SAP APPLICATION

Request ID:

200803096

Project Title:
Mad About Mallets: Improving Language Arts and Math
Proficiency through Music Composition and Performance
Request Amount:

$ 5000

Project Purpose:
PROJECT PURPOSE (500 WORD MAXIMUM)
I want to create an instrument laboratory that engages learners in creating music while
developing performance and composition skills and improving spatial-temporal
reasoning, language arts, and math proficiency.
Our school finds itself challenged as a School of Improvement under the state guidelines
for student assessment (MAP). This challenges the educators with our building to
develop new and innovative ways to help our students achieve at higher levels. Our
administrators are extremely supportive of any avenue we as a staff can use to improve
student achievement and view education in the arts as an integral component to
improving student achievement.
Our building is also a Title I school in which 61 % of our students take advantage of our
free and reduced lunch program. Many of these students will only experience playing an
instrument at school. Our elementary music room lacks many of the instruments needed
for learners to demonstrate many of the grade level expectations that have been
established by the Missouri Department of Elementary and Secondary Education
(DESE).
My main concern is that there are not enough instrumental experiences in elementary
classrooms. My students have a limited exposure to melodic instruments during their
elementary years.
It has been shown through research that middle school and high school students who
participate in instrumental music score significantly higher on standardized tests than
students who do not participate in these ensembles. University studies conducted in
both Georgia and Texas found significant correlations between the number of years of
instrumental music instruction and academic achievement in math, science, and
language arts. Source: University of Sarasota Study, Kluball; East Texas State
University Study, Trent, 2000
Active musical training--especially when coupled with music notation--enhances
performance on tests of spatial reasoning over at least a two-year period. In an analysis
of several studies, authors report that "surprisingly, the data in these 15 studies are
consistent to the point that varying conditions of music education--such as differences in
the amount of parent involvement, use of a keyboard program or not, inclusion of
composition--do not significantly change the result. Results from the meta-analysis
suggest also that offering a wide range of music programs in preschools and elementary
schools similar to the ones reviewed in this meta-analysis will predict that nearly 70
percent of young children will "show spatial improvement as a result of the music
program." Source: Critical Links. Washington, DC: Arts Education Partnership, 2001-1201

It is extremely important to provide instrumental melodic experiences, no matter how

basic, to all learners from the time they begin their formal education in Kindergarten and
continue these experiences throughout their academic careers.

Project Plan:
PROJECT PLAN (64,000 WORD MAXIMUM)
This project will be implemented in Grades K- 3rd from September 2, 2008 to February
20, 2009
August 18, 2008 --August 29th -- Collect baseline data from SRI and MLS assessments.
September 2, 2008 -- Mad About Madness Begins!
October 6-16, 2008 -- Collect and analyze quarterly data from SRI and MLS
assessments.
October 2008 -- Math Night - Date and Time TBA
December 8-19, 2008 -- Collect and analyze quarterly data from SRI and MLS
assessments.
January 2009 -- Academic Fair -- Date and Time TBA
February 2009 -- Reading Night -- Date and Time TBA
February 20, 2009 -- Mad About Mallets Ends.
March 2-13, 2009 - Collect and analyze quarterly data from SRI and MLS assessments.
March 16-31, 2009 -- Data analysis of entire project. Compile final grant report.
April 1, 2009 - Submit final grant report to Sprint Foundation.
My intent with this grant is to give the learners in my classroom a different avenue to
individual achievement while encourage them to explore and create with music. It is
widely known that children learn in many different and complex ways. Music is a global
language that can reach leaners of all levels and backgrounds. By including input from
other educators, administrators, and members of the community I want to provide an
environment in the music classroom that gives all of the learners at Martin City a basis
for higher academic achievement in all academic areas.
During this project, I want the Kindergarten through 3rd Grade student's Scholastic
Reading Inventory scores (SRI)to increase by 75-100 lexile points and raise scores on
the Missouri Learning Series Math Assessment(MLE) by 15%. I also want to increase
the numbers of Elementary students who go on to participate in music instruction
throughout their academic experiences. Research proves that music makes learning
easier.
I will create an instrument lab to use throughout the school year to create music and
synthesize academic skills across the curriculum. I will incorporate lessons that not only
teach the elements of music but that also include grade level expectations which are
being assessed in the communication arts and math curriculums.
Goals and Objectives:
1.
The learner will develop and apply music skills to perform and communicate
through the arts (MUPP2AK-5, MUPP2BK-5, MUPP2CK-5, MUPP2DK-5, MUPP2EK-5).
2.
The learner will develop and apply improvisation skills to communicate through
the arts (MUPPD3K-5).
3.
The learner will develop and apply skills to compose, arrange, and create music
to communicate through the arts (MUPP4AK-5).
4.
The learner will recognize and extend patterns (MAGLE AR1BK-5).
5.
The learner will classify objects and representations (MAGLE AR1CK-5).

