LISTENING ON-LINE Return to Listening MenuINTRODUCTION This site is designed to save hours of searching the internet and music shops for listening linked to themes. Most extracts offer at the very least a snapshot of the music, as a guide to future purchase of the full piece. This can save time for those beginning to build a listening library. Most extracts contain a whole piece or even a movement.
Who is it for? A cautionary note. The site has been designed for adults to use with their children. You may wish to allow children to use the site, but do be aware that links to media sites can lead on to inappropriate sites (for instance in 'youtube' which has video links). Therefore children should only use the links in column 1.
PAGE LAYOUT Each page is designed in 4 columns. Column 1: has a listening link. Clicking on the title will open a player (e.g. Quicktime/ Real/ Windows Media) or take you to a page hosting the extract. Quicktime is probably the best in a classroom context as files appear almost immediately and can be played whilst the file is still streaming. Other players can take a while for the music to appear and be played(up to 60 seconds). If you prepare a listening extract before a lesson and minimise the window it should then be ready when required. Column 2: Gives the listening file type for the extract. If you have trouble listening then check your media player to ensure it recognises the file type. See 'Media Players' below for players that recogise most of the file types. Column 3: Gives special instructions for listening. Where the instructions state 'Link opens player' there is nothing else you should need to do after clicking on the link - apart from pressing the play button in some cases. Some links take the user to a page of extracts, where you may need to scroll down to find the extract. Please read the instructions carefully before clicking the link in column 1. Column 4: This gives a link to the host site for the music you are listening to. On these sites you can search for other music, and in many cases buy the music you have been listening to.
Legal disclaimerThe links to other sites are made in good faith. LMP does not host any of the music – and all listening links are made without signing agreements or paying a subscription. In other words, they are free to anyone surfing the internet.Should a site be breaking the law – that is a matter for the host site and the legal system in the host site’s country – and not a matter for LMP or your school.
Why free? The internet offers wonderful opportunities to broaden our listening knowledge. However if all listening was free the music industry (including musicians, technicians) would suffer. Hopefully you will eventually wish to purchase music you have listened to and enjoyed, or want to hear it live in concert. In this way I believe the internet can support and enhance the music industry. In many cases the source of the extract is given – especially where the link is to a purchasing site. Many entries have a Source/Buy link so that you can easily find the music to buy or browse for other music.
The listening links open up a huge number of listening opportunities. Criteria for selection is that the links offer free listening. Many sites have been rejected as they expect a membership fee, download payment or the quality of the recording is poor.
Media Players
Windows users -You will need media players to listen to files, which may already be on your machines. These will probably include Quicktime and Real Player as well as Windows Media Player. Each player has a free version so it is not necessary to make an on-line purchase. Be careful to uncheck any boxes offering regular newsletters and feedback unless you want loads of emails from the media provider.
When asked for your email address I recommend using a spoof or old email address to avoid subsequent SPAM
Mac users –The site has been designed for Windows users, but most extracts can be listened to using Macs.
You will need Quicktime and Real Player for many of the extracts. Each player has a free version so it is not necessary to make an on-line purchase. Be careful to uncheck any boxes offering regular newsletters and feedback unless you want loads of emails from the media provider.
When asked for your email address I recommend using a spoof or old email address to avoid subsequent SPAM.
youtube Some categories (notably Dance and Movement) use video links. youtube has some good examples to support the national curriculum, but the quality of video can be quite poor. You school's security may also mean you cannot view these extracts in school. However I have included themas teachers can watch them at home and get an idea of the content. 'Youtube' also opens up other suggested links with stills from the videos which it is wise to quickly check before demonstrating to children.
Troubleshooting. If you experience any other problems listening to files this may relate to your computer rather than the media players. However, restarting your computer can overcome occasional problems. QualityI constantly search the internet to find the best quality recordings. However, where this isn’t possible I find the best I can – so occasionally recordings are not as good as you will find on a CD, and very occasionally may have sounds such as audience, hiss in the case of an old recording or other intentional sounds– designed to stop illegal copying.
David Wheway - May 2007
If you have any links you would like to recommend or suggestions for improving the site, please
Click here to download the Nursery Sound Garden presentation.(Download as Powerpoint presentation)
This site is now open to all visitors. Should you experience any problems accessing parts of the site - lease log in using the following: Username: 001 Password: guest
LISTENING Imagine - recorded music linked to any theme for the classroom all at the touch of a button. This new section of the LMP website has an immense range of free listening with music of different styles and genres to support classroom themes. In addition to a comprehensive list of topics, there is music to support comparisons of musical elements, the QCA units, assemblies and non-curriculum themes such as 'Clearing Away'.
