PURPOSE:
Students will:

• Learn what a panpipe is and how sound is produced on it.

• Learn a brief history of the panpipe.

• Learn to produce a characteristic tone and be able to produce various pitches.

• Learn to play a simple melody on the panpipe.

• Learn to play as an ensemble on the panpipe.

DESCRIPTION:
In this activity students in grades 5-8 will be instructed on the panpipes via the Iowa Communication Network (Distance Learning) from two sites. One site is led by Marlin Jeffers in Sioux City, Iowa, and the other site is led by Robert and Debra Templeman from the University of Cincinnati Conservatory of Music. This technology-assisted project will help students learn about music from another culture, the role music plays in another culture, and how the role music plays in culture in their own lives.

The students will communicate with experts from the University of Cincinnati Conservatory of Music via the Iowa Communications Network, a statewide two-way, full motion, interactive fiber optic telecommunications network.

After learning about the panpipe and Bolivian culture, students will get hands-on practice playing panpipes that are constructed out of PVC pipe. Students will use the Internet and other sources to do a small research project on the panpipes.  One of the resources is a Web site where students can ask questions of the experts at the University.  The Web site includes pictures and sounds of Bolivian instruments including the panpipe.  Students will also have the ability to e-mail questions about other world instruments to the experts at the university.  The final activity will be to perform on the panpipes as an ensemble.

ACTIVITIES:
(Note:  This is a unit plan that may cover several days to several weeks. Not all of the following activities/standards will appear in the video clips used.)

Web Site:
University of Cincinnati Conservatory World Music Series. Available: http://www.oz.uc.edu:8000/

Iowa Distance Learning Database. This site talks about how to get funding to develop an Iowa Communications Network Project.This site also has links on ICN teaching, how to use the ICN etc.Available: http://www3.iptv.org.

Assessment
Students will be assessed throughout the unit with a performance rubric.As students become more proficient during the course of the unit, they or an instructor can use the following rubric.The rubric highlights the following areas:

• Tone Quality

• Intonation

• Rhythm

• Balance and Blend

• Technique

• Interpretation

• Execution
  

Teacher-Created Materials
PanPipe Rubric

CREDITS:
Marlin Jeffers, Western Hills Area Education Agency 12, Sioux City, Iowa
jeffersm@aea12.k12.ia.us

Larry Miller, Woodbury Central Community Schools, Moville, Iowa
lmiller@woodbury-central.k12.ia.us

Ginny Ericson and Linda Northcutt, Hunt Elementary Schools,
Sioux City, Iowa

Deb and Robert Tempelman, University of Cincinnati Conservatory of Music, Cincinnati, Ohio

TIMELINE & COURSE OUTLINE:
The timeline of this unit takes approximately three one-hour sessions over the Iowa Communications Network.During the three weeks, students are instructed by their own teacher on how to play the panpipes.The construction of the panpipes during this project is started with the math teacher, who teaches students about measurement. They measure the PVC pipe and cut all the pipes to the proper size.Students have to make 50 six rank panpipes and 50 seven rank panpipes. While the construction of the panpipes is going on, I have the science instructor come in and explain the principles of sound. Students are then taken to the computer lab to research the panpipes and related music subjects, especially as they relate to Bolivian culture. We also have the social studies teacher come in and highlight Bolivia, products from Bolivia, and arts and crafts from Bolivia. As a culminating project students have a Bolivian Celebration. The Celebration consists of foods, music, crafts, and a concert over the ICN from the University of Cincinnati Conservatory of Music Panpipe Choir.

COMMENTS:
I have taught this lesson many times with several different grade levels and topics from first grade through 8th grade. Topics include: Opera, Musicals, World Instruments, Music around the World and panpipes. Having worked with many students at different grade levels using the Iowa Communications Network (ICN) in my teaching of reading and music for the past several years, I believe that my students have grown academically and that I have grown professionally. My students and I have worked with professionals in their fields brought to us via the ICN. Using this technology in my classroom has opened so many opportunities and learning experiences for students other than the traditional classroom setting. These projects have integrated the subject area of the Fine Arts, particularly Music, with Social Studies, Technology, Science, Math, and Language Arts. The students and teachers have learned at a higher level than they would using traditional classroom methods. The use of the ICN involves so much more planning and effort than a traditional classroom setting. The learning that takes place outweighs all the planning, work, time, and effort. The students and teachers that have been associated with these projects have had a positive, memorable learning experience, as well as a larger network of resources available to them to better meet the needs of all students.

