Cool Edit 96 can be downloaded from www.syntrillium.com. Follow prompts to save the compressed file, ideally in your ‘Program’ folder. (Typical download time would be 5-10 minutes on a school’s ISDN Internet connection, a little longer when using a modem at home.)

After downloading click on the downloaded file and follow prompts to install. You may wish to create a ‘shortcut’ on your Desktop for convenience.

Cool Edit arrives on your PC as a working but unregistered program, so when you load up it asks you to specify two ’functions’ that you will use. Recommended options are "Save, External Clipboard functionality…" and "Amplify, Envelope…". These will provide extensive functions that make a useful classroom resource and an introduction to digital recording.

Registration costs 25 dollars. There is no time limit on using the unregistered version

Cool Edit has a straightforward user interface that should prove relatively easy for pupils to master. Recording and playback controls are self-evident. Delete, cut and paste operations follow the usual conventions. There is a well written manual included, although basic functions are reasonably intuitive.

The ‘Normalize’ function (found on the toolbar at the top of the screen, just below and to the right of the ‘Help’ menu) will raise recordings to an optimum level. Pupils should be taught to use this on every recording, in order to avoid variations in playback volume.

The software needs to be used in conjunction with the soundcard window that adjusts input and output volume (e.g. Crystal Mixer ‘Master Out’). As in a conventional tape recording situation, some experimentation will be required to set the input to an optimum level in order to avoid distortion or too low a recording level. In addition, to avoid feedback, it may occasionally be necessary to mute either the input or the output.

The sound quality of the recordings will depend upon several variables:

• The quality of the microphone plugged into the PC.
• The ‘New Waveform’ settings (which automatically open when you start a new recording). For CD quality, the sample rate needs to be 44,100 kHz, and the resolution 16 bit. These recordings will use a large amount of hard disc space when saved. A sample rate of 11,025 kHz will provide adequate sound quality and reasonably sized files.
• How you listen to the recordings. If you monitor via the PC speakers, the playback quality will be lower than if you route the soundcard output through a hi-fi system (e.g. via the CD or tape input)

• refine and improve their own or other pupils’ performances or compositions

  e.g. record a group composition, then evaluate and refine, before performing to an audience

• use ICT to manipulate and refine sounds

  e.g. sort and reorder a series of sounds or musical events to create a composition or accompaniment

• use ICT to present expressive work

  e.g. organise, develop, refine and record a performance or composition for inclusion on a class or department web site

• use ICT to share and exchange their work with others

  e.g. exchange email files of their performances or compositions with pupils in another school (perhaps abroad)

This site is a ‘portal’ web site designed to provide a wide range information, interactivity and links relating to Africa. The site is professionally designed with high quality graphics and is easy and fast to navigate (no Java or Shockwave to slow things up). Advertising on the site is minimal.

Africa Online will provide a good starting point for research on any topic relating to Africa. There are pages for economy/finance, news, politics, women, children, education, sport, health, music etc. and email, newsgroup and discussion forums. Many of the pages feature extensive links to, for example, educational, governmental, United Nations and cultural organisations. The site has a search engine.

The music pages are accessed by clicking on a graphic to select a region of the continent, North, South, East, West or Central. For example, going to the ‘South’ page you can then choose to go to South Africa, Zambia, or Zimbabwe.

Within each country page there is a detailed history of the traditional and popular music traditions of that country, dating back to the 1900’s. For example the South Africa page starts with a description of the origin of the anthem "Nkosi Sikilel'i Africa" and goes on to describe the evolution of the various strands of South African music: the choral ‘mbube’ style, the jazz influenced ‘marabi’ style leading to ‘township jazz’, ‘kwela’ or penny whistle jive. The text includes frequent and detailed references to artists and performers, to important songs and compositions, and to the relevant political and social context.

Each country page includes a ’listening booth’, where relevant recordings can be auditioned. The sound clips are in RealAudio streaming format, enabling an almost immediate audio reference to be made without having a long wait for a ‘wav’ file download . In order to hear ‘RealAudio’ it is necessary to have installed the ‘RealAudio Player’, the latest version of which, the G2, is available for free download from www.real.com

(You need to be aware that successful use of RealAudio can be compromised by heavy Internet traffic conditions, and it would be wise to have back up listening resources available as appropriate.)

• Understand how contextual influences affect the way music is created

  e.g. during a unit of work exploring music from South Africa, the class discuss how the strong tradition of unaccompanied singing and/or the penny whistle, reflect the political and social background in South Africa

• Engage with music from different cultures, acquire knowledge and understanding of conventions used in a selected musical genre

  e.g. a group are asked to research ‘Kwela’ using structured guidelines, and present their findings to the class

• Select appropriate information sources and refine search methods

  e.g. use the search engine on Africa Online to research the use of a specific musical instrument across different countries

• Think and talk about how they might use ICT in future projects, and how they would judge its effectiveness

  e.g. discuss the strengths and weaknesses of an Africa Online music page and then plan a simple web site as a means to present a class or group performance