Sounding the Teaching III: Facilitating Music Learning with Music Tec Sounding The Teaching III | Page 34

SOUNDING THE TEACHING III
EXPOSITION
b. Structured Creative Task
(step-by-step assignment)
• Students are required to complete a
task set by the teacher which involves
completing triads, changing the bass and
sequencing a melody, based on the song
Photograph by Ed Sheeran.
• Teacher provides a visual demonstration
at the plenary session.
Arramged by Mr Lim
C©‹
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e
# # eeeee
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ee e Œ œ œ œœ
& # # e
B
B
A
A
Lo - ving
# #
& # # œ Œ Ó
E
9
E
C©‹
Ó
œ œ œ œ œ œ
lo - ving
13
&
####
-
B
ly
thing
Fig 2b: Screenshot of
BandLab project given
to students
E
that I
A
Œ
œ Ó
Ó
œ œ œ œ
But it's the
Ó
∑
œ œ œ œ
When it
C©‹
œœ œ œ œ œ
œ œ
on -
A
know
E
can hurt,
C©‹
some - times
hurt
œ œ œj œ ‰ Ó
œ œ œ œ
B
# #
& # # œ Œ Ó
17
can
gets
hard,
C©‹
œÓ
Ó
œœœ œ
-
-
The instructions were indicated
under Lyrics/
21
B
B
A
A
Notes
on the right panel.
####
Œ Ó
∑
you
&
know it can get
hard
some
œ œ œ œ œ œ œ œ
œ œ œ œ œ œ
-
ly thing
that
makes
us
feel
times
It
is the
C©‹
A
We keep this love in a pho - to graph
œ
a - live
E
B
We made these me - mories for
our
-
selves
Where our
eyes
# #
& # # œœ œ œ œ œ œ œ œ œœ œ œ œ œ œ œ œ œœ œ œ œ œœ œœ œŒ‰œj œ œ
29
C©‹
our ne - ver clo - sing
A
Hearts are ne - ver
Fig 3a: Screenshot of
Hookpad project given
to students
E
brok - ken And time's for - e - ver fro zen still
EXPOSITION
STUDENT FEEDBACK
a. About Approach 1 – Leveraging Massive
Open Online Courses (MOOC)
~ ~ T: It’s very detailed, too detailed
~ ~ R: It’s a good thing but it can make us
confused
~ ~ L: They like to skip to complicated
parts all at once
Click or scan QR code to listen
to Student L’s drum beat
~ ~ S: Do all in one day as (I don’t) have
access to the computer all week
[borrowing sister’s computer]
• Students were introduced to
a simplified web-based DAW –
Hookpad 2 (see Fig 3a).
~ ~ S: They could have put the main
points in the video instead
2
~ The limited options available on
Hookpad made it easier for
students to start composing.
Students were shown the platform,
then told to explore how to use it on
their own. The intuitive nature of the
platform allowed students to
compose very quickly.
• Students were required to compose 16
bars which include a melody and harmony.
on
# #
j
& # # ‰œj œ œ œ œ œ œ œ ˙ Ó ‰œj œ œ œ œ œ œ œ œ ™ Œ œ œ œ
25
to modify the stimuli. One student
requested to come up with her own.
Students were told to figure out how to
use Hookpad on their own.
After the second plenary session, Student L
went on her own to sequence an original
drum beat. She did not use any preset loop.
Ed Sheeran
Andante Moderato
E
FACILITATING MUSIC LEARNING WITH DIGITAL TECHNOLOGY
https://www.hooktheory.com/hookpad/app
~ Limited to single diatonic melody,
with smart harmony
Photograph
E
/
~ ~ L: A lot of talking and talking
This is an extract of my arrangement of
Photograph by Ed Sheeran which was given
as sheet music to students.
5
Click or scan QR code to listen
to Student L’s work
33
c. Unstructured Creative Task
(stimulus with free response)
• Students complete the task on their
own.
# # 4
& # # 4
32
During the second plenary session, I found out
that student L did not work from the project
template I had provided, but instead started
a new empty project and sequenced the
melody by ear. Student L did not have any prior
experience with sequencing.
• Students are introduced to an online
Digital Audio Workstation on Cloud
Platform – BandLab.
Fig 2a: Sheet music
given to students
/
B
So you can
~ During their tasks, I was there to
assist with some specific functions
(e.g. specific time value, rests).
• Students attended the third plenary which
covered the topic on harmony by exploring
circle of fifths. They improvised melodies
from melodic stimulus (refer to Fig 3b) and
took turns playing given chords. They then
worked on music creating using Hookpad
where the first 2 bars, which is the musical
stimulus, were used by students to help
them get started. Students have the option
~ ~ L: Not show the people so much,
instead of showing (visuals/pictures of
the concepts being taught)
Fig 3b: Musical stimulus
~ ~ S: Have PDF or notes that can help us
recap by ourselves
b. About the creative activities in
Approach 2 and 3
~ ~ L: Cannot remember my password
Example of Students’ Work
at the Plenary Session

Sample 1
Student T rewrote part of the stimulus
and had a significantly different
Section B. Student T could not name
any specific music reference.
Click or scan QR code for
Student T’s work
Sample 2
Student S did an original creation
from scratch.
Click or scan QR code for
Student S’s work
~ ~ S: Mr Lim, for Photograph, is it
B major first or C#m first [pointing
out the teacher’s error during a
correspondence via WhatsApp]
~ ~ S: There’s a lot more terms in music
than I thought it would be and
it’s very complicated so I will get
confus(ed) easily and I will forget it
easily also