Sounding the Teaching III: Facilitating Music Learning with Music Tec Sounding The Teaching III | Page 24

SOUNDING THE TEACHING III /
EXPOSITION
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FACILITATING MUSIC LEARNING WITH DIGITAL TECHNOLOGY
EXPOSITION
METHODOLOGY
• Two classes, 1RSP and 1ITG, went through
the same songwriting module and were
given the same handouts and various
online resources.
Fig 1: Overview of the
songwriting module
INTRODUCTION
• Play along, counting in time
• Term 3, Week 1
SONG STRUCTURE
• Song structure
(e.g. verse, pre-chorus)
• Term 3, Week 2
LYRIC WRITING
• Lyric writing, rhyming
structures
• Term 3, Week 3
CHORD SETTING
• Play and decide on chord
progression for song
• Term 3, Week 4/5
INSTRUMENTATION
• Record instrumental parts
and create “backing track”
for song
private workspace would consist of a
webpage for each group, accessible only
via password by group members. The
webpage contained interactive features
like a button that hyperlinks to a Google
Doc, another button that hyperlinks to
a Google Slide and a social wall that
students within the group could post on
(See Fig 2 and Fig 3). In contrast, 1ITG used
conventional worksheets as they worked
on their projects.
• The project students would be writing
and recording their own original pop song
in groups of two to three students. Both
groups would still have ready access to the
GarageBand app through iPads. They would
learn about using and arranging chords
and instruments, and placing them in
multi-layered tracks, organising lyrics to
fit them, and then reciting the lines across
the music with a rhythm in timing with
the music. A melody for their lyrics was
optional. They would end the programme
by recording what they had decided. The
programme would take 1½ terms including
the recording session.
• Term 3, Week 6/7
MERGING LYRICS
AND CHORDS
• Fitting lyrics into the
pace of chords
• Term 3, Week 8/9
MELODY
• Develop melody from the
lyrics to fit with the chords
• Term 4, Week 1-3
RECORDING
OF SONG
• Sing with their “backing
track” and record
their song
• Term 4, Week 3
• 1RSP was given a deliberate social
learning space in the form of an online
private workspace (one per group of
students) while 1ITG was not. The online
Fig 2: View of students’
workspaces
Fig 3: Example of
students’ work on
Google Docs
Imperfect
Written and Performed by Student S & Student A
• The data collection and analysis included:
~ ~ Comparison of the classes’
responses to pre- and post-module
questionnaires
~ ~ Assessment of the classes’ work with
a set of rubrics
~ ~ Comparison of how often students
in the respective classes used the
online spaces and what they used
them for outside of music lessons
~ ~ Comparison of the average length of
work, the amount of time spent on
recording their songs between the
two classes
~ ~ Observations of the differences in
behavioural patterns between the
two classes
Key F#
Verse1:
F#
When people misunderstand,
E b m
when things get out of hand.
B
This doesn’t mean you change yourself
C#
to be somebody else.
F#
All your insecurities
E b m
it doesn’t matter, you are you.
Only true friends would understand.
Pre-chrous:
E b m
B
Walk away from all this hate,
just stop.
G#m
C#
You just gotta tell yourself.
Chorus:
F#
Imperfections
E b m
can’t be corrected.
B
C#sus C#
Without them you are not who you are, please just understand.
Imperfections
can’t be corrected.
Without them you are not who you are, please just understand.
B
C#
They make up the beauty.