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Welcome back!!! Today in the technology class we presented our 'Lift Pitch' of 30 seconds, explaining the ideas we have for our up coming digital creative project. Felicity and I are conducting this assignment as a pair and we have decided to create an interactive children’s storybook, with the underlying theme of CHRISTMAS. (Stay posted for more to come...) Todays Tech. lesson focused on 1- to- 1 Computing and Bringing Your own Device in Music Education.
Chrome Books:
Mac0S/ Windows 10
It is important in todays society, especially as a music educator to not become narrow minded about knowing features and technology. Its important to know as much as you can and stay updated with the latest/ newest technologies. To ensure you can respond to these changes.
Is 'BYOD' improving education?
Native VS. browser: Apps or a browser (any device that can run it)
If you are thinking of all the devices at once you need to deal with technologies that can run on any of these devices. GUEST SPEAKER! We where priveleged enough to be joined by Nicolas Froment a French guest speaker who explores the software MUSE SCORE! He is a classically trained drummer in a band and teaches music privately. His interests in finding a set music bases software came form his struggled to find sheet music for his students. He stated that he feels the "sheet music industry is ‘broken’", in terms of high pricing, very limited, forced to buy a book for need of one score, slow to release new titles and more. When he began to play with Muse Score 2006/2007, he aimed to resolve the problem of limited sheet music access problem. Massacre is an Open source- (the way it’s made) and is also free. In 2007 Nicolas along with the Muse score team:
Business model:
To Find a score:
They are working on Muse Score 3, aiming to make it Smarter, Faster & Easier! Tips for Muse score!!!
As a Muse score user myself, i found this Technology lesson very beneficial and interesting. Until next Blog.... Signing out!!!
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Signing in.... This is yet another blog post, a very short one, updating you all on my compositional process in particular the 1st draft session. Today was the 1st draft session/ meeting with Jim- I presented two short scores of 8 bars each of two different songs as I was unsure which one to choose.
After showing Jim both, he suggested i continue with ‘Falling for you’ as there was seemed to be more potential. I showed the first verse and Jim suggested putting it up the octave and creating a riff in the bass line as an introduction and again before or during the chorus. The draft session was very encouraging, he said I was "on the right track- experimenting with different ideas was a good sign for a successful composition". Stay posted for more compositional updates!!! Signing out.... Signing in...
Welcome back!!! For a while now, in Composition class, I've been working on an Arrangement of Gotye's 'Somebody that I used to know'. Here below is my reflection of the arrangement! The creative music movement was a movement that revolutionised Music Education taking place in the 1960’s and 1970’s. It focused on the ideas of music teachers as composers. Before this only a small percentage of music educators associated themselves with being confident in teaching composition. This movement saw the uprise in music teachers becoming a model for composing and the incorporation of composition into the music curriculum. The Orff pedagogy also known as the “active music-making approach” (Brophy, 2016) focuses on learning music through singing and ostinati, taking the simplest form of music and building on it. The Orff approach is considered essential as it targets a “child’s natural behavior- play” (Shamrock, 1997). Carl Orff the founder describes it as combining the arts, through assimilating movement and music in music education with the assistance of speech and theatre (Shamrock, 1997). The idea of careful planning and breaking down composition into parts, melody, rhythm, accompaniment, solos, allows a deeper understanding of the way a piece is composed or arranged. The initial approach involved the composer notating their ideas, organising capable performers to translate the notation into musical sound in which the performance would take place, however the Orff approach allow composers to create through movement or aural listening first then building towards a notated composition, taking an almost reverse approach (Kaschub & Smith, 2009, p. xi). Arranging ‘Somebody that I used to know’ with the Orff style in mind and the philosophy of the Creative Music Movement, incorporates teaching music initially through use of body percussion, singing then transferring to instruments. This allows students with limited musical ability to understand musical concepts easily and makes learning music accessible for those students who can’t read traditional music notation. This approach also engages students in music learning and allows students to stay motivated. For those students who are limited in traditional notation reading, learning through the Orff approach or initial aural learning not only assists them in learning the arrangement but forms the link between aural and notation. They learn to notate rhythmically and further add pitch. This idea can be transferred into improvisation, which is a section included