Have you ever dreamed of playing the guitar? Whether you love music, want to play guitar for your family and friends, or desire to be a music star, this course is a great place to start. No prior music experience is needed. You will learn the fundamentals of music and the basic skills necessary to play a wide variety of music styles. Student guides, Carlos and Ariel, will guide you through each step of this journey towards becoming a skilled guitarist and musician. This course can be used as a performing/fine arts credit to meet the art requirement for high school graduation.
|Course Title (District):||Guitar 1A|
|Course Title (NCES SCED) :||Music—Other|
|Course Provider :||Michigan Virtual|
|Content Provided By :||Method Teacher|
|Online Instructor Provided By :||Michigan Virtual|
|Standards Addressed :||National Core Arts Standards|
|Alignment Document :||https://drive.google.com/open?id=1gQ2i8rt3cQEpGEBqXGMsxs7VASfh3mWnW9OpRtmhLW0|
|Academic Terms :||Accelerated, Semester, Trimester|
|NCES SCED Code :||
How To Enroll:
|Enrollment Website :||https://slp.michiganvirtual.org/|
|Email :||[email protected]|
|Phone :||(888) 889-2840|
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
Additional Cost: $0.0
Additional Cost Description: You will need a playable six-string guitar and a way to record and submit a video performance to your instructor. A guitar is “playable” if it is the correct size for the guitarist, is easy to press the strings down against the frets, and plays in tune up and down the fretboard. There are three common types of six-string guitars: classical, steel string, and electric. If you do not already have a guitar, you may want to seek the advice of an experienced guitarist, a guitar teacher, or your local music store. Most guitars are built to be played right-handed, so that the right hand would pluck the strings and the left hand would press the strings down against the frets. Many left-handed guitarists play right-handed guitars. Many guitarists and teachers recommend that left-handed students try playing on a right-handed guitar when first learning. There are some guitars available that are built to be played left-handed. This course is taught using a right-handed guitar. Students choosing to use a left-handed guitar will need to adjust accordingly.
Define and recognize the basic elements of music and music notation.
Apply proper posture, finger positions, and positioning of the instrument while performing.
Use multiple methods to pick notes and strum chords.
Read and interpret fretboard diagrams, guitar tablature, and standard musical notation.
Identify half-step and whole-step intervals on the fretboard.
Play minor pentatonic and major scales.
Recognize chords by listening.
Diagnose and fix unclear chord tones.
Play major, minor, and dominant seventh chords and chord progressions.
Play basic rhythm values, and describe common rhythmic elements of poetry and music.
Translate melodies written in standard notation into tablature.
Compose a piece of music using standard musical notation.
iNACOL National Standards for Quality Online Courses
|Academic Content Standards and Assessments||Rating||Comments|
|The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways.||Fully Met|
|The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards.||Fully Met|
|The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed.||Fully Met|
|Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.||Fully Met|
|Multiple learning resources and materials to increase student success are available to students before the course begins.||Fully Met|
|Course Overview and Introduction||Rating||Comments|
|Clear, complete course overview and syllabus are included in the course.||Fully Met|
|Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated.||Fully Met|
|Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider.||Fully Met||Provided in the Michigan Virtual (MV) Blackboard learning management system (LMS).|
|Legal and Acceptable Use Policies||Rating||Comments|
|The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising.||Fully Met|
|Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated.||Fully Met||Provided in the Michigan Virtual (MV) Blackboard learning management system (LMS).|
|Privacy policies are clearly stated.||Fully Met||Provided in the Michigan Virtual (MV) Blackboard learning management system (LMS).|
|Online instructor resources and notes are included.||Fully Met|
|Assessment and assignment answers and explanations are included.||Fully Met|
|Accessing Course Effectiveness||Rating||Comments|
|The course provider uses multiple ways of assessing course effectiveness.||Fully Met||Students have the ability to rate the lesson as completed as well as a student evaluation at end of course. MV also has access to additional data regarding student success and satisfaction with courses.|
|The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement.||Fully Met|
|The course is updated periodically to ensure that the content is current.||Partially Met||The current version of the course was released in 2018; the previous version was released in 2010.|
|Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA.||Fully Met||All MV instructors are certified in the state of Michigan, endorsed within their assigned content areas and grade levels, and highly qualified under state and federal guidelines.|
|Instructor and Student Support||Rating||Comments|
|Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available.||Fully Met||MV instructors complete an onboarding course prior to teaching, annual professional development and conference attendance, participate in monthly department meetings, and are provided online resources for various instructional media.|
|The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator.||Fully Met||MV instructors have access to the MV Knowledge Base with tutorials to assist them as well as the Course Issue Tracker to request additional support for technical issues in a course. Students also have a Customer Care center that offers technical support and course management assistance.|
|Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment.||Fully Met|
|Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online.||Fully Met|
|The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students.||Fully Met|
