4

The Center for Transformative Teaching and Learning (CTTL) continued its elementary academy for the fourth day, with us further diving into Mind Brain Education (MBE).

Image source: https://commons.wikimedia.org/wiki/File:Music-brain.jpg

Focus on Math

Source: https://www.researchgate.net/post/To-what-extend-a-musician-needs-to-know-mathematics-and-acoustics-Dose-mathematical-knowledge-discourages-his-her-pure-inspirations

Since yesterday’s focus was a deep dive into reading, it was a natural process to have today’s focus be on math. Our presenters explored research for instructional practices that improve outcomes in mathematics. They spoke to purposeful mathematics, meaning actively cultivating math through inquiry and applying mathematics in multiple settings. Plus, the teacher should also bring a supportive mindset to math. If the teacher struggled with math in school, be honest about it, but show how they overcame that mindset.

What Does this Mean for Music Educators?

Listening to the experts of math research, one can easily have the fixed mindset of, “this doesn’t apply to me and my subject.” However, just as we encourage our students to have a growth mindset, we too, should look at a math professional development topic and take what we can to apply to music. Here are some of my takeaways:

• Grappling and struggling are so important for the learning process.

• Find the “sweet spot“. This is where you can challenge a student, but they also have the tools to be able to overcome the challenge.

• Meaningful Integration: Christine Lewis, Lower School Teaching & Learning Specialist at Saint Andrew’s Episcopal School, spoke about how the PE teacher in her school has a strong knowledge of the math thresholds of each grade level so she can incorporate it into PE. This gives math context. This is a great opportunity for students to understand math and athletics. Making math meaningful and useful!

• Natural Integration: With that, music has a natural integration of many subjects. I have always felt that math and music are intertwined. When my kindergarteners are learning about patterns, I take that time to have the kindergartners learn about musical form. We move to it. We use tactile objects to visualize musical form. We then create music to a musical form where A is a rhythm pattern played on classroom instruments, B is a movement portion, and C is a simple sol, mi, la pattern. We put it together to create a Rondo form of ABACA.

• You can look at your music curriculum and the goals, SLOs, SGOs, TEKS, Core Arts Standards, etc, and you can quickly discover where other subject’s thresholds fit in. Bringing them into music does not take away from teaching music. Instead, it makes the students realize that school is not a day where they go to a room for math, a room for art, a room for music, etc., it a place where learning comes to life, and all of the subjects come together, throughout the school day.

Executive Function Skills

Source: https://modules.ilabs.uw.edu/module/early-music-experience/music-training-and-executive-function/

No matter what subject you teach, when you work with elementary students, you will be molding their executive function skills for years to come. Here are some takeaways from a great presentation by Adele Diamond, Professor of Neuroscience at the University of British Columbia, where she is currently a Tier 1 Canada Research Chair in Developmental Cognitive Neuroscience.

• Music Books: Storytelling is great for working memory. Think about how we read our musical stories or sing our songtales to our young learners.

• Songtales: Storytelling vs Story Reading (Read Alouds) – Storytelling is when we read with inflection, lots of eye contact, and not show the pictures on the page for too long. Story Reading is when we read the page and then show the picture. When we storytell, the vocabulary is recalled better and it improves the student’s attention and focus. When we sing songtales to our students, this research reminds us to not use visualizations of the songtale when we first sing it. Bring in the book or manipulatives after one or two times singing the songtale.

• Music Classroom Management with Young Students: Buddy Reading – Adele spoke to giving a picture of an ear to one of the buddies so that they know they are listening to the other buddy. After a while, the picture of the ear is no longer needed as they have learned to work together. With young students, many want to sing over the other student, or they want to tell a story, which can lead to a very loud and chaotic classroom. By placing a picture up of an ear to remind the students it is time to listen, or to use the traffic light so the students know when to listen and when to sing, or the puppet comes out (they listen) and when it hides (they sing), helps young students with their executive functioning skills.

• Classroom Decor with Various Grade Levels in One Room: Adele spoke to the room environment and though decorating our rooms for young learners can make it look nice and fun, if there are too many items on the wall that do not pertain to the lesson, then it becomes a great distraction. We, as music educators, have a challenge as we have a variety of age groups that we teach on one day and our room reflects that. How do we keep it less distracting? Adele suggested panels and moving items on the wall between classes. That is probably not feasible for many of us as we struggle with time in our schedule. Some other participants throughout the week suggested that specialists get a “pass” on this topic. There is a place in between for us where we can display items that we know will be addressed throughout the various age levels like solfege chart, rhythm values, singing posture, xylophone chart with removable bars, class expectations, ukulele fingering chart, recorder fingering chart, and more, while keeping our classroom organized with less distracting elements.

