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Howard Kim

MUED 273

JMUke Collaborative Experience Design

Summary
We will have three learning stations where each participant will have the opportunity to
learn various ukulele chords through various, easy songs to play on the ukulele that each
stations members have selected beforehand. Each station will have two people that will teach
the chords for a song and then immediately sing and play the song once the chords are learned.
For people that may be uncomfortable playing an actual instrument but still want to participate,
there will be iPads available for people to play the chords and still be able to be a part of the
experience without the potential stress of playing a new instrument, as well as percussion
instruments available. Each station will have a poster showing tabs of all the chords that they
will use for their songs for the participant to refer to. After the stations, the event will end with
one big jam session that includes all participants using the chords learned at the stations.

Rationale
The premise of this experience is to encourage participants to learn skills that may
develop lifelong musicianship. Rather than directly teaching how to play chords, participants will
feel more at ease in a jam session setting where they can learn chords and songs
simultaneously and participate regardless of skill. Although we are assisting in teaching the
chords and other techniques needed for the event, they will primarily be learning through
observing the facilitators of the experience. Participants will be encouraged to continue to learn
music on their own in the same manner that they did in this experience - through
observation. Musical skills can be learned through reciprocity, and can then be molded in such a
way that the musician can create his or her own music in the future. For people that may have
had reservations or difficulty starting a new instrument, this experience can hopefully be an
impetus for those people to continue using the musical skills that we explored and continue
making music by and for themselves.

Objectives:
Participants will be able to:
Play a chord progression in C major and G major on the ukulele
Participate in a jam session at the end using the chords learned
Make music with a ukulele
Engage in future music making experiences

Standards
Creating:
o Anchor Standard #2: Organize and develop artistic ideas and work
Performing/Presenting/Producing:
o Anchor Standard #6: Convey meaning through the presentation of artistic work
Responding:
o Anchor Standard #8: Interpret intent and meaning in artistic work
Connecting:
o Anchor Standard #10: Synthesize and relate knowledge and personal experiences to
make art
Materials
JMUkes
Auxiliary Percussion Instruments
Projector/PA system (Transported by PMA!)
Community interest (audience: college students)
Signs (to lead students to the event location)
Poster board (x6)
Easels (x6)
Google slide show for the chord learning
Google slide show for jamming
Index cards that correlate with the tabs colors on the poster board
Stickers for each chord tab
iPads

Detailed Process - Process A for ideal turnout, Process B for lower turnout.

Process A:
1. Set-up PA/Projector, percussion, mics, and posters around the projector
2. 4:00pm: Event starts
3. [Play Lava Song as a team]
4. Greet students!
5. Go through logistics for stations (i.e. Around you, there are stations for learning a ton of
different songs. Dont worry, they will teach you the chords if you dont know them yet,
so feel free to move between stations and learn different songs!)
6. Different stations will teach different songs, and participants will learn how to play the
chords and be able to play and sing actual songs at each stations.
7. After station rotations are done, we will assemble as a large group to jam for a few
songs. Facilitators are strongly encouraged to participate as well as use the
accommodations listed below.
Process B
1. Setup and introduction is the same as Process A.
2. Instead of using stations, some of the facilitators will be audience participants,
encouraging others to join the event and individually offering help to participants. One
member of our team will lead the event.
3. Chords and strumming will be taught as a group. We will end with the same jam offered
at the end of Process A.

Assessment
Informal - If a student shows signs of distress, I can go up to them with an index
ring of tabs and assist. There will be two things to keep in mind as we assist
students:
o 1. Is it a fingering or strumming issue?
o 2. Are the chords correct, but the timing a bit off?
Since this is an informal event, the aim of the assessment is for students to make
the chords and strumming patterns accessible for the jamming experience
preceding the learning.
Adaptations
Size - Index cards cut out to the specific hand position are handed out to students who
need a smaller, hands on version of the visual tab.
Color - Chords are color coded; if a student is having trouble with a particular tab, the
students can find the tabs color around the room or on the ring of index cards and figure
out the finger position and/or coordinate the color with the sound of the chord.
Pacing - The student learns the chord progression in C major OR the student uses two
chords (F and C are recommended); another option is for students to engage in the music
making on auxiliary percussion for one tune or singing for one.
Modality -
o Visual - the index card tabs allows for a closer visual representation of the chord.
o Aural - Call and response for teaching things like chords allows the participant
room to listen before attempting.
o Kinesthetic - We could have an iPad or some device that can play chords with the
hit of a button. One of us can finger the chords while a participant
strums. Offering percussion instruments for those who may not want to sing or
play Ukulele is also viable.