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ict advice | ICT Advice in Music Newsletter

ICT Advice in Music Newsletter

A welcome from the editor

Music teachers everywhere are waving goodbye to freedom as they prepare to embark on the annual round of December rehearsals, entertainments, celebrations and religious events. So, just in time, here is the first online newsletter in association with NAME (National Association of Music Educators). The chair (Roger Crocker) and newsletter editor (Andy Murray) welcome you, hope that you will find this newsletter interesting and helpful, and wish you and your pupils well for your imminent musical extravaganzas!

If you find this newsletter useful, pass it on to any of your colleagues who might be interested, and be sure to tell them that they can register to receive their own free copy, delivered direct to their email inbox, just by completing the short form at ICT Advice Registration [http://www.ictadvice.org.uk/registration].

Andy Murray

Features

Help is at hand

A range of guidance and other materials are available to support the use of ICT in the music classroom. Here is a round-up of what you can find on 'official' websites such as the TTA and Becta.

Entitlement to ICT in primary music [http://www.ictadvice.org.uk/index.php?section=tl&rid=1948]
This eight-page document identifies relevant parts of the Orders for music and for ICT. It explains what types of equipment can be classed as ICT, and suggests how these can help to support the music curriculum. In addition, there are practical suggestions for classroom activities, all linked to the QCA Schemes of Work.

Entitlement to ICT in secondary music [http://www.ictadvice.org.uk/index.php?section=tl&rid=1983]
This covers similar ground to the primary document, but the practical suggestions are listed under each National Curriculum area rather than the QCA Schemes.

Using web-based resources in primary music [http://www.ictadvice.org.uk/index.php?section=tl&cat=001001009&rid=3689]
This eight-page leaflet is full of practical suggestions for music learning activities using web resources. Each activity is mapped to the National Curriculum and QCA Schemes of Work. A similar publication for secondary music is scheduled to appear in late 2003. For a hard-copy version of Using web-based resources in primary music, visit ICT Advice Orders [http://www.ictadvice.org.uk/orders], where you can order this and other ICT Advice publications free of charge.

The music IT pack [http://vtc.ngfl.gov.uk/docserver.php?temid=305]
No longer available in print, this set of eight leaflets was distributed by Becta (then NCET) to all maintained secondary schools in 1997. Each pamphlet focuses on use of a particular kind of equipment. Although some of the technical information is now dated, the general guidance about suitability of equipment and teaching possibilities remains relevant.

Music technology in action [http://forum.ngfl.gov.uk/WebX?230@@.eef36b0]
As a follow up to the Music IT Pack, in 1998 Becta published more detailed training materials for teachers to acquire deeper operating and teaching skills in four areas: MIDI sequencing, keyboards, CD-ROM and sound processing. Each area has a separate booklet, with detailed explanations, examples, training activities and resource files. It's now out of print but available to download online.

Teaching music using ICT: online Inset materials [http://forum.ngfl.gov.uk/WebX/top-music]
The focus of this online Inset in 2002 was Key Stages 2/3, and the materials produced for the event are still available. There are four strands: midi and vocal work, keyboards in context, music and the internet, and sound processing and recording. Each area has subsections 'What is…', 'How to…' and lesson activities/resources. A similar event, ICT Advice music online Inset [http://www.ictadvice.org.uk/musicinset], with different strands has recently taken place and, again, the materials from that are available to download.

National Curriculum for the use of ICT in subject teaching [http://www.tta.gov.uk/teaching/ict/exemplification.htm]
The intended audience of the secondary music document available from the TTA website is initial teacher training institutions. However, the many examples and the case study detail may be useful to practising teachers, too.

National Curriculum in Action: Music hardware and software [http://www.ncaction.org.uk/subjects/music/ict-sft.htm]
This page lists the types of software and equipment useful for supporting the National Curriculum in each key stage. There is support for helping pupil learning at Key Stages 1-3, and developing pupils' work at KS 2/3, together with a list of useful resources.