in the arrangement. Students are encouraged to possibly improvise rhythmically to start then introducing one or two notes to improvise a solo, this step by step approach to composing supports the student’s musical creativity and builds musical expression and confidence. The arrangement of ‘Somebody that I used to know’ is a minimalist arrangement that occupies use of ostinati and learning by rote. Students can practice rhythms in the percussion section for example, learning first through body percussion (clicks, stomps, taps), then transferring the learnt rhythms to instruments (snare drum, claves or shaker). The inclusion of an improvisation section allows the students to explore their own musical creativity through the modelling of a ‘stripped back’ arrangement and possibly the teacher modelling an improve solo first. The main theme or ostinato of ‘Somebody that I used to know’ can be first taught through echo singing, this enables students to memorize the main theme and then makes the process of transferring to instruments much quicker and easier. This also maintains focus and attention. The arrangement has been adapted to different instrument voice registers, including parts in Bb, Eb, F and concert pitch. For Example, the melody has been initially arranged for a concert pitch instrument as well as a Bb instrument (clarinet), the melody could also be played by violin, vocals and piano, this allows students with strengths in certain instruments to try a range of parts and expand their knowledge of an arrangement and instrumental roles. When arranging ‘Somebody that I used to know’ I first analysed the song and notated the main opening ostinato. In a classroom setting students will learn this by singing it first, then transferring it to xylophones (aurally first). The arrangement includes Melodic, bass and accompanying lines however arranged simple enough to learn by repetition. The harmonic structure of the piece utilises chords D minor and C played by guitar and piano, and for students with limited musical reading ability, guitar tablature is provided. Many parts are notated simply to ensure the arrangement is achievable and effective when played as a class. There are also several non- melodic parts (percussion parts 1 and 2) which the Orff approach is practiced evidently through. Overall the arrangement aimed at using a simplistic approach, where learning is achieved through repetition, whether that be singing melodic lines or ostinatos or using body percussion initially to learn a rhythmic phrase, then transferring learnt musical skill to instruments. Both pedagogies, the Orff approach and the Creative Music Movement have both revolutionised music education and the importance of composition as a part of the music curriculum. References: Brophy, T. (2016). Journal of Music Teacher Education. Teacher Reflections on undergraduate Music education, 12, 19-25. Retrieved from http://journals.sagepub.com/doi/abs/10.1177/10570837020120010501?journalCode=jmta#articleCitationDownloadContainer Shamrock, M. (1997). Music Educators Journal. Orff-Schulwerk: An Integrated Foundation 83, 41-44. Retrieved https://doi.org/10.2307/3399024 Kaschub, M., & Smith, J. (2009). Minds on Music Composition for creative and critical thinking. Plymouth: United Kingdom. Signing in....
Welcome back to other compositional song writing blog!!! Although while writing the lyrics they were formed around a rough chordal structure, today was aimed to finalise the songs chord pattern, being A minor, F Major, C Major and G Major. As well as organising instrumentation and the instrument roles.
My Baby steps rule them out as separate steps, however this may not be incorrect, as students in a classroom may need each step broken down into separate parts. In the case of composition my own original song, I found it easier to combine them into one step with each part complimenting each other. 2. Instrumentation: I focused initially on piano and voice as the main instruments while composing. Once the chord pattern was complete and melody and lyrics were outlined, I could think of adding other instruments to make a fuller sound. I added a drum pattern, entering in Verse 2 and different in each section following (verse, chorus, bridge). I will eventually add an electric bass to possibly play the songs riff. On the 24th of October we will have our first draft session with Jim, to discuss our compositional ideas and any questions. I will present my work thus far! Stay tuned for another blog post!!! Signing out.... Signing in.... Welcome Back once again! Synthesis- the Science of Sound Today we learnt all about the science behind sound, oscillation, sound waves and plenty more. Oscillator/oscillation (moving back and forth):
Battery Oscillator Speaker Delay(echo) Filter Envelope (Attack- how long it takes to attack, Decay, Sustain & Release) Any synth will have a ‘ADSR’ switch- gives a more musical shape to every note Spectrometer: a piece of software that will show you a spectrum of frequencies that are being played at any one time. ‘A’ (above middle c): set at frequency of 440 ‘A’ an octave down- 220 ‘A’an octave above- 880 Fundamental line: (Bold line)- main noise we hear Octave overtones are lines that are equally parallel to the fundamental line Fundamental pitch/ overtones: Overtones of fundamental pitch is the same as the Harmonic Series. The make a movement: What’s a maker space?
