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Classroom Management Overview "How-to"

1) The Classroom Management Page can be accessed from the “Instructors” drop-down menu. 

Classroom Management Overview 01

2) The Classroom Management Page shows:
a) Name of School (if you have access to more than one class license)
b) Total Seats Used/Total Seats Remaining in License
c) “Manage Classroom” if you wish to divide total seat count into smaller groups/classes with a single group leader/teacher

Classroom Management Overview 17

3) Add Classroom allows you to create a “sub-group” class within the “school license” Specific information regarding teacher should be added.
Password can be created as you wish.
“Available Courses” should be selected and added to “Active Courses” column with arrows.

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4) Adding students to your classroom can be done in one of two ways: bulk – by way of a csv file, or individually. Click “Manage Students”.

Classroom Management Overview 2

5) To “Add Students” in bulk, click “Import List”

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6) Downloading the simple CSV Template file reveals a simple file: 5 columns – firstname, lastname, username, password, email.

 

Classroom Management Overview 4

7) This simple CSV file can be created in Excel and saved as a csv file. The five columns are shown.

The “Password” can be unique for each student or can be a single password for each class. Your choice. 

Note: for FERPA compliance, the “lastname” column may be left blank or populated with a number or letter. The “email” column may also be left blank, if necessary, however communication will be limited.

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8) The CSV with student information can then be accessed (Browse) and uploaded to automatically populate the classroom with your students.

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9) The Student List for that Classroom is now visible with Student Name and Username.

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10) To add students one at a time, click “Add Student”.

11) Single Student information should be completed with First and Last Name, Username, and Email address.

The Password can be the same as all students or can be uniquely chosen for that student.

When finished, click “Save” to add student to Classroom Student List.

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12) To view specific activity from a student:

a) Select Student Name
b) Select Course Name
c) Click “Filter” to select Student/Study Unit

 

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13) The student’s progress in that Study Unit can be seen:

a) Overall Study Unit progress is seen in (%) 
b)GREEN titles show lessons completed and date/time
c) RED titles show lessons NOT completed
d) Click arrows to access quizzes or sub-topics
e) Quiz scores shown
f) Click “Statistics” under Quiz to see the most recent score and answers.
g) If a “Certificate” is available, completion will be shown.

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14) Lessons can be marked “Complete” after a timer has expired. The time allotted is the approximate amount it would take an average reader to read the lesson and view the attached videos. 

 

15) Although there is no guarantee that the student will complete the reading and viewing, the delay before they can mark “Complete” is encouragement to use their time to cover the material that will be covered in the upcoming quizzes.

16) Quiz statistics reveal date and time student took quiz, student’s response to questions, correct/incorrect answers, time needed, and points awarded for each question.

17) If you wish to access class progress, click “Export CSV” below the “Classrooms Report” to download an spreadsheet of student activities, which shows progress by a) class, b) course/Study Unit, c) Class Average %, d) Student Name, and e) Student Completion Progress % for that Study Unit. 

18) If you wish to send emails, this can be done by either clicking the envelope icon beside the individual student, or by clicking the “Email Classroom” button.

If emailing the classroom, shortcodes can be included in the email message to personalize the email.

“Student Welcome Emails” can also be sent for communication on initial enrollment. 

We hope we answered questions you may have regarding how to use the 
“Class Management Page” in AmPopMusic. 

If we missed something, please drop us a note through the Contact page
and we’ll get back to you as soon as possible.

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Watch and Learn

Audio/Video Room

READ AND HEAR​

Study Units

An Overview

Ch. 1: Understanding Pitch

Ch. 2: Understanding Musical Pulse

Ch. 3: Understanding Volume

Ch. 4: Understanding Tone

Ch. 5: Understanding Melody

Ch. 6: Understanding Harmony

Ch. 7: Understanding Rhythm

Ch. 8: Understanding Bass

Ch. 9: Understanding Countermelody

Ch. 10: Understanding Structure

Ch. 11: Understanding Instrumentation

Ch. 12: Understanding Tempo

An Overview

Ch. 1: 19th Century: Pre-Foster

Ch. 2: Folk Music by the People

Ch. 3: Popular Music in its Infancy

Ch. 4: Stephen Foster – “Father of American Popular Music”

Ch. 5: The Importance of Stephen Foster

Ch. 6: Scott Joplin – “King of Ragtime”

Ch. 7: The Player Piano – Automated Music

Ch. 8: John Philip Sousa – “The March King”

Ch. 9: John Philip Sousa – Recording Artist and Activist

An Overview

Ch. 1: John Lomax – Recording American Roots Music

Ch. 2: Woody Guthrie – “Father of Modern American Folk Music”

Ch. 3: Leadbelly & Pete Seeger: End of the First Wave

Ch. 4: The Kingston Trio – Beginning of the Second Wave

Ch. 5: Joan Baez – “First Lady of Folk Music”