Teacher Resource Exchange [http://tre.ngfl.gov.uk/]
This is a website which features contributions from teachers. Materials are categorised by (among other things) key stage, year, subject and author, and they are also 'tiered' according to their current stage of development (first thought, developing idea or complete resource). There is also a search facility to help you find what you're after.

Music accommodation in secondary schools: Building bulletin Department for Education and Employment. Architects and Buildings Branch 86
This is a comprehensive document containing guidance on soundproofing a music classroom, layout and furniture, services and equipment. There are also case studies. This architect's guidance is something of an eye-opener for anyone involved in the teaching of music! It's not available online, but can be purchased (price £16.95) from The Stationery Office [http://www.tso.co.uk/bookshop/bookstore.asp?FO=38637&Action=Book&ProductID=0112710026]

TOPmusic discussion forum [http://lists.becta.org.uk/mailman/listinfo/topmusic]
If you register for the Teachers Online Project ICT in music mailing list, you are put in touch with fellow music teachers and educationalists. When you post to the list, your request for help or bright idea is sent to all the subscribers, who can then respond to you individually or the entire list. You can choose to receive messages as they are posted or as a daily digest, and you can always check back to the TOPmusic archives [http://lists.becta.org.uk/pipermail/topmusic] in case you miss something.

ICT Advice in Music Newsletter
This newsletter is one in the series of online publications produced in the ICT Advice in Your Subject [http://www.ictadvice.org.uk/index.php?section=il&cat=008003] series. The latest issue of each newsletter is available to view online, and you can also register here to receive a copy by email.

Towards a unified e-learning strategy
This publication from the DfES is not just about music but outlines current plans for ensuring a common approach to e-learning across all subjects. The consultation document and response form can both be downloaded from Towards a unified e-learning strategy [http://www.dfes.gov.uk/consultations2/16/], or call 0845 602 2260 to order a free hard copy (ref: DfES/0424/2003). The closing date for responses is 30 January 2004.

ICT in the music classroom

Earlier this year the QCA (Qualifications and Curriculum Authority) added more detailed advice about ICT support in music [http://www.ncaction.org.uk/subjects/music/ict-sft.htm] on the National Curriculum website. This is extremely useful, but bits of it may need a little clarification. For example, do you know why the 'help pupils' learning' sections cover all key stages but 'develop pupils' work' only deals with Key Stages 2 and 3? Well, this is because, while teachers are encouraged to make appropriate use of ICT to help children's learning in any key stage, at KS1 pupils themselves are not required to use ICT in music. In simple terms, therefore, the 'help pupils' learning' paragraphs list what teachers might use, and the 'develop pupils' work' paragraphs list what pupils might use.

Saving and storing work

According to the QCA guidance, it's important that pupils should be able to save the work they so that it can be developed in subsequent lessons. To enable this to be done, it's recommended that classroom keyboards should include a disk drive. The latest music keyboards, however, don't have disk drives; instead they use SmartMedia cards and USB connectivity (or even, at the top end of the range, CD or DVD writers) for data storage and transfer.

Not every school can afford to provide all its music pupils with a SmartMedia card and so may be tempted to go down the USB route, with pupils uploading their keyboard work to their personal drive space at the end of each lesson. However, unless you have a suite of networked computers, it may not be practicable to adopt this approach - at both the beginning and end of each lesson, the children would need to take turns to transfer their work between the computer and the keyboard. Putting aside the length of time this would take, there is a danger that, while waiting to take their turn, children may drop or otherwise damage a keyboard, and of course if they turn off the keyboard before making the transfer they will lose all their work. Don't forget, too, that the keyboards would need to be battery-powered, which can work out expensive.

It might be worth considering supplying all pupils with a USB flash drive. These very compact devices can store a lot of data, and transferring between the computer and the keyboard is simply a matter of plugging the drive in to a USB slot, then dragging and dropping the relevant files. There are a number of these devices on the market now, and prices are beginning to come down.

