{"id":149,"date":"2026-04-25T05:25:39","date_gmt":"2026-04-25T05:25:39","guid":{"rendered":"https:\/\/openingstolearning.org\/?page_id=149"},"modified":"2026-05-03T04:45:05","modified_gmt":"2026-05-03T04:45:05","slug":"149-2","status":"publish","type":"page","link":"https:\/\/openingstolearning.org\/?page_id=149","title":{"rendered":"Lil&#8217; Liza Jane"},"content":{"rendered":"\n<link href=\"https:\/\/fonts.googleapis.com\/css2?family=EB+Garamond:wght@500;600;700&#038;family=Source+Sans+3:wght@400;600;700&#038;display=swap\" rel=\"stylesheet\">\n\n<style>\n  .otl-case-study {\n    max-width: 1240px;\n    margin: -70px auto 0;\n    padding: 44px 72px 120px;\n    color: #1f2022;\n    font-family: 'Source Sans 3', system-ui, sans-serif;\n  }\n\n  .otl-case-inner {\n    max-width: 1080px;\n    margin: 0 auto;\n  }\n\n  .otl-case-header {\n    margin: 0 0 52px;\n  }\n\n  .otl-kicker {\n    font-size: .82rem;\n    letter-spacing: .12em;\n    text-transform: uppercase;\n    margin: 0 0 18px;\n    color: #6b6b66;\n    font-weight: 600;\n  }\n\n  .otl-deck {\n    max-width: 920px;\n    font-family: 'EB Garamond', Georgia, serif;\n    font-size: 1.55rem;\n    font-style: italic;\n    line-height: 1.35;\n    margin: 0 0 28px;\n    color: #2f3133;\n  }\n\n  .otl-rule {\n    border-top: 1px solid #d9d8d2;\n    margin: 0 0 34px;\n  }\n\n  .otl-title {\n    max-width: 1080px;\n    font-family: 'EB Garamond', Georgia, serif;\n    font-size: clamp(3.25rem, 5vw, 4.15rem);\n    line-height: 1.02;\n    margin: 0;\n    font-weight: 700;\n    letter-spacing: -.01em;\n  }\n\n  .otl-title-nowrap,\n  .otl-deck-nowrap {\n    white-space: nowrap;\n  }\n\n  .otl-case-grid {\n    display: grid;\n    grid-template-columns: 300px minmax(0, 1fr);\n    gap: 64px;\n    align-items: start;\n  }\n\n  .otl-meta-card {\n    font-size: 1rem;\n    line-height: 1.55;\n    color: #555;\n    background: #f8f7f3;\n    border: 1px solid #dedbd2;\n    border-radius: 16px;\n    padding: 26px 28px 28px;\n  }\n\n  .otl-meta-card p {\n    margin: 0 0 22px;\n  }\n\n  .otl-meta-card p:last-child {\n    margin-bottom: 0;\n  }\n\n  .otl-meta-card strong {\n    display: block;\n    margin-bottom: 6px;\n    color: #1f2022;\n    font-weight: 700;\n  }\n\n  .otl-case-body {\n    font-size: 1.16rem;\n    line-height: 1.72;\n    max-width: 790px;\n  }\n\n  .otl-case-body p {\n    margin: 0 0 30px;\n  }\n\n  .otl-case-body p:last-child {\n    margin-bottom: 0;\n  }\n\n  @media (max-width: 768px) {\n    .otl-case-study {\n      margin: -38px auto 0;\n      padding: 34px 24px 80px;\n    }\n\n    .otl-case-header {\n      margin-bottom: 42px;\n    }\n\n    .otl-deck {\n      font-size: 1.35rem;\n      line-height: 1.32;\n    }\n\n    .otl-deck br {\n      display: none;\n    }\n\n    .otl-deck-nowrap,\n    .otl-title-nowrap {\n      white-space: normal;\n    }\n\n    .otl-title {\n      font-size: clamp(2.55rem, 12vw, 3.45rem);\n      line-height: .98;\n    }\n\n    .otl-case-grid {\n      display: block;\n    }\n\n    .otl-meta-card {\n      margin: 0 0 34px;\n    }\n\n    .otl-case-body {\n      max-width: 100%;\n      font-size: 1.08rem;\n      line-height: 1.68;\n    }\n  }\n<\/style>\n\n<section class=\"otl-case-study\">\n\n  <div class=\"otl-case-inner\">\n\n    <header class=\"otl-case-header\">\n      \n      <p class=\"otl-kicker\">\n        Case Study\n      <\/p>\n\n      <p class=\"otl-deck\">\n        Designing an interactive rhythm lesson that can guide elementary music students<br>\n        <span class=\"otl-deck-nowrap\">even when a music teacher is absent<\/span>\n      <\/p>\n\n      <div class=\"otl-rule\"><\/div>\n\n      <h1 class=\"otl-title\">\n        Lil\u2019 Liza Jane:<br>\n        <span class=\"otl-title-nowrap\">Interactive Rhythm Learning Experience<\/span>\n      <\/h1>\n\n    <\/header>\n\n    <div class=\"otl-case-grid\">\n\n      <aside class=\"otl-meta-card\">\n\n        <p>\n          <strong>Audience<\/strong>\n          Grades 1\u20133 music students and elementary music teachers\n        <\/p>\n\n        <p>\n          <strong>Tool<\/strong>\n          Articulate Storyline\n        <\/p>\n\n        <p>\n          <strong>Focus<\/strong>\n          Substitute-ready rhythm learning\n        <\/p>\n\n      <\/aside>\n\n      <main class=\"otl-case-body\">\n\n        <p>\n          <strong>When a substitute teacher steps into a music classroom, musical participation is often replaced by non-musical activities that substitutes can lead with greater confidence, interrupting students\u2019 musical learning.