Sounding the Teaching III: Facilitating Music Learning with Music Tec Sounding The Teaching III | Page 16

SOUNDING THE TEACHING III /
EXPOSITION
14
15
/
FACILITATING MUSIC LEARNING WITH DIGITAL TECHNOLOGY
NOTE:
I started the recordings before students
entered the class so as to ease the
logistical issues once lessons began.
Another common but less frequent issue
that I faced was that the recording stopped
on its own due to technical errors. After
each lesson, the videos would then be
exported.
Video of Lessons
Fig 2: Image of
worksheet of empty
keyboard charts
Click or scan
QR code to listen
to an example of
the video guide
Lesson 5,
Recording One Bar
of the Closed
Hi-hat for Rock
Drum Pattern 1
d. The last resource given to students were
the Video Guides to Music Arranging
(Pop Rock style) created by Arts
Education Branch (AEB) 1 .
Students were instructed to view the
guides to review the concepts taught
by the teacher or to review the
step-by-step process for certain functions
within GarageBand. As the lessons
progressed, every student had their own
learning and working pace. The videos were
especially useful in engagement when
everyone was working on a different area in
their arrangement.
There are other video
guides created by
AEB – namely the
Ballade and Electronic
Dance Music styles.
For the purpose of the
students’ task, the Pop
Rock style was used.
For example:
• Lack of knowledge of interface/
functions of DAW
a. How do students make musical decisions
on Digital Audio Workstations (DAWs)?
What are they considering before making
a decision?
• Keep a time log
• Code the activity through themes
STUDENT A EVENT THEME SUB-THEME
00:00:55 Tries Picked Bass Instrument / Timbre Exploration
Memory lapse from previous lesson 00:01:24 Adjusts volume, louder Dynamics Louder
00:01:45 Plays through half of song 00:02:06 Tries recording bassline but records chords Music Creation Bass
Music Creation Misconception
00:02:53 Teacher demonstrates 4 notes of bassline 00:03:00 Changes to Liverpool Bass, tests sound Instrument / Timbre Exploration
00:03:20 Deletes recording 00:03:35 Adds new bass instrument, Stinger Bass. Instrument / Timbre Exploration
•
Poor knowledge of keyboard
geography
• Hardware issues
• Distractions
METHODOLOGY
• Patterns • Balance Screen Recording
Knowledge of conventions or students’
personal musical background
NOTE:
• If the lesson was recorded without a
Bluetooth microphone attached to the
teacher, the feedback to individual
students could not be heard.
From the students’ screen recordings,
I would:
• Review each video
Lack of musical ideas Register
•
Data Collection
• •
Imitation of the video guide
or teacher’s demonstration
The lessons were also video recorded in
class. Both Swivl and static cameras were
used for different lessons due to resource
constraints. Lack of knowledge of conventions/
musical background This project’s methodology was a qualitative
case study as each student is unique and
faced different issues during the task. The
data was collected through screen recording
and video recording of lessons.
•
The timing of the recording of
lessons did not correspond to the
screen recording, which made it
difficult to check what exactly
was going on at that particular
moment – whether it was teacher
intervention, the exact feedback
given and if it were a teacher
demonstration.
•
•
RESEARCH QUESTION
For example:
• Choice of instrument
1
b. What impedes students from making
musical decisions?
•
EXPOSITION
Fig 3: Snapshot of my time log
and coding of student A’s work
But somehow the drums layer changes to
Stinger Bass instead of the newly added instrument
00:04:45 Restarts GarageBand 00:05:12 Opens new file, tests drum sounds Instrument / Timbre Exploration
Adds new instrument, tries Stinger Bass, Instrument / Timbre Exploration
00:05:49
Upright Studio Bass, Fingerstyle Bass
00:06:10 Max volume for bass Dynamics Louder
Starts recording bassline, from beginning Music Creation Bass Pattern
• QuickTime Player – to record the screen 00:06:30 • SoundFlower patch – to record both the
audio and video 00:07:50 Reviews recording Self-assessment
00:07:58 Adjusts volume for drums, softer Volume
to end. No variation. 4 beats to each note
Softer