At the top end of the market are products such as Kaan [http://www.cmtc.co.uk/kaan/home.htm]. a keyboard, audio and data network arrangement which also enables music files to be easily stored using MIDI cables. At the other end of the cost spectrum is old floppy drive keyboard stock. You might need to look around a bit to find older models, and before putting your hand in your pocket to buy 'outdated' equipment, do think about whether your purchase will meet your needs now and in the future.

What to buy?

Since the QCA is unable to endorse specific software and hardware, the site lists the functions that music ICT equipment should be able to perform, which means that it is up to you to decide exactly which products to buy. Some LEAs have produced their own lists of suggested products (which will make the development of local training and shared resources a practical proposition), but teachers and advisers still need to think through why and in what circumstances they will use the equipment listed.

Unfortunately, some of the equipment listed is very difficult to source from current product ranges - for example, no single product on the market has all the features of the MIDI keyboard suggested for use by KS2 pupils. It's also common to find that the features of most use in education are bundled with other 'advanced' features which have no place in the classroom and serve only to make the equipment hard to use and to reinforce the perception that ICT is better suited to older or more able pupils.

Admittedly, it is currently very difficult for schools to source software and hardware which fulfils QCA requirements. However, the education market for ICT is potentially very large, and by stating what schools and colleges need in this way, the QCA is encouraging manufacturers and suppliers to develop products which meet those needs and at prices that educational institutions can afford. In time, therefore, it seems likely that you will be able to find appropriate equipment for classroom use, and my money's on on the smaller, lower-profile, UK=based companies, as these are ideally placed to react more quickly to changing needs than huge multinational organisations.

ICT latest

Key Stage 3 'ICT offer' and music

The DfES recently asked for a joint submission from NAME (National Association of Music Educators) and SMA (Schools Music Association) detailing how different ICT activities in music lessons map to the nine key concepts of ICT capability. The next step will be to commission a separate working group to produce some exemplar materials. Following that, there will be a third phase that will see the development of more detailed online CPD materials by mid 2004. Similar initiatives will roll out across other subjects, too, but music will be among the earliest.

Birmingham Symphony Hall education

Teachers in the Midlands should keep an eye on the Patrick MusicTech Studio initiative at Birmingham Symphony Hall (BSH). This is a new room dedicated to the latest educational music technology equipment. A support initiative is being rolled out over the next year, starting with Key Stage 1. Teachers will be able to attend a training day to give them more ideas and experience in how to incorporate ICT in their music teaching. BSH has come up with two equipment lists: a basic kit and an extended kit. Pupil visit days are available for each level of kit, which include learning activities tailored to that equipment. Some equipment may be made available on loan to participating schools. The room can also be hired by interested community groups. There is a public launch event, to which interested parties are welcome, on the afternoon of 26 November. For more details contact Sarah Stone in the BSH Education/Community Department on 0121 644 5006.

New OU music technology course

The Open University is starting a new music technology course in February 2004. The Technology of Music [http://ta225.open.ac.uk/] is ideal for anyone who is teaching A-level music but who feels that lack of formal technology training has left them with gaps in their knowledge. The course starts with the fundamentals of acoustics, and progresses through aspects of electronic synthesis, storage, manipulation and reproduction. To do the course you'll need access to a computer, but the OU provides a non-returnable kit which includes a descant recorder, microphone and headphones. The website has full details.

Gigajam instrumental tuition

Gigajam uses ICT to deliver contemporary music tuition for Key Stage 2/3 children learning to play drums, guitar, bass guitar and keyboards. The Gigajam For Schools programme was announced this summer at the East of England Broadband Consortium Conference, and it has kicked off with the drums scheme (the rest will follow in January 2004). Learners use computer multimedia (audio, midi, video and lesson notes) to hear, see and read about every aspect of every lesson and exercise as often as they like. The Xtractor™ software allows pupils to play along to exercises by muting or adjusting the volume, or adjusting the playback speed of any of the instrument tracks. For further details and special pricing for schools visit the Gigajam website [http://www.gigajam.co.uk/].