Ch. 6: Peter, Paul & Mary – Balancing the Message

Ch. 7: Robert Zimmerman – The Beginning of an American Icon

Ch. 8: Dylan in New York City

Ch. 9: Dylan after Newport

Ch. 10: The Importance of Dylan

Ch. 11: Folk Music in the 21st Century

An Overview

Ch. 1: The Roots of Country

Ch. 2: Bristol Beginnings

Ch. 3: The Grand Ole Opry

Ch. 4: Cowboys and the Movies

Ch. 5: Western Swing

Ch. 6: Bluegrass: Hillbilly on Caffeine

Ch. 7: Honky-tonk: Merging Two into One

Ch. 8: The Nashville Sound: Country-Pop

Ch. 9: Rockabilly – Country meets R&B

Ch. 10: Country Feminists Find Their Voice

Ch. 11: The Bakersfield Sound

Ch. 12: Austin “Outlaw” Country

Ch. 13: Neo-Traditionalists at the end of the 20th Century

Ch. 14: Mainstreaming Country in the ‘90s

Ch. 15: Redesigning Country in the 21st Century

An Overview

Ch. 1: What is Jazz?

Ch. 2: Before It Was Jazz

Ch. 3: Jazz is Born!

Ch. 4: Early Jazz Musicians

Ch. 5: Louis Armstrong

Ch. 6: Chicago and Harlem – Hub of 1920s Jazz

Ch. 7: Big Band – Jazz Swing!

Ch. 8: Big Band Musicians and Singers

Ch. 9: Jump Blues and Bop

Ch. 10: Cool Jazz

Ch. 11: Hard Bop

Ch. 12: Free Jazz – Breaking the Rules

Ch. 13: Fusion – The Jazz-Rock-Funk Experience

Ch. 14: Third Stream and World Jazz

Ch. 15: New Age & Smooth Jazz

Ch. 16: Summary – Jazz Lives!

An Overview

Ch. 1: Blues – The Granddaddy of American Popular Music

Ch. 2: Where Did the Blues Come From?

Ch. 3: What Are the Blues?

Ch. 4: How to Build the Blues

Ch. 5: Classic Blues – The Early Years

Ch. 6: Delta Blues – Authentic Beginnings

Ch. 7: Blues in the City – Migration and Power

Ch. 8: Blues in Britain – Redefining the Masters

Ch. 9: Contemporary Blues – Maturity and Respect

Ch. 10: The Relevancy of the Blues Today

Ch. 1: Timelines, Cultures & Technology

Ch. 2: Pre-Rock Influences

Ch. 3: Rock is Born!

Ch. 4: Rock is Named

Ch. 5: Doo-Wop

Ch. 6: Independent Record Labels

Ch. 7: Technology Shapes Rock ‘n’ Roll

Ch. 8: The Plan to Mainstream Rock ‘n’ Roll

Ch. 9: Payola – Rock ‘n’ Roll’s First Scandal

Ch. 1: Crafting Sound in the Studio/Producers and Hit Songs

Ch. 2: West Coast Sound: Beach, Surf, and Teens

Ch. 3: The British Invasion: Two Prongs – Pop & Blues

Ch. 4: Motown and the Development of a Black Pop-Rock Sound

Ch. 5: Soul Music: Gospel and R&B in the Deep South

Ch. 6: The Sounds of Bubble Gum Pop-Rock

Ch. 7: The Arrival of Folk-Rock

Ch. 8: Psychedelic Rock ‘n’ Roll

Ch. 9: Early Guitar Gods of Rock

Ch. 10: Rock Festivals: The Rise and Fall of Music, Peace, and Love

Ch. 11: Anti-Woodstock and Shock Rock Movements

Ch. 1: Technological Breakthroughs

Ch. 2: Electronic Dance Music

Ch. 3: Hip-Hop & Rap – An Introduction

Ch. 4: The Beginnings of Rap

Ch. 5: Old School Rap – Up From the Streets

Ch. 6: Rap’s Golden Age

Ch. 7: East Coast – Political Rap

Ch. 8: West Coast – Gangsta Rap

Ch. 9: The Fragmentation of Rap – Pop, Party & More

Ch. 10: Further Fragmentation – Different Directions

Ch. 11: The Importance of Rap

Ch. 1: Musical Stage Productions in America before the 1800s

Ch. 2: Minstrel Shows and Melodramas

Ch. 3: Stage Presentations in the Late 19th Century

Ch. 4: Early 20th Century: Revues and Operettas

Ch. 5: The Arrival of the Modern American Musical

Ch. 6: Great Partnerships in Book-Musicals

Ch. 7: Musical Theatre Composers in the mid-Century

Ch. 8: Fresh Voices on the Stage in the 1960s

Ch. 9: Two Dominant Forces at the End of the Century

Ch. 10: New Voices at the End of the Century

Ch. 11: New Voices, New Sounds in the New Century

Ch. 12: Musical Theatre Glossary

Ch. 13: Is it “Theatre” or “Theater”?

Study Units also have “Playdecks” – containing hundreds of chronologically organized audio examples of music in the study units, and “Study Qs” for unit chapters.

Study and Test

Testing Library

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