ICT Training for Teachers

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Secondary Music - Identifying resources

Module 2	Contents
	Introduction Overview of music ICT resources Software Hardware for recording Keyboards and other controlling devices Synthesisers, samplers and sound processors Internet resources CD-ROMs Task 2 Links and bibliography Forward to Module 3 Back to Secondary Music Map Back to T@LENT Web Site Map

Introduction

The purpose of this second module is to give you an overview of the range of ICT resources that might be useful to you in your teaching and to help plan future resourcing of your department. You will be asked to:

• Compile a list of ICT resources that you think would support the teaching of music in your department
• Identify supporting resources which could help with your own development

(These documents will be added to your portfolio).

1. the professional or semi-professional music market (e.g. synthesiser, MIDI sequencer, digital audio)
2. the ‘domestic’ market (e.g. ‘home’ keyboards, karaoke technology)

Teachers should be aware that historically the industry has placed less emphasis on creating resources specifically for educational use, consequently much of what we use in schools is likely to have been adapted from equipment or software designed for adult users. This situation is now starting to change.

In addition there is generic software, such as word processors, desktop publishing packages, spreadsheets, databases, presentation tools, and web design/publishing software. You can find out more about how generic resources may be used in the context of a secondary music department in Module 4 . You can also find out more information about generic ICT Resources in Module 2 of the Primary Core Materials. (Click here for an explanation of the different ways of using the Primary and Secondary Core Materials.)

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Overview of music ICT resources

Browse through the list of music ICT resources below.

• Compare this list with the departmental audit you completed in Module 1
• Make a note of any that are unfamiliar to you.
• Start thinking about how you might prioritise future resourcing for your department

You may find it useful to refer to Module 6 which will give you some practical ideas on how these resources may be used in the classroom.

Software

Could include:

• Software for PC (Windows) and/or Mac OS platforms; (new software for the Atari or Amiga is harder to acquire)
• MIDI sequencer, or MIDI player
• Digital audio recorder, editor, processor
• MIDI and audio sequencer
• Drill and practice (e.g. aural training tool or a guitar playing tutor)
• ‘Drag and drop’ composing software allowing creation of music in a specific style (e.g. Dance music)
• A ‘bank’ or library of sounds (audio files, midi files)
• Other kinds of sound processing software.

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Hardware for recording

Could include:

• Digital recording (mini disc, DAT, hard disc, CD writer) or older analogue recording (tape cassette, reel-to-reel)
• Stereo or multi track (e.g. 8 track digital Portastudio)
• Additional features such as Portastudio style mixing facilities, digital editing of sounds

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Keyboards and other controlling devices

These could:

• Incorporate GM (General MIDI, which will playback generic MIDI files)
• Have built in sequencing capability
• Have built in ‘effects’ (e.g. reverb, echo)
• Be another instrument (e.g. MIDI guitar, wind instrument, drum machine)
• Be MIDI drum pads, or other types of MIDI trigger
• Be a Soundbeam
• Be a ‘workstation’, a more expensive keyboard that includes a wide range of sounds, sampling, sequencer, effects processing.

Explore these ideas further in The Music IT Pack, which is summarised on the VTC.

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Synthesisers, samplers and sound processors

• A synthesiser is like an electronic keyboard, except that the user can edit the available timbres to create new and individual sounds.
• A sampler digitally records any sound, and then allows it to be played back over MIDI, perhaps at different pitches by a keyboard. It can also enable extensive editing and processing of samples.
• A sound processor will change sounds, e.g. by adding echo, reverberation, or by distorting, pitch changing, filtering, and compressing. There are many kinds of sound processors.

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Internet resources

A website or newsgroup could be:

• Dedicated to a specific composer
• Dedicated to a specific piece of music
• Dedicated to a specific instrument
• A source of downloadable MIDI files, mp3 (or other) audio files, lyrics, guitar tabs
• A bibliography, discography, or other kind of archive. http://www.columbia.edu/acis/bartleby/dickinson/
• A site where music can be heard using streaming audio

For a useful directory of music websites go to Musiclinks. You can also look at some reviews of Music websites on the Virtual Teacher Centre (VTC), and the BBC has a guide to educational web sites which will give further leads. The ICTeachers site has a useful list of music resources including a list of web sites dedicated to specific composers.

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CD-ROMs

Could be:

• Dedicated to a specific composer, performer, recording artist
• Dedicated to a specific piece of music
• Dedicated to a specific musical style or genre
• An interactive instrumental tutor
• About musical instruments
• Sound resource or bank

  (CD-ROM Categories adapted from: Bray, D. (1997) CD-ROM in music education, BJME).

You can search for reviews of CD-ROMs on the BECTa website.

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Activity

 

Task 2 Compile a list of ICT resources that you think would support the teaching of music in your department. It may be useful to prioritise, so as to create a development plan for resourcing. Refer to the lists above for ideas. You may also find it useful to go to the VTC Classroom Resources site and look at the music section of Supporting the Curriculum with ICT pages. In this you should also say briefly how you think these might be used in teaching and which aspects of the subject it might support. For example, Creating and developing musical ideas - composing skills Controlling sounds through singing and playing - performance skills Responding and reviewing - appraising skills Listening, and applying knowledge and understanding Again, you may find it useful to refer to Module 6 at this point. Compile a list of on-line (or other) resources that will support your own development. These might include: Web sites offering support to music teachers Subject organisations Technical support To help you search the net for resources like these you will find guidance materials and useful links on the Lewisham ICT Advice site.

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Links and bibliography

Useful Internet Links

Virtual Teachers Centre (VTC) discussion groups on a range of curriculum subjects and issues, music discussion group (look for the link on this page)	http://curriculum.becta.org.uk/docserver.php?temid=91
VTC ideas on using ICT to record and explore sounds. There are other ideas if you look ....	http://curriculum.becta.org.uk/docserver.php?docid=999
Sound on Sound magazine is a useful source of technical information, reviews and advice on music technology	http://www.sospubs.co.uk/

Useful Publications

BECTa (1997), The Music IT Pack, 8 Choosing and Using Guides, Coventry: BECTa BECTa (1998), Music Technology in Action, Coventry: BECTa Bray, D. 1997, CD ROM in music education, BJME). SOS Publications, Sound on Sound, monthly periodical

Next Module

T@LENT Web Site Map

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