Conclusion

After four days, I now need to process it all. That is one of the reasons I blog daily at a conference. It helps me to process and to organize many of the ideas, theories, etc, that I learn throughout the conference. I loved the elementary focus of CTTL’s four-day deep dive. I learned a great deal and am looking at the school year with tremendous possibilities.

Want to learn more?

The best place to begin is to check out https://www.thecttl.org/ and to read Neuroteach. Finally, if you can ever catch a session presented by Dr. Missy Strong about music and neuroplasticity, I would highly recommend attending it. I have attended a few of her sessions on this topic in the past, and it helps me to understand how students learn music from the youngest of ages.

Best of Pandemic #Elmused Tech Episode 7: Play-Along Videos

Episode 7 features an item that has been around for a long time, but many of us explored it greatly when having to teach in various teaching scenarios throughout this pandemic. I am speaking of the play-along videos. These are videos that include a song, various rhythm, melodic, or body percussion patterns, and a moving conductor so that the students can watch and actively “play along” with the video. It is very similar to “follow the bouncy ball” karaoke videos.

YouTube Episode: https://youtu.be/Lacn-5FfRRE

The Benefits

There are many reasons these play-along videos have worked so well:

• You can find numerous videos to a variety of styles of music on YouTube.

• You can create your own with tools such as Canva (to create beautiful slides), a recording of a song, a presentation program (like PowerpoInt or Keynote), and a screen recording tool (such as Screencastify or Loom).

• You can utilize body percussion so the students can move in their spaces when socially distanced.

• You can utilize classroom instruments, virtual instruments that they can access on their devices, classroom objects like desks, or body percussion to actively make music. This was very beneficial since music class can have an enormous amount of restrictions when teaching in-person during the pandemic.

• You could assign this as an activity on a choice board for asynchronous atmospheres.

• You could implement this nicely into a concurrent or hybrid teaching scenario.

• You could also assign these videos on a google classroom, Seesaw, Schoology, or other learning management systems or platforms with the students using various tools to record themselves for a playing or movement assessment.

The Amount of Choices

• Katie’s Video Creation Course

• Elementary Groove Play-Alongs

• Katie’s podcast with Cameron

• Ukulaliens

• UkeStuff

• Music Class with Ms. Watson

• Dr. Missy Strong’s YouTube Channel

• Wentworth YouTube Channel

• Body Percussion Play-Along Videos

• Musication YouTube Channel

• Mr. Henry’s Music World

• Virtual Musical Minds YouTube Channel

• Katie’s Video Creation Course

• Elementary Groove Play-Alongs

Elementary Groove Play-Alongs

There are so many wonderful play-along videos available on YouTube for you to use in any teaching scenario. Some of the ones that I have seen and used:

• Elementary Groove Tracks – This channel is created by Cameron Moten, an elementary music educator. Cameron’s videos feature the arrow, but also him conducting as well. He explains his process to Katie Wardrobe on her podcast here.

• Ukulaliens – This channel is created by Rachel Webley and has many ukulele play-along videos. This past summer, I started teaching ukulele to students in our school’s Summer Adventure Experience and they loved the videos!

• ukeplayalongs – This is another channel that we loved for their wonderful ukulele play-along videos to current pop songs.

• Music Class with Ms. Watson – This channel is created by Abby Watson, an elementary music educator and the daughter of Dr. Scott Watson (music educator and popular composer for school band literature). I personally love Abby’s bucket drumming videos, but she has quite a variety of play-along and movement videos on her channel.

• Dr. Missy Strong – Her YouTube channel has two move-its that my students cannot get enough of! Accompanied by her son, check out Bright Suns (Oga’s Cantina) and Trombone Shorty: Hurricane Season.

• Jennifer Wentworth – Jennifer has two excellent body percussion play-alongs that my students adore! She also has many read-alouds which come in very handy on days when you need to rest your voice, or for any remote, concurrent, or asynchronous learning.

• Irene Smykowski – Irene has multiple body percussion videos to various popular songs for upper elementary students.

• Musication – It would not be accurate if I did not mention this wonderful channel as a source for play-along videos. Musication features numerous boomwhacker play-along videos that my students cannot get enough of. And you are not confined to boomwhackers. My upper elementary students have successfully used the videos for tone chimes as well.

• Mr. Henry’s Music World – I discovered this channel through Katie. He has a variety of videos for elementary music, including play-alongs and so much more.