New rock and pop band grade exams

The London College of Music and Media has published a new syllabus of exams for rock and pop bands. Bands can choose their own programmes, and a host of styles is welcomed. The syllabus states that use of digital media such as samplers and sequencers is allowed only "when technically essential and musically appropriate", indicating that the exams are intended more for live performers than creative music technicians. Find out more by visiting London College of Music Examinations [http://mercury.tvu.ac.uk/lcmexams/], or by telephoning 020 8231 2364.

Research survey into music ICT resourcing

Chris Barlow (research fellow at Leeds College of Music) is conducting research into music technology provision in UK secondary schools, and he'd like feedback from secondary HoDs about their current facilities. The government collects statistics about whole-school provision but not individual subjects, so this sort of research will be very valuable to the music education community. Chris has placed a simple 10-question form on his website that can be returned to him by email or post. The questionnaire and contact details are at Leeds College of Music: Music Technology Research [http://www.cloister-records.co.uk/lcmresearch.htm].

Events diary

Royal College of Music seminars

The RCM is holding a series of eight research seminars over two years that are intended to help integrate research, policy and practice in music education. Not all the seminars focus on technology, but all feature prominent speakers, and the attendance fee is just £10, including refreshments. Dates and further information can be found at the Research Seminars website [http://www.musiceducation.rcm.ac.uk/].

BETT 2004

If you live within reasonable travelling distance of London, try to take some time out at the beginning of January to attend the BETT Show [http://www.bettshow.co.uk/], taking place from 7-10 January at London's Olympia Halls. BETT is probably the UK's premier educational technology exhibition event, with hundreds of manufacturers and suppliers represented. All subjects are catered for, and there are always stands with music products. On the last day (Saturday, 10 January ) NAME is putting on a music education seminar.

Online music Inset

Last week saw an online music Inset event run by Becta's ICT Advice in partnership with NAME. The five strands covered were:

• Using eJay-type applications
• ICT resources to support world music
• Using ICT to capture change and combine sounds
• PowerPoint in music lessons
• Karaoke software in the classroom

All the strands contain background information and resources to try out in the Key Stage 2 and 3 classroom. The presentations and materials will be available for the foreseeable future, and the discussions are open until the end of December. So, if you couldn't make it to the event but don't want to miss out, or if you just want to revisit some of the issues, go to ICT Advice online music Inset [http://www.ictadvice.org.uk/musicinset].

Products and publications

Two keyboards in one

At first glance, the Prodikeys keyboard [http://www.prodikeys.com/products/prodikeys/], from Creative (the company that makes SoundBlaster sound cards), looks pretty much like a standard computer keyboard with a plastic wrist rest. And so it is. But the plastic wrist rest is actually a removable cover hiding a 37-note touch-sensitive music keyboard, complete with a pitch bend wheel. So one minute the class could be typing up a science experiment, and the next they're ready to start playing keyboards. Network rooms can now be music-friendly!

The temptingly named 'Fun' button gives access to all sorts of graded musical functions, including backing rhythms and styles, auto-harmonising, tone and tempo control, live performance of samples, saving and loading of work. Working on a standard-sized computer monitor is easier on the eyes than the LCD screens normally found with classroom keyboards, too. Once in 'Fun' mode, you'll see a picture of the full QWERTY keyboard, along with hints about the special function of each key.

The Prodikeys keyboard is available for just under £80.

Sibelius Compass

There aren't many international companies around with the financial courage to develop software specifically tailored for the music education market. However, Sibelius Education [http://www.sibelius.com/education/] has recently launched a range of new products designed specifically for the music classroom, and the latest offering is Sibelius Compass.