Our technology class was turned into a maker space. We could use electric paint, launch pads, iPads and more. Everything was spaced out around the classroom and we were free to explore and test out the use of these technology/ tools. Until next Blog.... Signing in.... Welcome back to yet another blog, however this blog begins the start of my composition assignment 3. This blog and the numerous to come, act as a process diary or journal that outline my compositional creative processing in composing an original piece. In response to our 'Baby Steps' assignment 2 in composition, assignment 3 was to follow our own steps and compose an original piece in the style of our 'baby steps'. My Baby steps assignment followed the model of Gotye’s ‘Somebody that I Used to know’. Therefore, my composition follows the traditional Pop culture, structure, instrumentation and a simple common four chord pattern. I intended to include a riff in my composition as Gotye has used in his song. I have put the riff in the bass as opposed to the xylophone, however in a classroom setting, students may learn the riff first on xylophones then transfer onto bass. My process to composing a pop song Started my composition process on the 18th of October
When writing the song, I sat down and thought of themes, as was stated as the first step in my ‘Baby steps’. I thought of a theme to start, which initially was singing about appreciating the small things things in life which formed my first song idea ‘Small things’ however while in the process of writing these lyrics, and creatively brain storming, I created a whole other set of lyrics that follow the theme of love or falling in love. At this stage I had the start to 2 songs and I presented both to Jim in the first draft, in which I was told to peruse ‘Falling for you’ the second song I composed. I first came up with a verse 1 and verse 2, then added a chorus or hook and finally the bridge which normally uses a different chord pattern to the verses and chorus. When writing lyrics, although they don’t need to rhyme, I quite like to make my lyrics follow a rhyming scheme. I’ve followed an A, A, B, B rhyming scheme for the verses (4 lines) A pre- chorus is optional for a pop song, I however added a short pre-chorus between each verse and chorus as it makes sense with the song lyric. Falling For You- Lyrics and structure Verse 1: I was waiting for the time to pass by, Not sure what to say but with you on my mind, You said that you would always be true And I know I was falling for you Pre- chorus: And I know I was falling for you (x2) Chorus: I was Falling for You, like rain falling down on a winters afternoon and like fresh hair as it rolls through your hair and making someone laugh because you care Verse 2: Now the time has passed and we are here Just going through the motions and without any fear cause you said that you would always be true And I know I have fallen for you Pre- chorus: And I know I have fallen for you (x2) Chorus: Bridge: I'm back and bigger then ever, Going through life's adventures Just to find you Chorus: Please stay tuned for process updates on my composition of 'Falling for you'!!! Signing out..... Welcome back! This blog is focused on another unit of study 'Composition in Music Education'. 'Baby Steps' are steps or a form of carefully scaffolded instructions that are supported along the process. The first Composition Assignment included creating a step by step or "Baby Step" model for composing, demonstrated through choosing a musical work of any genre or style and analysing it and the steps needed to compose it. The song I chose was 'Somebody that I used to know' by Gotye. Each step needed to be simple and accessible by any student in stage 5 or 6. I found it quite challenging choosing a piece of music of any genre and/or style as there are many songs that would work as a great compositional model in music education. I firstly thought i'd choose a Pop song, as this assignment was targeted at stage 5 and 6, therefore Pop music seemed quite suiting and relatable to that age group. I wanted to choose a song that would be engaging, and straight forward to work with. When I came across 'Somebody that I used to know' by Gotye, I heard the simple but catchy Xylophone riff/ repeated pattern, the use of distinctive instruments (guitar, bass, percussion) and simple chord progression, just to name a few reasons. All these factors are aspects the students need to consider using in their own compositional tasks. I began by first analysing the song and laying out the steps as to how it would be composed. The steps include:
To begin this assignment I wrote all the steps down on a Microsoft word document, as I like to see all my information laid out infront of me, on an easy to navigate and familiar software (Microsoft word). The first process was to think of creative and engaging activities to incorporate into this compositional model/ activity to motivate the students to then compose their own original song. Adapting activities we've done in class and incorporating engaging and easy to follow templates, along with incorporating classroom activities trialled during Professional experiences, helped me to complete the compositional model for this assignment. The assignment stated to "Present these 'Baby steps' to your students as digital content" I first thought a Powerpoint presentation OR Website blog. I ended up choosing a Website as I feel it is a more engaging and motivating way for the students to undertake this compositional model. It gives the students a different platform and allows the developing use of technology in the classroom, which has become so evidently prominent, even more so now in Music education. I created the website (as shown above) and spent a while just navigating the software and experimenting with layout and how to attach sources etc. Once I grasped the use of it I began to write my blog.... Step one, step two.............. Step seven & Final steps. I had all my information on the word document, so it was mainly putting all the information into blog posts and adding any information or sources needed. I found creating the website challenging at times but overall a lot of fun! Peter Webster's reading poses the idea that compositions importance in music education has been questioned, however many teachers, scholars and composers have stated its importance and beneficial impact on the students creative process making. It is a music educators job to provide the opportunity for students to think creatively, incorporating compositional activities in music education that can achieve this goal. The reading "Teaching music through composition: A curriculum using technology" by Freedman, looks at teaching basic music concepts through the practise of music composition, this covered throughout the 'Baby steps' assignment, as each step is broken down to its simplest form to teach the students a step by step approach to creatively composing. The use of technology in music education must enhance the creative process. Through use of an interactive website to formulate the 'Baby steps' will engage the students and motivate them to creatively interact in the compositional task. In the final steps of the assignment, students are asked to notate their composition onto a software program (Muse score/ Sibelius). The Reading states that students aren't expected to know how to use the software confidently, but understanding it and being able to navigate it can help in the creative process. Also the aim of teaching music isn't to teach the use of these software programs but rather to teach musical concepts through a more engaging platform. The "Music composition Toolbox" reading also states the importance of composition in the music classroom, it looks as composition as a tool of self- expression and creativity. Allowing students of other focus areas like performance or musicology to become more complex in the way they think musically and interpret musical concepts, benefiting musical skill overall. The reading looks at composition and how teaching it in music education can be unfamiliar to some, even "daunting" at times. Teachers and students find it difficult not knowing where to begin, this reading answers these 'where to start' questions. The 'Baby steps' assignment aims to demolish these hesitations by applying a step by step approach, to ensure a simple and easy to follow compositional activity, supporting the composer along the way. References: Freedman, B. (2013). Teaching Music Through Composition: A Curriculum Using Technology. New York: Oxford University Press USA. Webster, P. (2012). Towards pedagogies of revision: guiding a students music composition. Chapter 5. Retrieved from https://books.google.com.au/books?hl=en&lr=&id=Wg-cvdcSoS8C&oi=fnd&pg=PA93&dq=%27baby+steps%27+for+student+composing+in+music&ots=AnWE1v4Wh0&sig=vtrmKWYtbIaqI99bbF3-df4hfcQ#v=onepage&q&f=false Hindson, M., Barbeler, D., Blom, D. (2007). Music Composition Toolbox. Science Press Australia Teaching with Technology. Design and instructional design. Aural drilling and music theory10/9/2017 Signing in.... Welcome back once again! The Technology lecture on the 6th of October 2017 aimed at focusing on teaching music with the assistance of technology, focusing solely on Auralia and Musition a program designed to test aural skills and music theory. Auralia is the program for Aural training (Ear training) and Musition focuses more so on the Theory aspects. Both the programs:
Auralia Drills practise rather then teaches musical concepts, which is left for the teacher to explain leaving the program as a form of revision or practise of aural skills. Note: Both Auralia and Musition have a desktop and browser option We also touch on the idea of disruptive technology e.g. Wikipedia Filter bubble- follows you around the internet and allows programs to cater to your exact need. Did you know what you search on Google, Facebook, Twitter and even YouTube forms a filter bubble in which things that are most closely related to your searches will become continual suggestions on your feed. These programs take note of you likes and interests and continue to draw you in by advertising what you're mostly like to be interested in.