• Visual Musical Minds – Nathan Walby’s channel is phenomenal. It is well-made and executed so you can grab a video and intuitively implement it into your teaching day and your curriculum. He also created the “The Everything File” where he explains how to use his free resource of play-along items so you can create your own videos.

• Video Creation Course – Katie ran an excellent course titled “Video Creation for Music Teachers” that covered how to create a play-along video in-depth.

How to Create a Play-Along Video

• Loom: Use System Audio

• Keynote Formatting Shapes

• Powerpoint Formatting Shapes

• Keynote: Moving the conducting box across the screen

• Powerpoint: Move the box across the screen

• Keynote: Adding a Soundtrack

• Powerpoint: Adding.a soundtrack

• Loom: Use System Audio

• Keynote Formatting Shapes

Keynote Formatting Shapes

Episode 7 goes into these steps in more detail.

• Choose your goal. Is it to practice a steady beat movement? To experience movement with form? To read and perform certain rhythm patterns as a part of the practice portion in the Kodály approach? To play as an ensemble like in the boomwhacker play-along videos?

• Choose the music. Does the music have a strong beat that you can feel well or does it have a lot of subdivisions in it? Are you going to use this in your classroom or publish it publicly where copyright will need to be addressed? Is the music an appropriate length?

• Create the patterns. Are there resources already available for this part so that you do not need to recreate the wheel? Like Katie Wardrobe’s free notation files which also include a collection of 36 Free Guitar Chord Images and a collection of 22 Ukulele Chord Images? Or if you are a member of her community, the boomwhacker and body percussion files? Or Nathan’s everything file?

• Use the free educators version of Canva to create beautiful backgrounds for the notation, boomwhacker, ukulele chords, boomwhacker, etc slides.

• From here, I export the Canva file as individual .png files and bring them into Keynote or Powerpoint.

• Using the program’s shapes tool, I create a “conducting box” to go around the first beat.

  • Keynote: Shape>Square. Then click the Format tab to click Fill>No Fill. To change the weight of the border so that it is a thicker box, click Border>Line>10pt

  • Powerpoint: Insert>Shapes>Square. Then click on the screen to place the square. Then click on the Shape Format tab, click Shape Fill>No Fill. Then Outline>Weight>6pt

• Using the program’s animation tool, I use the “move” animation to move the box to the second beat. I continue until I have moved the box to the end of the measure. Each program is different, but I usually have the box moving at .5 or less per second so that it moves quickly with the music.

  • Keynote: Click on the box you created. Click the Animate tab. Then, click Action>Add an Effect>Move>.2s>click “Align to path” and then physically move the box to the next place on the screen. Next, click Add Action>Move>.2s>click “Align to path” and then physically move the box to the next place on the screen. Continue until you have all of the boxes you need for this slide. I do not add any slide transition animations if I know that the song has a quick tempo. Finally, test the slide to see if it worked.

  • Powerpoint: This is trickier for the version I am using on a Mac. Click the box you created. Click the Animations tab. Then click Path Animation>Lines. Then click Effect Options>Right. Then move the box to where it should end up (this might move the original box as well, so you will need to move it back). Then, change the timing to .5 seconds. Click Exit Effects>Disappear and change the “On Click” to “After Previous”. Copy and paste the box to the next place on the screen. You will need to add “Appear” to that box and change the “On Click” to “After Previous”. I did not find this to be intuitive on the version I am using on the Mac. This is probably much easier on another version of powerpoint where you can access a menu called More Motion Paths.

• If the pattern is going to be repeated multiple times, I copy and paste the box with the animations and place them on each slide with the same pattern.

• I continue until I have finished the conducting box on each slide.

• In Powerpoint or Keynote, I can add the soundtrack to the slideshow.

  • Keynote: Document>Audio

  • Powerpoint: Insert>Audio>Audio From File, then when the icon appears, click on the audio icon and Playback tab will appear. Click on “Play in Background”.

• I launch a screen recording tool such as Loom, Screencastify, or Screencast-o-matic. I make sure that the screen recording tool can source the audio, as Loom shows in its preferences menu. I turn off my microphone, click record, play the slide show in presentation mode, and move the box with the soundtrack.

• When I accomplish a recording that worked well, I will trim off any extra footage in the beginning or end of the video.

• When completed, I show my students.

What are some of your favorite play-along videos?

“Best of Pandemic #Elmused Tech Episode 4: Bouncy Ball Videos”

Teaching during a pandemic made many music educators find different ways to assist with their student’s learning and practice. Having students being able to access videos where they can follow a bouncy ball, see ukulele fingerings, or see recorder fingerings as they practice is a very helpful tool for the students. Though this became a necessity for some of our music classes throughout the pandemic, this is also a great tool to continue to use after the pandemic. Since many music educators had to start using a Learning Management System (LMS), we can now continue to use that system to assign and share materials with our students.