This program aims to help children to learn about composition through a series of exercises and self-tests. There is also a creative toolbox which, broadly speaking, works like a sequencer - at the click of a button, pupils can transform individual phrases to different keys/modes, harmonies, rhythm patterns etc. What's more, it doesn't rely on knowledge of music notation.

Once a composing task is chosen, the student follows a set pathway through short units of supporting material to secure their conceptual understanding. They may be prompted to use the creative toolbox to investigate the concepts further. There's usually a quiz at the end of each unit, and the computer keeps track of the pupil's scores. At the end of this learning stage, they can get on with the main composing task using the toolbox.

Making waves in education

Making Waves software is already used to good effect in some schools and colleges, and the Making Waves Music for Schools Scheme [http://www.makingwavesaudio.com/makingwavesaudio_education.html] could make a difference in your classroom. The scheme is open to all UK educational establishments, which as part of the offer can take advantage of unlimited copies of the software for students, open software licences and tutorial video CDs.

And how's this for 'street cred' - it's the same software used by Daniel Bedingfield to make four UK No.1 hits.

ST5 digital effects unit

The Yamaha ST5 is a digital effect system designed for use with wind instruments. It has a tiny microphone with a clip for attachment to the wind instrument (though in fact it works well with any sound source, or you can speak or sing into it). The effects include echo, reverb and pitch shift, and the 'phrase trainer' facility lets you record and then loop a phrase of up to 16 seconds. The AUX input can be used for 'music-minus-one' or Karaoke-type situations, with the selected effect only applied to the microphone. The ST5 unit is suitable for adding digital effects to a live performance with a minimum of fuss, and so has uses in the music classroom. Get more information from your local Yamaha stockist or from the Yamaha website [http://www.yamaha-music.co.uk/].

Free music software

A lot of the 'free' software you come across is just a taster or demo version of a priced product, but we've selected half a dozen programs which are fully functional and which are have uses in music education.

• Audacity [http://audacity.sourceforge.net/]
  Audacity is an audio editor that allows you to work on individual files or to build 'soundscapes' from a number of separate files. You can record new material from a microphone, capture recordings from the line input, or edit existing files. All the standard effects (such as echoes, reverb, pitch shift) can be added. It's suitable for use in Key Stages 2 to 4. For some inspiration in using Audacity in Key Stages 2/3, take a look at David Wheway's strand in the ICT Advice online music Inset [http://www.ictadvice.org.uk/musicinset].
• CDex [http://cdexos.sourceforge.net/]
  With Cdex you can copy music from audio CDs onto a computer (also known as 'ripping' or 'burning'). This software enables you to rip entire CDs, single tracks or just excerpts from tracks. It's useful if you want to store listening material centrally, and can save you having to search through a lot of CDs for specific pieces of music. Before making copies of any music, always check for copyright restrictions.
• Logic Fun [http://www.emagic.de/education/education/index.php?lang=EN]
  Logic Fun is the 'baby' of the renowned Logic family of MIDI sequencers and, as such, has fewer features than the rest of the range. If you are used to the 'adult' version, you may well find Logic Fun a bit frustrating, but there are certainly enough features to get pupils started with the basics and perhaps a little more besides.
• VanBasco Karaoke Player [http://www.vanbasco.com/]
  The vanBasco Karaoke Player does much more than play backing tracks and display lyrics. For example, you can mute or emphasise individual tracks, transpose them to higher or lower keys, change the tempo and see notes play on a keyboard graphic. Classroom ideas and activities based on Karaoke and the vanBasco player formed one of the strands at the recent ICT Advice online music Inset [http://www.ictadvice.org.uk/musicinset].
• MidiX [http://agrgic.tripod.com/midix.htm]
  This is another MIDI karaoke player, but the key strength of this software is that it allows you to make your own karaoke files as well as play them. Find out how in the Karaoke strand of the ICT Advice online music Inset [http://www.ictadvice.org.uk/musicinset].
• Sibelius Scorch [http://www.sibelius.com/products/scorch/] Scorch is a browser plug-in that that gives access to music notation scores created by others using Sibelius software. A vertical line moves through the score to help beginners keep their place. It's also possible to transpose the score and change the tempo. There are thousands of categorised scores to investigate at Sibelius Music [http://www.sibeliusmusic.com/].