As an educator, we must allow our students the opportunities to critical think and analyse. I never really took any notice or thought about the design of a website or online source, however it turns out that many online screens are designed a certain way to attract the reading and obtain constant engagement. This is known as the ‘F’ shaped pattern, the way we as viewers naturally read a web page.
Until Next Blog!!!
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Welcome back once again!!! Technology is ever changing and being used ever more in schools today. Dr. James Humberstone’s video series “The Place of Music in 21st Century Education” dives into three different schools in Sydney including 'Northern Beaches Christian school', 'Kamaroi Steiner School' and 'Hilltop Road Public school' and looks at their developing use of technology also addressing the philosophies behind the technology and innovations put in place. Northern beaches Christian school is renowned for it's innovation in building large, open spaces that encourage student-centred learning and place high emphasis on the integration of technology. The school occupies a strong philosophy for putting the student at the centre of their own learning, whereby the teacher acts as a guide or supporter rather then a dictator, further empowering the students to control their own musical, collaborative and creative skills. The Northern Beaches Christian school occupy an open learning space, and focus on the design of the space as it relates immensely to the learning. Comfort, flexibility, empty space are just a few examples that they aim to achieve in the students everyday learning environments, this aims to keep the students minds active and alert. spaces that are over furnished and crowded tend to limit movement, therefore allowing for this open space, will allow for opportunities in creative and collaborative development. The school takes into account that learning is profoundly social, therefore place the idea at its centre, classes are combined whereby students in higher year groups become mentors for the younger years, this enhances musical skill and allows for creative/ collaborative growth. In these combined classes, students are divided into zones to allow for a collaborative structured classroom environment, where the teacher is a point of assistance. Technology is used in each of these zones and assists in the students creative approach to musical development. Some of these Zones include:
Overall I think the schools innovative ideas for use of technology in education, especially the music classroom are beneficial in the 21st century. Students are able to be well prepared for real life outside of school, whereby technology is evidently developing and growing. The focus on student centred learning transferred from a teacher dictator roll allows the students to gain full responsibility of their own learning and develop collaboratively and creatively in the process. Kamaroi Steiner School is a school that poppies the pedagogy of Rudolf Steiner’s Waldorf, promoting a rather alternative approach to education, looking at resisting such rapid changes and rather finding alternate ways to engage the learner through cross-curricular education. Modern interpretation of the Steiner philosophy include, song and movement are included in everyday learning and across all subjects. The arts are integrated into all learning and like that of the Northern beaches Christian School, learning is student centred and experimental. There is a large focus on art, craft, artist talent, foreign languages and more to create an engage an vibrant learner. The Kamari Steiner School have the philosophy of 'Screen free Children'. Although not completely against the use of technology, in the earlier years tend to steer away from the use of it. The school encourages the 'developmental approach' which focus' on students creating their own original thoughts and ideas before utilising technology, then using technology as a tool in later years (year 5/6). The school utilises the Orff approach or style, with a lesson normally starting with singing, whether that be a greeting or small activity. Then proceeding to body percussion and movement to engage the student, making it easier to then transfer from body to instruments. The way this style is taught is different, going for a more model and mirror effect by teacher and students. The teacher is encouraged to talk less and if needed to give only small cues. This allows the students to actively listen and engage as well as learn by memorising rather then reading a score. Hilltop Road Public School was spoken about briefly in comparison to the other two schools in the videos, however we see that small adjustments make a difference. This school compared to the two independent schools showed a large gap in demographic and access to resources. For schools like these that are government run, cost is a large factor to whereby technology is introduced or kept at the minimum. The principal implemented a 'one student, one laptop' rule to cope with the budget while still utilising technology in education. Having collaborative/ group learning was one change the principal made, to boost attendance levels and engagement in the classroom also increased. Overall the philosophies at each school are quite differ, however they do have their similarities, including:
Technology is evidently becoming more commonly used in 21st century schools , however it is up to the school to decide what philosophies are put in place to occupy the use of it in a beneficial and innovitive way for the learner. Stay posted for more! Signing off... |
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