LMP's popular publications offer easy to read guides to games and projects in music, for the generalist as well as specialist music teacher. The popular red and blue folders (Music Materials for Primary Schools/Early Years) have now been re-published by A&C Black as 'Kickstart Music' .
Details of other publications can be found by clicking on Pulications in the menu on our home page
MUSIC TECHNOLOGY IN EARLY YEARS AND PRIMARY SCHOOLS
or Ideas to …’capture, change and combine sounds’ (NC PoS 5d)
David Wheway
www.LMPi.co.uk
e:
t: 01858 535224
(Notes below uploaded October 2007)
HARDWARE
Microphones:
Most microphones can be used – including computer microphones. Many require a mini-jack adapter to fit into the computer socket. As a general rule - the better the quality of the microphone the better the quality of the recording. ‘Uni-directional’ mics. are good for close up and shutting out nearby sounds. ‘Omni-directional’ and stereo are good for group work.
Stereo: For simple recording of choirs, school productions etc., Audio Technica ATR25 (stereo) approx. £30 from Studio Spares 08456 441020 or Music Village 01708 771900 (spares from Audio Technica – Leeds, 0113 2771441Ex. 292). GAK onlinewww.gak.co.ukhas therm for even less - Tel: 01273-665400 (Select OPTION 1)
Maplins currently have a stereo microphone at £14.99. Also ask for a stereo jack ‘Y’ splitter to feed cables into stereo socket on your computer (approx. £2)
Speakers:
Your computer speakers may be adequate for classroom use – but usually aren’t.
You may wish to purchase powered speakers, which range from about £35 upwards for a decent pair- into the hundreds.
Alternatively, you could amplify using equipment already in school (e.g. whiteboard amp/speakers, Coomber pa systems, Hi Fi systems, guitar amps.). Another very cheap alternative is to send letters home asking for old amps and speakers.
For external amplification you may need an adapter or Y-splitter for your headphone socket, with leads to either the powered speakers or amplifier. A lead is all you require from computer to amp, or hi-fi leads if plugging into hi-fi equipment.
Recorders
At the time of updating this section (Sept 2011) the choice of recorders is vast. Most mobile phones will now record, although the quality may not be excellent and there may be a retriction on how far away sounds can be picked up. However - for close up work they are worth considering - and always available. It also means (if you are brave) inviting a class to bring in their phones to record sounds, including when out and about.
Ipods can have a microphone attachment - and these give reasonable sound range and sound quality.
USB recorders can be bought for under £30 and again give a reasonable range and quality
Many recorders - including mobile phones allow easy transfer of data to laptops/PCs
For excellent sound range and sound qulaity I would currently recommend the 'Zoom H2' digital recorder which is around £130 at time of writing (Sept. 2011)
FILE TYPES
WAV and MP3 files
Audio files which can be moved between and within music programmes, and can be burnt as audio to a CD often have .wav (or.mp3) extensions. MP3 files are about one tenth the size of .wav files and it is worth converting from wav to MP3 to save space and time. One of the easiest ways to do this is to download the LAME encoder option from the Audacity website (see below). Files can be saved on a memory stick to transfer - eg to computer suite workstations.
There is some loss of quality with mp3 - so a treasured performance is better saved as a wave file, especially if it is to be amplified/presented.
PROGRAMMES
Sound Recorder
This simple but effective programme can be found as standard on most PCs (unfortunately the latter versions for Vista and Windows 7 only offer recording).
Vista is hopeless for Sound Recorder (sorry if that's your only option) - but previous versions of Sound Recorder can be saved on memory stick and transferred to Winsows 7. Search for 'sndrec32' and transfer this file.
Sound Recorder: Pros:
Up to 60 seconds of sounds can be recorded then played back
Good quality recording
Recordings can be edited to delete unwanted sounds at beginnings and ends of recordings
Sounds can be changed: alter dynamics, alter speed, play backwards, add echo.
Short pieces can be played back for pupil appraisal
Sounds can be layered using the ‘mix’ option under ‘Edit’
Cons: It doesn’t offer a multi-tracking facility – although files can be mixed Sound Recorder can’t record large wave files 60 second time limit – although this can be circumvented by recording and inserting blank files. Windows VISTA – Sound Recorder doesn’t have editing functions of earlier platforms. To copy the program from older computers go to:
Too good to be true! This audio recording programme not only records multi-tracks of ‘sufficient’ length, but also offers a wealth of editing facilities. A good step-up from the PC Sound Recorder – although worth transferring audio files between the two. The programme has very user-friendly ‘Help’ support.