Tutorials for most of these programs are available as Viewlets™ (animated tours) on the Musicwing website [http://www.musicwing.co.uk/viewlets/]. ( Note: Viewlet is a trademark of Qarbon.com Inc [http://www.qarbon.com/].)

Web reviews

Sir Robert Hitcham's Primary School: ICT & Music [http://www.hitchams.suffolk.sch.uk/ictmusic/index.htm]
This site has information about music software that can be used in with primary and early years pupils, and also gives details of the training courses offered by this Beacon school.

Musicwing Viewlets [http://www.musicwing.co.uk/viewlets/]
These Viewlets show how to operate some popular music education programs. As well as giving an idea of what the software looks like, a Viewlet provides pointers and labels to explain what's going on.

Hot Potatoes [http://web.uvic.ca/hrd/halfbaked/]
The Hot Potatoes suite comprises six applications which enable you to create interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises for the World Wide Web. Hot Potatoes is not freeware, but it is free of charge for those working for publicly-funded, non-profit-making educational institutions which make their Hot Potatoes exercises available online. A new version, scheduled for release in December 2004, will include support for embedding media files and players, and will be more accessible to people with disabilities.

SSEYO Koan [http://www.sseyo.com/downloads/]
The Koan vector audio system, like MIDI, offers a way of creating small music files. Unlike MIDI, however, it allows for the synthesis of customised sounds instead of limiting sounds to presets. The page of Flash demos [http://www.sseyo.com/showcase/flash-demos/] includes a variety of applications, most of which allow you to edit the sounds as well as sequence them. There are things here for primary and secondary (but do check before unleashing them on your students).

Using web-based resources in primary music [http://www.ictadvice.org.uk/index.php?section=tl&cat=001001009&rid=3689]
From ICT Advice, this page gives information about websites suitable for primary music education, and suggestions on how to use them. Similar information about websites for secondary music is currently in preparation.

Ask an Expert

January 2004 is earmarked as music month for the ICT Advice Ask an Expert service. Are you just starting out with a particular aspect of ICT in music lessons? Do you want to know how ICT can help musical learning? Are you looking for general advice, or are you a more experienced user with a specific problem to solve? Whatever your question, our team of music ICT experts covering all phases will be on hand throughout the month, and all you need to do to tap into their wisdom is visit Ask an Expert [http://www.ictadvice.org.uk/experts] any time in January.

Next issue

Understanding DJ mixing

DJ turntables and mixing devices now appear in the QCA list of recommended Key Stage 3 equipment, but how can they be used in education and what exactly do children learn about music by using them?

Young sequencing gurus

While some still avoid the complexities of MIDI sequencing until Key Stage 4, one teacher describes how she has used Cubasis successfully with her Year 5 and 6 pupils.

Disclaimer

While every care has been taken in the compilation of this information to ensure that it is accurate at the time of publication, Becta cannot be held responsible for any loss, damage or inconvenience caused as a result of any error or inaccuracy within these pages. Although all references to external sources (including any sites linked to the Becta site) are checked both at the time of compilation and on a regular basis, Becta does not accept any responsibility for or otherwise endorse any information or products contained in these pages including any sources cited. This newsletter is produced by Becta [http://www.becta.org.uk/].

To subscribe to or unsubscribe from ICT Advice in Music or any ICT Advice online newsletter, visit ICT Advice online registration [http://www.ictadvice.org.uk/registration]. Registered users can log in to review and amend their subscriptions. New users will be required to register first (there is no charge for registration). Refer any problems or queries to ICT Advice Newsletters [mailto:ictadvicenewsletters@becta.org.uk?subject=Newsletter registration].

Contact ICT Advice in Music newsletter:

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