The Music Origins Project is challenging students to learn STEAM (Science, Technology, Engineering, Art and Math skills through the fun and compelling lens of music. We are teaching students to research, add new locations to the map, to define and document new and emerging genres of music. Students and music aficionados will be challenged to create unique virtual museums documenting locations important to each musical genre covered. We are also challenging students and volunteers to research musical genres to create documentary shorts, and mashup videos and post them along with musical samples, mixes, images and other “primary source” historic documents, to create multimedia “virtual museums” highlighting popular places and musical venues important to music history adding a compelling nuance to the existing body of musical knowledge. For More info visit: http://MusicOrigins.com

1. 1
MUSIC ORIGINS
PROJECT

2. WHY?
• Preparing students for 21st Century Literacy challenges
via the fun and compelling lens of music and transmedia
filmmaking.
2

3. • Music Origins Project is an website discussing the history and future of
music (and other related art forms), with an initial focus on electronic
music and related genres.
• The site/blog will be a searchable, virtual museum offering informed
dialogue about the cultural origins of musical art forms along with
geolocated multimedia documentation.
• A Google Map identifying the cultural regions and specific locations that
were important to the origins of various musical art forms will be the lens
for the exploration of each art form.
• Via Google Cardboard (App) and Cardboard Virtual Googles students
around the world will be able to view locations in Virtual Reality. They will
also be able to view, interact with, and submit their own 3D models into
Google Earth.
3
GOALS

4. WHY?
DEMOCRATIZING THE WEB
• Emphasis will be placed on using inexpensive tools
and/or mobile technology to enable students create
the best possible products.
• All products should be viewable via mobile technology
(iOS compatible HTML 5)
• All products will be available via Creative Commons
licenses and encouraged to utilize free, open source
tools
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5. EMPOWERING CULTURES
TO TELL THEIR OWN
STORIES
• Global Cultures need the ability to capture, document
and tell their own unique stories to wider audiences
• Current technology offers a myriad of inexpensive ways
to document and organize historic artifacts of cultural art
• Our goal is empower young people with the skills to use
technology to EFFECTIVELY tell their unique stories
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6. HOW?
CHALLENGE YOUNG PEOPLE TO
BECOME TRANSMEDIA FILMMAKERS
• Entice young people to learn STEAM skills by exploring musical
topics that are of interest to them
• Challenge students to document commentary from primary
source "subjects" who may not be available in the future
• Enable students to document emerging art forms, as well as
organize, preserve and package the media in meaningful
compelling ways.
• Empower young people with marketable skills.
• LOCAL music, art and culture should contribute to LOCAL
economies 6

7. MODELING/MENTORING
• The documentary films Electric Roots and
TechnoMECCA of the Detroit Sound Project and their
associated map markers in Detroit will be used as an
example for student teams. The film crew will be
available as resources to help participating teachers
and students learn about transmedia filmmaking.
• The best videos created by teams and video of student
work will be used as a part of the the Detroit Sound
Project websites and/or the transmedia film project.
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8. DEVELOPING 21ST CENTURY SKILLS IN
URBAN STUDENTS IS THE FOCUS OF THE
PROJECT
•Selection- each co-operative group settles on a genre of
interest and identifies multiple aspects worthy of
documenting.
•Questioning- students start by forming key questions to
guide and inform their research.
•Storage- the group works together to design an effective
information storage and retrieval system using google docs
or a schools LMS
•Prospecting- a survey of the information landscape
(websites and libraries) to identify and gather info from
relevant and valid sources.
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9. EACH STUDENT BECOMES AN EXPERT AND IS
EXPECTED TO CONVERT KNOWLEDGE INTO AN
AUTHENTIC PRODUCT
•Monitoring- Students keep an eye on the genera to find new info that
emerges making updates to the blog as necessary with new info on the
subject. Students will also find and link to information flows like RSS feeds to
capture information applicable to their project's website or blog.
•Making inquiries- finding the best interview subject or subjects and with the
help of their group leader making interview appointments via Skype audio
conference, video conference or in person audio or video interviews.
•Responding to inquiries- students demonstrate mastery of the subject
matter by answering questions left by experts on staff, other groups and
aficionados on their blog.
•Creating a product(s)- the student shares insights by developing a product
or products on a important site related to the topic.; like blog posts on
progress, posts on related topics, a microsite, a video, 3D model on the
Google maps, a "virtual museum" using alternate reality (AR) and web-based
tools

10. MUSIC ORIGINS PROJECT
10
MusicOrigins.com
http://MusicOrigins.com
Project 3
TechnoMECCA
The
Detroit Sound
Project
[Project 1]
Project 4
Project 2
Project 5

