Google Classroom in under a minute
No LMS setup or student accounts on this site
Open a course lesson, expand Teacher Companion, then open the quiet Classroom & sharing section.
Choose the class and post it as an assignment, material, announcement, or question in Google Classroom.
The shared link opens the same complete learner lesson; teacher preparation and sharing controls remain visually separate.
Use Copy student link for another LMS. Classroom integration stays collapsed inside teacher extras so it never interrupts a person learning independently.
Before teaching the course
Minimum materials
Projection, speakers, manuscript paper, pencils, classroom instruments or voices, and occasional microphone access. A keyboard is helpful, not mandatory. Students may share devices; no accounts are required.
Diagnostic, not gatekeeper
Use the diagnostic to identify fluency with note reading, duration, meter, intervals, and basic listening. Do not remove students for low scores. Group by the next needed strategy, then reassess.
Course portfolio
Learners retain selected notation, analysis, dictation, performance reflection, lab, and composition artifacts. Require visible revision across at least six artifacts rather than collecting every exercise.
Technology check
Test microphone permission and local hosting over HTTPS before the first detector lab. The tuner processes audio locally. Keep a keyboard or reference tone as a no-device alternative.
Turn one learner lesson into a class
| Minutes | Purpose | Teacher move |
|---|---|---|
| 0–5 | Retrieve or notice | Begin with sound, notation, or a misconception—never housekeeping. |
| 5–17 | Explicit model | Think aloud, name the decision points, and show a non-example. |
| 17–40 | Guided-to-independent practice | Move from shared response to pairs to individual evidence. |
| 40–50 | Transfer | Apply the idea to unfamiliar repertoire, performance, or creation. |
| 50–55 | Exit evidence | Collect one item that changes tomorrow’s instruction. |
Chapter planning
Begin with the lesson as written. Learners notice, read, hear, work an example, practice, and check their reasoning. Add group comparison or ensemble performance only when it improves the concept. Keep the complete explanation available so absent students and independent learners can still follow the course.
If students can recite a definition but cannot find the idea in sound, return to short, contrasting examples. If they can hear it but cannot notate it, isolate the representational step.
Feedback and grading
Recommended weighting: lesson application prompts 25%, aural/performance evidence 20%, portfolio and revision 20%, composition/arranging project 15%, cumulative checks 10%, final synthesis 10%. Report rhythm, pitch/notation, aural, harmony/analysis, and creation separately when possible.
Feedback names the reasoning move: “Count letter names before semitones,” “Identify bass separately from root,” or “Cite cadence and texture as two boundary clues.” Avoid feedback that only supplies the answer.
Access and inclusion
Mixed prior experience
Use the same musical question with different representational demands. One student may identify contour aurally; another may notate and transpose it. Recombine groups often.
Language support
Preteach a small word set, display symbols beside terms, model complete oral answers, and permit rehearsal before public explanation.
Motor, visual, or hearing access
Separate theoretical understanding from a specific performance mechanism. Offer enlarged notation, keyboard entry, color, tactile beat mapping, captioned instructions, visual spectra, or oral response as appropriate.
Assessment retakes
Allow a second attempt after error classification and targeted practice. Keep the concept and transfer demand; change the surface example.
Pilot release expectations
Preview assigned pages, substitute repertoire appropriate to your students, and verify local policies before collecting recordings. Use the Feedback button on any lesson to report errors, ambiguous directions, accessibility barriers, or successful adaptations. Include the page, grade level, ensemble or course, and what students actually did.
Before sharing lesson 1, test one course link in a student account, confirm that findthenote.com is permitted by school filtering, and verify that microphone access is allowed only for optional pitch labs. All non-detector lessons remain usable without microphone permission.
Responsible detector use
- Predict the written and sounding pitch.
- Play or sing without looking at the screen.
- Describe what was heard.
- Consult note, frequency, cents, clef, and transposition displays.
- Repeat while changing one variable.
- Explain disagreement among ear, notation, and measurement.
The CREPE detector estimates a fundamental from microphone audio. Room noise, multiphonics, percussion, vibrato, overtones, device microphones, and octave errors can affect results. Treat confidence and stability as evidence quality—not as a grade on musicianship.