6.
The learner will identify, compose and perform using units of musical
measurement in grade appropriate meters (MUPP4AK-5, MAGLE M1AK-5, MAGLE
M1BK-5, MAGLE M1CK-5).
7.
The learner will classify and organize data (MAGLE DP1BK-3).
8.
The learners will represent and interpret data (MAGLE DP1CK-5).
9.
Develop and apply skills and strategies to the reading process (CAGLE R1AK-1,
CAGLE R1BK-1, CAGLE R1DK-5, CAGLE R1EK-5).
10.
The learner will apply a writing process in composing text (CAGLE W1AK-5,
CAGLE W2AK-5, CAGLE W3AK-5).
11.
Develop and apply effective speaking skills and strategies for various audiences
and purposes (CAGLE LS1AK-5, CAGLE LS1BK-5, CAGLE LS2AK-5, CAGLE LS2BK5).
Grade appropriate lessons will be designed from many different resource materials.
Each of these lessons will include time for students to perform lesson objectives using
the instrument laboratory. The laboratory will be designed so that learners will have an
opportunity to play each instrument many times during the school year. During each lab
experience the learners will travel in a rotation to different instruments. During future
lessons, the learners will continue to rotate through the laboratory to experience each
and every instrument.
Many of these lessons will be built around children's books and include grade
appropriate measurement and writing components. Learners will learn how to use music
notation to fill in measures in age appropriate meters. They will also use the staff to
organize grade appropriate melodies. Each class will compose a class song or chant in
a large group activity and then each learner will write their own grade appropriate
composition.
Mad About Mallets K-3 Project Plan
September 2-9, 2008 - -- (MUPP2AK-5, MUPP2BK-5, MUPP2CK-5, MUPP2DK-5,
MUPP2EK-5, MAGLE AR1BK-5).
MM Getting Started
MM Warm Ups
September 10-12, 2008- -- (MUPP2AK-5, MUPP2BK-5, MUPP2CK-5, MUPP2DK-5,
MUPP2EK-5, MAGLE AR1BK-5).
MM Warmups
MM Body Director
September 15-17, 2008 - (MUPP2AK-5, MUPP2BK-5, MUPP2CK-5, MUPP2DK-5,
MUPP2EK-5, MAGLE AR1BK-5).
MM Warm Ups
MM Melodic Exploration
September 18-22, 2008 - (MUPP2AK-5, MUPP2BK-5, MUPP2CK-5, MUPP2DK-5,
MUPP2EK-5, MAGLE AR1BK-5).
MM Warm Ups
MM Up and Down in Mallet Town
Spetember 23-25, 2008 -- ( CAGLE R1AK-1, CAGLE R1BK-1, CAGLE R1DK-5, CAGLE
R1EK-5, MAGLE AR1BK-5)
MM Little Bunny Foo Foo
September 26-30, 2008 - ( CAGLE R1AK-1, CAGLE R1BK-1, CAGLE R1DK-5, CAGLE

R1EK-5, MAGLE AR1BK-5)

Wee Willie Winkie
October 1-3, 2008 - ( CAGLE R1AK-1, CAGLE R1BK-1, CAGLE R1DK-5, CAGLE
R1EK-5, MAGLE AR1BK-5)
MM The Grand Old Duke of York
October 6-8, 2008 -- (MAGLE AR1BK-5)
MLS Math Assesment
October 9-13, 2008 - ( CAGLE R1AK-1, CAGLE R1BK-1, CAGLE R1DK-5, CAGLE
R1EK-5, MAGLE AR1BK-5)
MM Jump Frog Jump
October 14-16, 2008 - (CAGLE R1AK-1, CAGLE R1BK-1, CAGLE R1DK-5, CAGLE
R1EK-5, MAGLE AR1BK-5, MAGLE AR1CK-5)
MM Mortimer
October 20-22, 2008 - (MAGLE AR1CK-5, MAGLE AR1BK-5)
MM Notes and Rests
October 23-28, 2008 -- (MAGLE AR1BK-5)
MM Peas Porridge
October 29-November 3, 2008 -- (MAGLE AR1BK-5)
MM 1-2 Buckle My Shoe
November 4-6, 2008 -(MAGLE AR1BK-5)
MM Jack and Jill
November 7-11, 2008 - (MAGLE AR1BK-5)
MM 2-4-6-8
November 11-13, 2008 - (MAGLE AR1BK-5)
Walk the Dog
November 14-18, 2008 - (MAGLE AR1BK-5)
MM Old MacDonald Had a Woodshop
November 19-21, 2008 - (MAGLE AR1BK-5)
MM Rumble in the Jungle
November 24-December 1, 2008 - (MAGLE AR1BK-5)
MM Peanut Butter and Jelly
December 2-4, 2008 - (MAGLE AR1BK-5)
OTL River of Sound
December 5-9, 2008 - (MAGLE AR1BK-5)
OTL The One-Line Staff