11. 11
All projects are blogged about and geolocated on map
Mapping
Visual
and
Audio
3D modeling of historic locations
Web Based Museum
Historic Tour in Google Earth
Documentary (Short firm or Mash-Up)
Narrated Slideshow
Audio or Video Podcasts
PROJECT TYPES

12. 3D MODELING BUILDINGS USING GOOGLE SKETCH-
UP
Primary Objective: Students create geolocated models of historic buildings they identify and study to place
on the Music Origins Map (and on Google Earth)
• Research skills- Students will need to locate images, survey locations and make measurements if the
building is still in existence or find architectural drawings if possible.
• Math - calculating building size and room sizes using mobile apps, 3D modeling tools and geolocation.
tools
• Geospacial Information Systems Literacy - using GIS, Google Earth, Google Maps and the development
of geolocated 3D stereoscopic video,/images, 3D models and KML files are valuable skills in the 21st
century workplace
• 3D Video Production,- creating videos of 3D models, or locations in google earth to be displayed on map
or to be viewed in VR is a valuable skill in architecture, animation, game design and the GIS industry
• Submit 3D building models to Google for permanent placement on Google Earth
• Utilizing STEM Skills -the development of 3D models, Architectural drawings, Geolocation of content, and
information literacy are key skill in the modern workplace.
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3D modeling historic locations

13. TOURS USING GOOGLE
EARTH
Primary Objective: the student identifies a series of historic places and ties
them together via Google Earth and the Music Origins Map (any combination
of components below can be used to create the tour).
• Students identify a series of historic locations in one region that are important to a specific
genera of music.
• These locations are then researched and map markers (webpages or blog entries) are
created identifying their significance, and highlighting important dates and/or events.
• Students then create a virtual tour which takes a viewer to each location in a predetermined
sequence and saving it to KML file that can be saved for others to view on the Music Origins
map and/or accessed via Google Earth.
• A video can be created of this tour and displayed on the student team's blog and their the
map post or they can be shared for viewing in VR via Google Cardboard.
13
Historic Tour in Google Earth

14. CREATING VIRTUAL MUSEUMS WITH
"REAL WORLD" ACCESS POINTS
Primary Objective: Students identify a historic location that is important to a specific genera
of music and create a way for visitors to learn more about the history of the location (any
combination of components below can be used to create the museum).
• The location is identified, researched and a map marker (webpages or blog entries) is created identifying its
significance, and highlighting important people, places, dates and/or events.
• Permanent QR coded markers (with written info if possible) can be created and and affixed to the "real world"
location for visitors to use to access the web based info about the location (teams must get appropriate
permissions to do so from owners of buildings or municipal authorities).
• QR code markers link to a detailed post, historic images, 3D stereoscopic images and/or video that can be
accessed via smartphone or a PC at the location
• Alternate Reality or Virtual Reality based info or links to videos and images can be provided via QR Codes
for locations visitors to use to learn about the location.
• Teams are encouraged to lobby location owners to provide a free Wifi hotspot if Internet connectivity is not
available at location, so that visitors can access their virtual museums (using a inexpensive/free Wifi access
points
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Web Based Museum

15. DIGITAL STORYTELLING- CREATE A SHORT DOCUMENTARY
Primary Objective: Create a short 3-10 min video, documentary on a
influential musical genera, artist or Band.
• Research the topic and read about it, and organize and classify findings using Google docs,
or a LMS.
• Students gain an understanding of oral history through research
• Students learn effective questioning for research and interviewing
• Students learn to produce / organize an interview (letters of introduction, digital etiquette,
interview skills)
• Students learn to shoot a interview/or record it via skype and webcam
• Students learn to edit a video
• Students learn to publish/encode for the web
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Documentary (short or mash-up)

16. STUDENTS CREATE SLIDESHOWS
USING IMAGES OF THE TOPIC
Primary Objective: Students research and organize
images important to the research topic (citing appropriate
sources) into a PowerPoint, Keynote, Google slideshow
or similar type of presentation.
• Students create a written or audio narrative to
accompany and describe each image of the slideshow.
• Students appropriately cite origin of each image used.
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Narrated Slideshow

17. STUDENTS CREATE A SERIES OF
AUDIO OR VIDEO PODCASTS
Primary Objective: Students create a series of
video or audio podcasts that are each posted
on a written blog post.
• Students learn to create a short audio or video
narratives over a specific period of time.
• Student entries are available via RSS feeds and can be
subscribed to by users.
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Audio or Video Podcasts