What is a bouncy ball video?

A bouncy ball video is a video that has a “conductor” that bounces over words, rhythms, notes, etc, so that the participant can follow along with the music. It assists the participant with staying on the beat and not getting lost with the musical accompaniment. These videos can be used for following simple song lyrics, following rhythm patterns, following notated melodies, and more.

How do you create these types of videos?

In this week’s YouTube episode I show three ways to create these types of videos. The first way is with Seesaw. The second is with an iPad, and the third way is with Flipgrid. All three ways are free, but the second way requires an iPad to accomplish.

Seesaw

To create a bouncy call video in Seesaw, you could use the drawing tool.

1. Open Seesaw or create a free account

2. Launch +

3. Click on the drawing tools

4. Click the Text (T) tool to create the title.

5. Click the T tool again to create the lyrics. Create multiple text boxes so you can show the melodic direction of the song.

6. Click … to change the color of the background (optional).

7. Drag onto the screen a picture of a ball. If the ball does not have a transparent background, use remove.bg to remove the background.

8. Click on the 🎤 (microphone) tool and move the ball while you sing the song.

9. Click ✅ when finished.

10. You can now resize the video so you can delete the original background.

11. You can submit this to the post so the students and their caregivers can receive it and sing along at home.

12. Or, you can create an activity around the video, by doing this same process when making the activity. One suggestion is to create the video on one slide or for the multimedia example, and then give them the materials to make their own bouncy ball video. This way you can assess them.

iOS Assistive Touch Button

• I credit David Row for this idea.

• Make sure your settings on your iOS device have turned on the Assistive Touch button.

  • Go to Settings>Accessibility>AssistiveTouch>On

• Make sure your screen recording tool is able to be used. I move mine into the control center. Control Center>Screen Recording

• Find the lyrics by performing a search on a browser (Chrome or Safari).

• Activate the screen recording (make sure you hold down the microphone to turn it on), sing, and move the Assitive Touch button over the lyrics while you sing.

• When finished, the video saves to your camera roll and you can share it on an LMS.

Flipgrid

• I credit Katie Wardrobe for this idea.

• Flipgrid is free to use and you can create a video to share on other platforms or in the groups you create within the app.

• Click on “Shorts”.

• Click the Effects>Board> and choose a background. Slide the screen around so you and the brackground are next to each other on the screen.

• Click Effects>Photo and upload a lyrics sheet, a recorder composition, a melody, ukulele chord pictures, etc.

• Click Effects>Stickers and choose a sticker to be the conductor.

• Click the large circle to sing and move the conductor, or to play the recorder, or to play the ukulele, etc, as you record the video.

• When finished, you can record another part of the video or choose the thumbnail and save.

• You can share this with one of your Flipgrid groups, or download it to share with any of your LMS, or upload it to your YouTube channel to share with students as an unlisted link (or to place that YouTube link into viewpure to create a link with no advertisements, comments, or “next up” videos).

Check back next week for Episode 5 of The Best of Pandemic #Elmused Tech!

“Best of the Pandemic #Elmused Tech” Episode 3: Book Creator

One of the most fun and cross-curricular activities that we performed this past year, and in previous years, was creating new verses for the traditional song, Down by the Bay, using Book Creator. If you are not familiar with this song, it is a traditional call-and-response song where the leader sings the call and the group echos the same call as the response. Each verse involves rhyming words like, “Did you ever see a bat dancing with a rat? Down by the bay!” From what I could research, this song was made popular by Raffi, a Canadian singer-lyricist and author of Armenian descent born in Egypt.

Creative and Assessment Activity Using Book Creator

Introduce Song:

This song is one of my students’ favorites to sing. Even when we had restrictions on singing in-person from the pandemic, we could still hum and think up new verses to the song. To introduce this song, I first start with Dr. Feierabend’s First Steps in Music process by beginning with Pitch Explorations. After that, I will begin singing the song and they echo. In the next lesson, I will sing the song with the Raffi book so they can now see the visualizations of the rhyming words.

Add Creativity and Solo Opportunities:

In the next lesson, I will still be the leader, but I will have them create new verses that we sing together. After that lesson, I will choose those who volunteer to be the leader and have them create their own verses that we echo.