December 10-12, 2008 - (MAGLE AR1BK-5)

OTL Boomwhacker Melodies
December 15-17, 2008 - (MAGLE AR1BK-5)
OTL The Rhythm of Words
December 18, 2008-January 5, 2009 - (MAGLE AR1BK-5)
OTL Poetry Pieces
January 6-8, 2009 - (MUPP4AK-5, MAGLE M1AK-5, MAGLE M1BK-5, MAGLE
M1CK-5, MAGLE AR1BK-5, MAGLE DP1CK-5)
100 Beats for the 100th Day of School
January 9-13, 2009- (MUPP4AK-5, MAGLE M1AK-5, MAGLE M1BK-5, MAGLE
M1CK-5, MAGLE AR1BK-5, MAGLE DP1CK-5)
OTL Box Notation
January 14-16, 2009- (MUPP4AK-5, MAGLE M1AK-5, MAGLE M1BK-5, MAGLE
M1CK-5, MAGLE AR1BK-5, MAGLE DP1CK-5)
OTL Graphic
January 21-23, 2009 - (MUPP4AK-5, CAGLE W1AK-5, CAGLE
W2AK-5, CAGLE W3AK-5, CAGLE W1AK-5,
CAGLE W2AK-5,
CAGLE W3AK-5, MAGLE AR1BK-5, MAGLE
DP1CK-5)
Compose a Class Song
January 26-28, 2009 - (MUPP4AK-5, CAGLE W1AK-5, CAGLE
W2AK-5, CAGLE W3AK-5, CAGLE W1AK-5,
CAGLE W2AK-5,
CAGLE W3AK-5, MAGLE AR1BK-5, MAGLE
DP1BK-3,
MAGLE DP1CK-5)
Compose a Class Song
January 29-February 2, 2009 - (MUPP4AK-5, CAGLE W1AK-5, CAGLE
W2AK-5, CAGLE W3AK-5, CAGLE W1AK-5,
CAGLE W2AK-5,
CAGLE W3AK-5, MAGLE AR1BK-5, MAGLE
DP1BK-3, MAGLE
DP1CK-5)
Compose with a Small Group
February 3-5, 2009 - (MUPP4AK-5, CAGLE W1AK-5, CAGLE
W2AK-5, CAGLE W3AK-5, CAGLE W1AK-5,
CAGLE W2AK-5,
CAGLE W3AK-5, MAGLE AR1BK-5, MAGLE
DP1BK-3, MAGLE
DP1CK-5)
Compose with a Small Group

