Music technology in the primary classroom
Transcript of Music technology in the primary classroom
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Music technology in the
primary classroom
Kelly-Jo Foster-Peters
Wednesday 30 June 2021
MEHEM Uprising
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Aims of this session
The value and purpose of using music technologies in primary schools.
Pedagogical and practical considerations when using music technology to support musical learning.
Develop confidence in making music using mobile technology.
Use the comments as a sharing/reviewing tool to support colleagues
Creativity
Technology literate
Divergent thinking
Independent learning
Communicate
External learning
Connect
Collaborate
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My experience - Using the iPad as an instrument in musical performances
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What is the purpose/value of
using technology to teach
music?
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DfE - National Curriculum
(2014)
- Statutory – KS1-3
‘Use technology
appropriately’
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Reflective Questions:
• Can we use technology to enhance our
vocal work?
• Can technology be used as an
instrument?
• Can we access high quality music
samples using technology?
• Can we use technology to explore the
dimensions of music and create our own
music?
Reflective Questions:
• Can we use technology to play
independently, and with others?
• Can we develop improvisation skills using
technology?
• Can we develop aural skills and learn
about notation?
• Can we interact with a range of music
genre using tech?
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TPACK –Theory about different types of
knowledge needed to effectively use technology in
the music classroom
• Technological knowledge
• Content knowledge
• Pedagogical knowledge
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Reflection: How is YOUR music technology journey going
so far?
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4 Stages of technology implementation
Equipment CPD Classroom Networking
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Computer or tablet?
What purpose does the technology suit?
BandLab
SoundTrap
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Music
Technology
PC or Macs?
iPad or Android?
Bandlab
Cakewalk (by BandLab) – free
GarageBand
Drumbit
Ableton
Noteflight
Flat
Samplebotapp.com
Chrome Music Lab
Sibelius
Cubase LE
Logic Pro
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RAH Performance (Video not included in
ppt.)
Accessibility
Progression in musical learning
Developing innovative ways of playing
music with others
Remember musical ability is not necessarily
linked to academic ability. For example, an A*
student in maths may play less musically than
an F grade student.
Using Tablets to
perform live music
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Ratio of devices
1 tablet
5 tablets
15 tablets
30 tablets
Practical Issues:
• Audio – headphones, PA
• Charging
• Purchasing apps
• Classroom rules
• Sharing with other classes
• Storing work - cloud based solutions
• Sharing work – audience? Performances,
school music blog
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Equipment
Tablets
Headphones
PA / speaker & lead/s
Cases
Chargers
Trolley/bags to carry round school
App Store cards – To purchase
apps/music from the app store
Tablet stands
YOUTUBE – Watch videos of:
computer software
Individual apps
iPad band performances
Networking – Link with other teachers who are
enjoying working with technology
Expertise - Local secondary school music
teachers
MEH training courses, specific tailored support
Apple Store – for devices and Apple only apps
External courses
Be open to learning from the children – they
are often very tech savvy.
CPD
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Stimulus – What to teach? How to teach it?
NATIONAL
CURRICULUM
MODEL MUSIC
CURRICULUM
SCHOOL
CURRICULUM
ISM PRIMARY
CURRICULUM
FRAMEWORK
TES Teaching Resources
Primaryresources.co.uk
Oak National Academy
BBC 10 Pieces/Bitesize
Musical Futures
Music Express
Charanga
SingUp
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Using apps to develop music
skills
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Singing / vocal work
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Karaoke apps
Vocal warm-ups
Creative vocal apps
Songwriting
Swiftscales
Loopy
Starmaker
Yokee
Rhymers Block
Songwriters Pro
Improvox
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Playing music
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Chords
Percussion/
Drumbeats
Synths
Layering Samples
Hand DrumsREAL PERCUSSION: Drum padsRhythm PadShakerBoxReal Drum (A)Drum pad machine (A)
Nodebeat
Soundprism
Electro
Soundprism
Launchpad
Bebot Grainscience
Geosynth
Airvox
DubPad
Figure
GarageBand
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Change instrument
Change scale – Minor Blues
E E G E D C B
Task:
Playing a bass
riff
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Find bass guitar
Next step: Play in pairs – one
keeping beat on drums
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Queen,
‘Another One
Bites the Dust’
E E E E E E G E A
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MMC – Year 2 Listening Guidance pieces:
• Bolero – Ravel (Thumbjam – C major, in 3)
• Mars from The Planets – Holst (Scale - Blues phrygian, in G)
• G, D, Db, Ab
• Hound Dog - Elvis Presley (GarageBand – Smart Guitar)
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Chords - Harmony
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Hound Dog, cryin’ all the time You ain’t nothin’ but a
C C C C
Hound Dog, cryin’ all the time Well, you ain’t
F F C C
Never caught a rabbit
and you
Ain’t no friend of Mine.
G F C C
Hound Dog - Elvis Presley (GarageBand – Smart Guitar)
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Composing Music
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Composing Chord Sequences –
Ternary form - ABA
1 2 3 4
Section A
1 2 3 4
Section BExtension:
• Add
drumbeat
• Add bassline
• Add other
instruments
• Writes lyrics
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Composing – using samples
Rayman
Legends
Beatbox
Toca Band
Toc and Roll
Launchpad
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Improvising music
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Atmospheric sounds – Alchemy (GarageBand)
Atmospheric sounds apps:
Scape
Bloom
GarageBand – Alchemy
Grain Science
Launchpad soundpacks
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Music Express free trial
link: connect.collins.co.uk
Music Express and the MMC is available
here: https://collins.co.uk/pages/primary-
primary-music-music-express-model-music-
curriculum
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Activity idea: Developing improvisation skills – Indian Raga Fusion
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Listening
Carnival of the animals
Benjamin Britten’s Guide
ABRSM Apps
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My First Classical Music App – Exploring instruments and timbres/soundsLearning about composers and classical music
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The Orchestra app
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Resources linked to music apps
Katie Wardrobe – Midnght Music
Technology
iPad Music Teacher – Facebook
https://gb.abrsm.org/en/exam-
support/apps-and-practice-
tools/
Music Express free trial
link: connect.collins.co.uk
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Thank you for listening
Kelly-Jo Foster-Peters
Twitter: @kellyjopadmusic
Facebook: iPad music teacher
07710 504407