Technology Resources:
The Iowa Communications Network in our building became an issue several years ago. We had an in-service about the ICN and were urged to try to incorporate it into our curriculum. I had two friends at the University of Cincinnati and they were also urged to use Distance Learning with their college students. The Iowa Communications Network/Distance Learning has several forms of technology that can be used, such as: computer skills, Internet access, overhead cameras, and VCR/DVD capabilities. We believe that this is the only project of its kind in the Midwest. Students are also taught with the teacher about how to use the ICN Room. Students are actively engaged in this activity through technology. This technology has been beneficial to students, school districts, and teachers.

School Background Information:
The two districts that I worked with were Sioux City Community Schools (Hunt Elementary) in Sioux City, Iowa and Woodbury Central Community School (Woodbury Central Elementary and Middle School) in Moville, Iowa.  Sioux City has a population of 80,505, but when you include South Sioux City, Nebraska and North Sioux City, South Dakota you are looking at about 110,000 people.  Moville is located 13 miles east of Sioux and has a population of 1,300.  There are numerous employers in the area at which parents are employed.  We have agricultural-based employers as well as professional employers. 

Sioux City Community School has 14,046 students and Hunt Elementary has 254 of that total. Sioux City Schools has a total of 1,2883  (10%) students that are considered ESL.  Hunt Elementary does not have any because these students are bused to a several buildings throughout the district that house the ESL Programs. The breakdown of ethnicity for Sioux City school district is as follows: Asian-American-547 students (3.9%), African American -789 students (5.6%), Latino-American-2,399 students (17.1%), and Native American 633 students (4.5%).  The break down of Hunt Elementary is as follows:  21 students are Asian American, 35 students are African American, 61 students are Latino American, and 28 are Native Americans, for a total of 57.1% students from various cultures.

Woodbury Central Community School has a total enrollment of 585.  The district has 0% students of ESL.  The breakdown of ethnicity is 3.3% students of color.  This includes: 4 Native American students, 4 Asian Pacific students, 5 Hispanic students, and 6 African American students.

Teaching Strategy:
I believe and have had training in the following models: Cooperative Learning, Dimensions of Learning, APL: Effective Teaching Strategies, as well as Learning Styles/Multiple Intelligences.

Cooperative Learning: more information can be found at http://www.clcrc.com

Students are working in small groups and working for a common goal. Students are also actively engaged in the instruction, peer coaching each other, as well as evaluating the group for performance techniques.

Dimensions of Learning Strategies: more information can be found at http://www.ed.gov/pubs/triedandtrue/dimen.html

Classification -- Students are asked to classify music instruments according to family groups as well as characteristic of these families.

Modeling – A teacher and two professors who are experts in the field of panpipes, instruct the students on playing the panpipes.

Analyzing Perspective-- Students are learning the importance of music to the Bolivian culture and the importance of the panpipe, in particular.

Invention -- Students are developing a unique product. They are taking PVC plumbing pipe and making it into a musical instrument. Students are using invention when creating various pitches. Students will learn these pitches, and this will bring them to create a unified product. (performance)

Experimental Inquiry -- Students will use experimentation when attempting to produce pitches. This experimentation is done during instruction as well as practicing on their own. Experimentation is also demonstrated when fine-tuning the pitch with rocks and pebbles. They are also experimenting with the principles of sound. This experimentation could be done after the unit by students who would like to try to create a set of panpipes from various materials.

Self Monitoring -- Students can use the provided rubric to monitor their learning as they improve with instruction and practice.

APL: Effective Teaching Strategies Model: more information can be found at http://www.aplassociates.com

Time on Task -- Students are given tasks that have to be scheduled and monitored.