February 6-10, 2009- (MUPP4AK-5, CAGLE W1AK-5, CAGLE

W2AK-5, CAGLE W3AK-5, CAGLE W1AK-5,
CAGLE W2AK-5,
CAGLE W3AK-5, MAGLE AR1BK-5, MAGLE
DP1BK-3, MAGLE
DP1CK-5)
Compose with a Partner
February 11-13, 2009- (MUPP4AK-5, CAGLE W1AK-5, CAGLE
W2AK-5, CAGLE W3AK-5, CAGLE W1AK-5, CAGLE
W2AK-5,
CAGLE W3AK-5, MAGLE AR1BK-5, MAGLE
DP1BK-3, MAGLE
DP1CK-5)
Compose with a Partner
February 17-19, 2009- (MUPP4AK-5, CAGLE W1AK-5, CAGLE
W2AK-5, CAGLE W3AK-5, CAGLE W1AK-5, CAGLE
W2AK-5,
CAGLE W3AK-5, MAGLE AR1BK-5, MAGLE DP1BK3, MAGLE
DP1CK-5)
Compose by Yourself
February 20-24, 2009- (MUPP4AK-5, CAGLE W1AK-5, CAGLE
W2AK-5, CAGLE W3AK-5, CAGLE W1AK-5, CAGLE
W2AK-5,
CAGLE W3AK-5, MAGLE AR1BK-5, MAGLE DP1BK3, MAGLE
DP1CK-5)
Compose by Yourself
February 25-27, 2009 - (MUPP4AK-5, CAGLE W1AK-5, CAGLE
W2AK-5, CAGLE W3AK-5, CAGLE W1AK-5, CAGLE
W2AK-5,
CAGLE W3AK-5, MAGLE AR1BK-5, MAGLE DP1BK-3,
MAGLE DP1CK-5)
OTL Improvisation - (MUPPD3K-5, MAGLE AR1BK-5, MAGLE DP1CK-5)
I will also have the instrument laboratory available during Reading Night, Math Night and
the Academic Fair. This will enable learners to share their creations and knowledge with
their families. Parents will be able to attend a workshop with their children and actively
participate. It will also be used as an opportunity to educate parents about the music
opportunities that are available to their children at different stages of their education
experience.
Throughout the project, students will present performances sharing their talents with
their families and the community.
This project will take place from September1, 2008 to April 30, 2009.
Resources:

1.
Consolidated School District #4 Communication Arts Mathematics and Music
Curriculum Guides
2.
Missouri Department of Education Grade Level Expectations for Communication
Arts, Mathematics, and Music.
3.
Spotlight on Music K-5 (Classroom Textbook) Published by McGraw Hill
4.
Mallet Madness (A collection of engaging units for using mallet instruments in the
music classroom) -- Artie Almeida
5.
My Teacher Rides a Harley (Enhancing K-5 Literacy Through Songwriting) -Gary Dulabaum
6.
Outside the Lines ( A New Approach to Composing in the Classroom) -- Mark
Burrows
7.
Various books from children's literature including but not limited to books that
have been requested in the grant budget.

Assessment & Measurable Results:

ASSESSMENT AND MEASURABLE RESULTS (500 WORD MAXIMUM)
During this project, I want the Kindergarten through 3rd Grade student's Scholastic
Reading Inventory scores (SRI)to increase by 75-100 lexile points and raise scores on
the Missouri Learning Series Math Assessment(MLE) by 15%. The folowing is an outline
on how I will collect and analyze data:
1.
I will collect SRI data at the beginning of the year and at the end of each quarter
from the Language Arts coordinator.
2.
I will administer the Missouri Learning Series Math Assessment at the beginning
of the year and asses progress by administering the test quarterly to determine student
progress and the projects effects on that progress.
3.
I will administer pre and post assessments in the music classroom to assess the
learners' ability to recognize and perform grade appropriate elements of music.
4.
I will collect data to compare how many learners' sign up for beginning band
during the 2008-2009 school year as opposed to 2007-2008 school year.
5.
I will video tape learner performances throughout the school year to evaluate the
learner's growth in music performance skills during the year.
6.
I will compile results and submit data, video, and pictures to the administration
and the grant board upon completion of the project.
Project Budget:
PROJECT BUDGET (500 WORD MAXIMUM)
Books
Jump, Frog, Jump!
Kalan -- $18.95
Mortimer
Munsch - $10.00
In the Tall, Tall Grass
Fleming -- $10.00
Old MacDonald Had a Workshop
Shulman - $10.00
Rumble in the Jungle
Andrea - $10.00
Peanut Butter and Jelly
Westcott - $10.00
Alexander and the Terrible, Horrible, No Good, Very Bad Day
Caps for Sale
Slobodkina - $16.49
Old Black Fly
Aylesworth - $27.95
There Were Ten in the Bed
Kubler -- $15.00

Viorst - $10.00

Book Total: $138.39

Instruments
Tenor/Alto Glockenspiel 13 - $125.00
Tenor/Alto Glockenspiel 19 - $165.00
Soprano Glockenspiel 13 - $115.00
Soprano Glockenspiel 19 -- $155.00
SopranoKMetallophone30 - $790.00
Tenor/Alto KM Metallophone - $1020.00
Soprano K Xylophone 300 - $690.00
Tenor/AltoAKX300 - $990.00
Subtotal: $4050
12" Pretuned tubano - $129.00
Log Drum - $60.00
Bongos - $60.00
Temple Blocks - $185.00
Instrument Budget - $ 4484.50
Refreshments and supplies for Reading Night, Math Night, and Academic Fair -$515.50
Total Budget: $5000.00