Add Assessment Activities:

Now that we have sung the song over multiple lessons, I will create an assessment activity to assess their solo singing. I want to utilize multiple modalities when using retrieval practice and assessments. Therefore, I will use a Seesaw activity for them to sing a solo. In this Seesaw activity, I have used consonant-vowel-consonant (CVC) and consonant-consonant-vowel-consonant (CCVC) words for the students to create new verses. They just drag the picture of the word into the box and record themselves singing the new verse. The word is also included with the picture for my readers. With the students using Seesaw to record, they are finding a comfortable scenario for them to solo, as opposed to making them solo in front of the class or in front of me.

Though I created the activity in Seesaw, I also included a forced copy in Google Slides. The difference is that they have to have an extension, like the Mote extension, to be able to record their voices in the slides.

Cross-Curricular Connections

Once assessed, we turn the song into our own creative ebook. We first start with the students drawing and writing their new verses. I will then take pictures of each of the student’s work. I launch Book Creator so that I can add their artwork into the ebook.

Book Creator is an intuitive tool for creating amazing digital books using the web-based or the iOS version. Students and teachers can use Book Creator to make ebooks, manipulatives, resources, and more. It is free to use when creating 40 books contained in 1 library. When you want to create more, you can subscribe to their monthly or annual service. Students can access Book Creator through a library that the teacher creates. They can log in via their school email addresses or a QR code for students with no email addresses.

For this activity, I displayed Book Creator onto a large screen and had each student come up to my device to record themselves singing into the ebook. The process was as follows:

1. Create an account at bookcreator.com

2. Click “+ New Book”

3. You can begin with a blank book or choose a template

4. For the cover, you can have Book Creator find images for you by trashing the image it might have given you in the template. Then click on the image icon (or the + menu and scroll down to import) and place the keywords in the search bar. Book Creator can search images that are, “Images from Pixabay are free to use and modify.” The students can use this search tool built inside of Book Creator as well, and you can teach them how to cite the image.

5. To upload the students’ pictures, you can also use the + menu and scroll down to import and upload the picture, or use the + menu and scroll down to camera. You can now take a picture or a video that will appear on the page.

6. To record the students’ voices, you can click the + menu and scroll down to “Record” (or “Add Sound” in the iOS version). The students can then record directly onto the page of the book.

   1. For students who are shy to sing a solo in front of the class, you can also upload the recording onto the page by using the upload tool (or the “Files” tool on the iOS version).

7. By using the “i” tool, you can change the look and design of each page, font, etc.

8. To share your ebook, you have some choices. In the web-based version, you can share the ebook by publishing it online and sharing the link, printing, or downloading as an ebook. In the iOS version, you can export as an ePub, as a PDF, as a video, or you can publish online. Since I have a teacher account, publishing online and sharing the link is the most universal way for parents and caregivers to see the students’ ebooks. When I do this, I make sure that no pictures of the students appear as well as they only use their first names. If I cannot publish the ebook online, then I will export it as a video (iOS version) or use a screen recording tool like Loom to create a video of the book (web-based version) so that the parents and caregivers can see and hear the book being read to them.

9. Book Creator does have the ability to read the book to the students. Book Creator (web-based) also does have the option of text to speech in 120 different languages, as well as having your book read to you in multiple languages (depending on which device you’re using).

Finally, Book Creator allows you to share libraries. For example, my third graders created an ebook that included their originally composed state song, a reflection, and an instrument they created to perform their original state song. I shared their library link and the students were then able to experience each classmate’s state ebook.

Book Creator is another great tool to continue to use when our teaching scenarios have stabilized. It is a tech tool that can offer wonderful ways to share work, level up learning, and for students to experience being an author and publisher.

Resources:

Book Creator – https://bookcreator.com/

YouTube Episode – https://youtu.be/Ay7pyWSl0CI

Down by the Bay – https://supersimple.com/song/down-by-the-bay/ and https://www.amazon.com/Down-Bay-Raffi-Songs-Read/dp/0517566451

Dr. Feierabend’s First Steps in Music – https://www.feierabendmusic.org/first-steps-in-music-for-preschool-and-beyond/

Seesaw Activity for Down by the Bay – https://app.seesaw.me/pages/shared_activity?share_token=LdnRzi7bScWCBi5yp3oOAQ&prompt_id=prompt.5a2e1d05-755e-4bcb-b3c6-e23c8adedc37

Google Slides Forced Copy of Down by the Bay – https://docs.google.com/presentation/d/1B5VGxy9kdvPoRFw6hQDY1uAiZyZuK8k9OGTCA7SPYwo/copy

Mote Extension – https://chrome.google.com/webstore/detail/mote-voice-notes-feedback/ajphlblkfpppdpkgokiejbjfohfohhmk?hl=en-US

Loom – https://www.loom.com/education