Modeling-- Students are instructed on playing the panpipes by a teacher and two experts in the field of panpipes.

Guided Practice -- Students are instructed on the panpipes through guided practice.

Anticipatory Set -- Students are instructed through an activity that focuses them for further instruction. This also brings in their prior knowledge.

Stated Objectives -- Students are given the objectives and these objectives are then reviewed at the end of the lesson.

Checking for Understanding -- Students are asked questions throughout the lesson to monitor for understanding.

Learning Styles and Multiple Intelligences are also explored throughout the lesson.

Special Education Accommodations -- There are special education students as well as English as a Second Language students in this class. Accommodations for these students are used such as visuals, extra instruction, and extra time is allowed on the evaluation process. Many of these accommodations can be used for any student.

Technology as Facilitator of Quality Education Model Components Highlighted in This Activity http://www.intime.uni.edu/model/modelimage.html
(Note: This is a unit plan that may cover several days to several weeks. Not all of the elements from the Technology as Facilitator of Quality Education Model that are described below will appear in the video clips used.)

Learning:
Students were involved in construction as well as learning to play the panpipes. Students also will have opportunities to communicate with other students at different sites as well as talking to experts from the University of Cincinnati. 

Teacher Knowledge:
This project is highly integrated into other subject areas. It integrates the areas of: Music, Social Studies, Math, Science, Technology, and Language Arts.

Technology:
This project consists of many aspects of technology. The project enhances students’ and teachers’ learning on the following: Iowa Communications Network, computer skills, videotaping, overhead camera, TV/VCR, e-mail, Internet usage, and search skills on the Internet.

Student Characteristics:
The students are from two school districts.  The classes contain students who spend time in regular education, special education, and English as a Second Language settings. One of the districts is a rural community, while the other one is an inner city school.  The students range from the fifth grade through eighth grade. The inner city school district has 60% students of color and 70% from a low socioeconomic level. The rural district has a low minority rate and 32% are students of low socioeconomic status.  The inner city school has virtually no technology advancements. The rural district has the best advancements in technology, as well as training.

School Background Information:
The two districts that I worked with were Sioux City Community Schools (Hunt Elementary) in Sioux City, IA and Woodbury Central Community School (Woodbury Central Elementary and Middle School) Moville, Iowa.  Sioux City, Iowa has population of 80,505 but when you include South Sioux City, NE and North Sioux City, SD you are looking at about 110,000.  Moville is located 13 miles east of Sioux and has a population of 1,300.  There are numerous employers in the area that the parents are employed.  We have agricultural based employers to professional employers. 
Sioux City Community School has 14,046 students and Hunt Elementary has 254 of that total. Sioux City Schools has a total of 1,2883  (10%) students that are considered ESL.  Hunt Elementary does have any becuase these students are bused to a several buildings throughout the district that house the ESL Programs.    The breakdown of ethnicity as a school district is as follows:  Asian American 547 students (3.9%), African American  789 students (5.6%), Latino American 2,399 students (17.1%), and Native American 633 students (4.5%).  The break down of Hunt Elementary is as follows:  21 students are Asian American, 35 students are African American, 61 students are Latino American, and 28  are Native Americans for a percent of  57.1%.
Woodbury Central Community School has a total enrollment of 585.  The district has 0% students of ESL.  The breakdown of ethnicity is 3.3% students of color.  This includes: 4 Native American students, 4 Asian Pacific students, 5 Hispanic students, and 6 African American students.

Evolution of the Activity:
This unit was started over three years ago and each year the project involves more schools. Activities are also added to give students opportunities that they would not have if taught in a traditional general music classroom. This unit has given opportunities for my students and myself that you could not have in a regular general music classroom. We have been featured on local television stations, newspapers, educational/music web sites and education magazines. I have been asked to make several presentations to teachers, college classes, parents, and students on our project. This project is one of several that have been done in my classroom. We have completed Iowa Communications Network projects in reading, opera, and world instruments.

(Learning activity format adapted from National Educational Technology Standards for Students Connecting Curriculum & Technology  http://cnets.iste.org/students )  

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