18. Primary Objective: Create a Blog Documenting the teams progress and each post that is created is posted in Music
Origins News
• Students learn to write a series short articles or narratives to document progress of their project and summarize
learning.
• Students learn curation of research data and publishing to blog.
• Students learn appropriate methods of writing for the web
• Students learn digital etiquette
• Students learn Interviewing skills
• Students learn media literacy and how to determine valid sources
• Students learn map skills and how to geolocate information
• Students learn to promote posts via appropriate social media outlets (Twitter, Facebook, google plus one)
• Students learn how to maintain a personal online journal
• Students learn digital publishing for an appropriate audience.18
Blogging and content geolocation
PROJECT STATUS IS PUBLISHED TO THE
WEB AND GEOLOCATED ON SITE

19. Additional Types of Activities:
• Geocaching exercises to get students
outside and to aid teaching of mapping
skills.
• Creation of VR tours using 3D sphereical
cameras
• "Lit Trips" can be created for a related non
fiction narrative book.
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20. HOW TO VIEW MAP USING
VIRTUAL REALITY
• Look for the “Goggles” and click the link to view Streetview:
• Locations with links to Google Streetview can be
experienced in Virtual Reality with Google Cardboard style
VR Headsets (Android OS only at this time).
• To view location use Android smartphone and Virtual Reality
Headset. Open link using the Google Maps App and
DOUBLE CLICK the big circular button on the bottom right of
the Google StreetView interface. Look around and explore!

21. EXPLORING
MUSICORIGINS.COM IN VIRTUAL
REALITY

22. HOW IT ADDRESSES
EDUCATIONAL STANDARDSDemonstrating independence via Project-based learning
Students will be challenged to research and and evaluate complex texts across a range of
types and disciplines, and construct effective arguments to convey intricate or multifaceted
historical information on specific styles of music or other relevant art forms. Likewise,
students will seek out and interview historical primary sources, authors and other experts
who can speak to the origin of the genera they select for their video project and blog.
Student will Gain Content Knowledge and Content Creation, Research and
Curation.
Students establish a base of knowledge across a wide range of subject matter by
engaging with works of quality and substance like the study of seminal documentaries,
autobiographical writing on artists and writing on music history, as well as through
documentary films like TechnoMecca.
Write and transcribe and summarize, documentary interviews to develop
comprehension
Students are engaged and open-minded—but discerning—readers and listeners. By
interviewing subjects in person or on video via Skype or other web-based video
collaboration tools, students will create summaries of interviews and blog posts
documenting the process of the creation of their film. Students will learn to integrate this
info into scripts and use video excerpts in narratives. They work diligently to understand
precisely what a musician, artist, author or speaker is saying, but they also question an
author’s or speaker’s assumptions and premises and assess the veracity of claims and
the soundness of reasoning.
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23. Students will learn Media Literacy and to value evidence through documentary
filmaking
Students will learn to research and cite specific evidence when offering an oral or
written interpretation of a text or video interview. They use relevant evidence when
supporting their own points in writing and speaking, making their reasoning clear to
the reader or listener, and they constructively evaluate others’ use of evidence in
collaborative writing projects using Google docs to draft and revise prior to final
publishing on their blogs.
Students will use technology and digital media strategically
Students employ technology thoughtfully to enhance their reading, writing, speaking,
listening, and language use. They tailor their searches and research online to
acquire useful information efficiently, and they integrate what they learn
collaboratively using technology with what they learn offline. They will become
familiar with the strengths and limitations of various technological tools and mediums
and will learn select and use those best suited to their communication goals.
They will come to understand other perspectives and cultures.
Students will not only create their own blogs and video posts, but they will be
challenged to collaborate with and critique the work of other students who
participate, using the same rubrics they use to evaluate their own work. Students
appreciate that the twenty-first-century classroom and workplace are settings in
which people from often widely divergent cultures and who represent diverse
experiences and perspectives must learn and work together.
Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects

24. TOOL OPTIONS:
• Video production equipment (simple cameras like Flip cameras or more complex cameras if
available, lights, microphones, smartphones or tablet PC's with cameras ,and tripods)
• Editing software like iMovie
• iPad, iPod touch, smartphones, other tablet PCs
• apps like Theodolite Pro or Distance finder
• audio recording program (iPhone-Recorder, Skype-Pamela)
• Google maps/Google Earth
• Google cardboard App /Google Cardboard. VR goggles
• geocaching sites and programs
• Ricoh Theta camera for 3D spherical images
• Webcams
• Skype / Google Hangouts video chat (and a video recording app)
• Smartphone cameras, tablet cameras, Flip cameras or more complex video cameras (if available)
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25. WEB RESOURCES
• The Music Origins Project [http://MusicOrigins.com]
• TechnoMECCA [http://TechnoMecca.com]
• The Detroit Sound Project
[http://DetroitSoundProject.com]