ICT Training for Teachers
Secondary Music
- Practical ideas
Introduction
This section offers some ideas on
how ICT can be used in the classroom to support music learning. Each idea is
colour coded against the strands from the national curriculum
You might have arrived here from
the earlier section Identifying Resources or
Evaluating Resources, because you want to explore some practical ideas straight
away. In which case, you should return to that section when you are ready. There
is also a link at the end of the module to take you back. Or you might have
arrived here after the previous section on Integrating
ICT in the Classroom.
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Colour key
- 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
-
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Computer
sequencer / midi files / drill & practice software
- use a midi sequence
file as accompaniment or stimulus for improvising e.g. drone, chord sequence,
rhythmic genre
- pupil uses sequencer
as a composing tool (single or in pairs)
- pupils devise
a repeating looped sequence, or a sustained timbre, as one element of a class
or group composition
- use a midi file
while teaching vocal/instrumental parts; use solo, loop, mute etc. to aid
teaching
- search for and
download midi files
- devise a way to
perform a song / instrumental using midi file / sequence as accompaniment
- listening / responding
/ refining as a class to a given sequence: timbre / structure / texture
- use 'creative
composing software' to reorder given material, edit timbre, tempo, structure,
texture to achieve a satisfactory result, according to the styles offered
by the software, preferably within the current classroom context
- download midi
files of music relating to a specific historical / cultural / geographical
/ stylistic or topic; listen to and appraise; use as supporting material for
research
- as above, but
focus research on musical content e.g. modality, chord sequences, blue notes
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Audio CD
/ CD-ROM / Internet resources
- compare recordings
of own compositions on a given concept alongside similar commercial recordings,
refine and enhance
- use CD-ROM (music)
encyclopaedia to research a specific musical style / historical period/ geographical
area / social context / instrument / composer, (group)
- as above, but
via online search
- explore one piece
of music presented in a multimedia format on CD-ROM, in the context of other
complementary classroom activities; music learning points may depend upon
CD-ROM presentation
- support individual
/ group instrumental or ear training skills with drill and practice software
- pupils identify
which ICT resources have been used within music to which they listen
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Sound processor
/ synthesiser / sampler/ digital recording
- explore a range
of sounds, then process, use within a composition e.g. poem, soundscape
- collect, label
and sort a wide variety of sounds
- use equipment
to modify a sound in as many ways as possible, use results for composing
- explore natural
reverberations; compose specifically for a large space, using reverb.
- use a sound processor
to modify a performance
- listen and respond
to music that uses real or electronic processing; use as a stimulus for composing
- 'Use ICT to create, manipulate
and refine sounds' (Breadth of study)
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Electronic
keyboards
- use keyboard timbres
/ styles as part of composition, (group or whole class)
- use accompaniment
backing for improvisation e.g. within performance of known song
- use pitchblend
etc. for expressive control of melodic playing
- explore manual
and auto playing of chords, create chord sequences, improvise to chord sequences
- use rhythm accompaniments
as supporting resource when exploring 'duration' (pulse, rhythm, accent)
- investigate styles,
devise accompaniments for songs / instrumentals
- use keyboards
as a resource for normal classroom performing activities with pitched instruments
e.g. learn and then perform a round (group / whole class)
- perform song /
instrumental using sequence as accompaniment
- listen to and
appraise styles relating to a specific cultural / geographical / stylistic
genres; use as supporting material fro research
- as above, but
focus on musical content e.g. modality, chord sequences, duration, texture.
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Using the electronic keyboard
as a sequencer, using the record function
- group devise composition
and record, layering tracks if appropriate
- group devise and
record accompaniment for song or instrumental, using fills, changes of texture,
chords, as appropriate
- teach vocal /
instrumental parts, using pre-recorded tracks; use mute function to aid teaching
- record midi files
to use on keyboard (rather than PC) as required
Click
here to return to the module on Identifying Resources
Click
here to return to the module on Evaluating Resources