<\/strong> I designed Lil\u2019 Liza Jane for Grades 1\u20133 students and elementary music teachers as a substitute-ready resource that can also function within teacher-led instruction. In this project, I worked as both subject matter expert and instructional designer, translating musical knowledge into a structured, participatory learning experience, selecting and arranging public-domain material and shaping it into an interactive lesson.\n        <\/p>\n\n        <p>\n          <strong>The central design challenge was to embed teaching functions, rhythm modeling, pacing, demonstration and participation cues, directly into the media so that learners can participate in structured rhythm activities even when musical guidance is not available.<\/strong> Because early elementary learners benefit from clear modeling and are more likely to engage with peer-modeled behavior, I introduced a peer-aged character, who serves as a narrative anchor throughout the lesson. I structure the lesson around guided listening, notation and narration to support progression from perception to active participation. Using a Universal Design for Learning (UDL) framework, I provide multiple means of representation and participation so learners can access the material in different ways. Because classroom technology and instructional conditions vary, particularly in substitute-led settings, the lesson is designed to function within a blended or Flex model, allowing for both whole-class projection and individual interaction.\n        <\/p>\n\n        <p>\n          <strong>In a future iteration, I would more clearly distinguish between instructor-centered objectives and learner-centered outcomes.<\/strong> In the current design, the objectives are largely instructor-centered and aligned with national standards because that is what music teachers must satisfy in a classroom context. While these objectives support the structure of the lesson, they do not clearly communicate purpose to the learner. By highlighting how reading music allows musical ideas to travel across time and place, I could more directly answer the learner\u2019s question of \u201cWhy does this matter?\u201d To support this shift, I would revise the opening of the lesson using Gagn\u00e9\u2019s first event, gaining attention. Specifically, I would introduce an anticipatory set that invites students to reflect on why reading music matters before the lesson begins, followed by an interactive prompt that asks students to recall prior musical experiences and connect those experiences to the current learning activity.\n        <\/p>\n\n      <\/main>\n    <\/div>\n\n  <\/div>\n<\/section>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Case Study Designing an interactive rhythm lesson that can guide elementary music students even when a music teacher is absent Lil\u2019 Liza Jane: Interactive Rhythm Learning Experience Audience Grades 1\u20133 music students and elementary music teachers Tool Articulate Storyline Focus Substitute-ready rhythm learning When a substitute teacher steps into a music classroom, musical participation is [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-with-title","meta":{"footnotes":""},"class_list":["post-149","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/openingstolearning.org\/index.php?rest_route=\/wp\/v2\/pages\/149","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/openingstolearning.org\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/openingstolearning.org\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/openingstolearning.org\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/openingstolearning.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=149"}],"version-history":[{"count":20,"href":"https:\/\/openingstolearning.org\/index.php?rest_route=\/wp\/v2\/pages\/149\/revisions"}],"predecessor-version":[{"id":236,"href":"https:\/\/openingstolearning.org\/index.php?rest_route=\/wp\/v2\/pages\/149\/revisions\/236"}],"wp:attachment":[{"href":"https:\/\/openingstolearning.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=149"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}