|Students are offered an orientation for taking an online course before starting the coursework.||Fully Met||Students are offered MV-specific orientation lessons and activites within all courses in addition to the Online Learning Orientation Tool (OLOT) located on the LMS homepage for students with no prior experience in taking an online course.|
|Instructional and Audience Analysis||Rating||Comments|
|Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum.||Fully Met|
|Course, Unit and Lesson Design||Rating||Comments|
|The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content.||Fully Met|
|Instructional Strategies and Activities||Rating||Comments|
|The course instruction includes activities that engage students in active learning.||Fully Met|
|The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways.||Fully Met|
|The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways.||Fully Met||Asks several reflective-type thinking questions beyond just rote memorization and learning to play (ex: how would life be without music, how does music impact a society...). Also complex thinking with relating poetry to music|
|The course provides options for the instructor to adapt learning activities to accommodate students’ needs.||Partially Met||Cannot edit vendor content accessed via LTI links in the LMS, but instructors could supplement course content with additional materials or activities added within Blackboard|
|Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations.||Fully Met|
|Communication and Interaction||Rating||Comments|
|The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress.||Fully Met|
|The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students.||Fully Met||Michigan Virtual (MV) instructor guidelines ensure such interaction through welcome letters, instructor introductions, and regular progress reporting.|
|The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material.||Partially Met||Instructor-student interaction is covered, but only one required student-to-student collaboration assignment exists; no use of discussion boards.|
|Resources and Materials||Rating||Comments|
|Students have access to resources that enrich the course content.||Fully Met|
|Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated.||Fully Met|
|The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content.||Fully Met|
|Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction.||Fully Met|
|Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content.||Fully Met|
|Assessment Resources and Materials||Rating||Comments|
|Assessment materials provide the instructor with the flexibility to assess students in a variety of ways.||Fully Met|
|Grading rubrics are provided to the instructor and may be shared with students.||Fully Met|
|The grading policy and practices are easy to understand.||Fully Met|
|The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities.||Partially Met||Instructors cannot alter content provided by the course vendor, but MV instructors are permitted to add supplemental materials as needed via the Blackboard LMS.|
|The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules.||Fully Met||The calendar within the learning management system permits adjustments to the pacing guides, though MV has established start and end dates for fall, spring, summer, and trimester enrollment terms.|
|Clear and consistent navigation is present throughout the course.||Fully Met|
|Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs.||Fully Met|
|Technology Requirements and Interoperability||Rating||Comments|
|All technology requirements (including hardware, browser, software, etc...) are specified.||Fully Met||Communicated in the syllabus, the MV website, and the Blackboard LMS.|
|Prerequisite skills in the use of technology are identified.||Fully Met|
|The course uses content-specific tools and software appropriately.||Fully Met|
|The course is designed to meet internationally recognized interoperability standards.||Fully Met|
|Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found.||Fully Met||Communicated within the MV Acceptable Use Policy (AUP) through the website and the LMS.|
|Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0).||Partially Met||"This rating is based upon limited testing of select WCAG 2.0 principles and guidelines. Further testing may be necessary to ensure full compliance. Suggested improvements: (i) While transcript alternatives to videos are present in the course, close captioning should be added; (ii) Avoid red-black color combinations in visuals; and (iii) Add Skip Navigation before icons and buttons at top of screen to permit keyboard and screen reader functionality to move directly to main content of lesson body. **Quick Links in Blackboard may allow for skip navigation to addressing note iii, however this does not pertain to the lesson environment accessed via LTI links from Blackboard. Other notes: Some areas of the course rely solely on color to emphasize or convey information. Because of the nature of the course, there are lots of visuals/images of the guitar and music scales/notes, not all of which is reiterated by text accompanying visuals. Use of the Tab key skipped over highlighted/underlined vocabulary terms, which prevented access to definistions revealed through “pop up” windows. "|
Review Conducted By: Michigan Virtual
Date of Review: 03/21/2018
Module 01: Music: The Universal Language
Module 02: Making Music on the Guitar
Module 03: Strumming Chord Accompaniment
Module 04: Reading Guitar Music: Treble Strings
Segment I Exam
|Term Type||Enrollment Opens||Enrollment Ends||Random Draw Date||Enrollment Drop Date||Course Starts||Course Ends||# of Seats||Course Fee||Potential Additional Costs|
|Drop Policy||Completion Policy||Term Type||Enrollment Opens||Enrollment Ends|
|Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window.||Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher.||Semester||04/19/2021||08/27/2021|
|Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window.||Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher.||Semester||04/19/2021||10/29/2021|
|Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window.||Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher.||Semester||04/19/2021||09/17/2021|
|Students may access their course from their enrollment Start Date to their enrollment End Date. For reporting purposes, a completion is a 60% final score or higher.||Accelerated||01/26/2021||07/06/2021|
|School Year||Enrollment Count||Pass Count||Completion Rate||Notes|