Hammer Head drum machine - www.threechords.com/hammerhead/download.shtml A great rhythm machine. Design rhythm grids, try them acoustically and then manipulate them in this programme.
Cool Edit 96 Simliar to Audacity – a little more complicated but without the latency problems. Use for record and playback rather than editing. Go to www.threechords.com/hammerhead/download.shtml and click on 'Download Cool Edit 96' at the bottom of the page.
‘Ejay’ www.ejay.com Various versions of this program. Very simple. Decisions regarding structure and texture are important in building a successful piece. Facility to record and import .wav files allowing pupils to record their own sounds to add to the pieces they create.Very importantly, the multi–tracking facility means there is the opportunity to import sounds recorded for instance in Sound Recorder, and layer the sounds to create interesting pieces composed solely by the pupils. (Buy: eJay from Counterpoint 01903 538844 – reasonable prices). Get free demos from the web.A useful programme for primary children (with no ‘unsuitable’ language) is Super Dooper Music Looper, although the import/export facilities are limited.
Another good (and free) programme is ‘Acid Xpress’, available from www.acidplanet.com/
‘VanBasco’s Karaoke Player’ What may appear at first glance to be a simple player with poor sounds – is actually a powerful program especially for teachers with some formal music background. Import to a sequence program such as Cubase, to arrange parts. Use virtual keyboard to learn parts. Use Arranger to listen to parts. Search the net for songs – e.g. for projects work.
Early Years - STEPPING STONES (NB The Stepping Stones have been superseded - but the advice is still relevant)
ELG (amber): Join in favourite songs Record & listen to songs using Sound Recorder/other hardware
ELG (amber): Show an interest in the way musical instruments sound Use sound recorder to record sounds and change them – including vocal
ELG (amber): Respond to sound with body movement Make collections of extracts using Sound recorder and/or Audacity
ELG (amber): Enjoy joining in with dancing and ring games Make collections of extracts using Sound recorder and/or Audacity
ELG (blue): Sing a few simple, familiar songs Record & listen to songs using Sound Recorder/other hardware
ELG (blue): Sing to themselves and make up simple songs Children use microphones to sing
ELG (blue): Tap out simple repeated rhymes and make some up Rhythm grids – e.g. BBC Making Tracks `Beat Machine'
ELG (blue): Explore and learn how sounds can be changed Using EFFECTS drop down menu in Sound Recorder
ELG (blue): Imitate and create movement in response to music Use the computer as a CD player and compiler
ELG (green): Begin to build a repertoire of songs Record & listen to songs using Sound Recorder/other hardware
ELG (green): Explore the different sounds of instruments Record/compare – including environment
ELG (green): Begin to move rhythmically Use the computer as a CD player and compiler
MUSIC TECHNOLOGY - Key Stage 1 - NC links
The links below demonstrate work in areas of the National Curriculum for Music.
1a – use their voices expressively (experimenting with creating and adapting vocal sounds)
1b – play tuned and untuned instruments (experimenting with creating and adapting percussion sounds)
1c – rehearse and perform with others (rehearse then produce recordings)
2a – learn how to create musical patterns (understand how to create patterns by making choices when live recording)
2b – explore, choose and organise sounds and musical ideas (layer sounds by inserting files in ‘Sound Recorder’ and using multi-tracking facilities in programmes such as: 'Compose World', O Generator' ,‘Cool Edit’ and ‘eJay’)
3a - ……expressive and musical language (describing sounds and soundscapes)
3b – make improvements to their work
4a – N/A
4b – how the combined elements of pitch (transpose), duration (echo and reverb), dynamics (volume and decibels), tempo (speed), timbre (effects), texture (‘mix’ and ‘insert’ facility in ‘Sound Recorder’) and silence can be organised and used expressively within simple structures (Recordings). – NB: it is the intention that many of these processes and terms should be understood by the teacher and used with the children
4c- how sounds can be made in different ways (for example, vocalising, clapping, by musical instruments, in the environment) and described using given (screen image of waves) and invented signs and symbols
4d – N/A
5a – a range of musical activities that integrate performing, composing and appraising
5b – respond to a range of musical and non-musical starting points
5c – work……………….as a class
5d – N/A
MUSIC TECHNOLOGY - Key Stage 2 - NC links
1a – sing songs …. (record and evaluate singing)
1b – play tuned and untuned instruments…… (experimenting with creating and adapting percussion sounds)
1c – practise, rehearse and present performances …… (rehearse, produce and evaluate recordings)
2a – N/A
2b – explore, choose combine and organise sounds musical ideas within musical structures (layer sounds by inserting files in ‘Sound Recorder’ and using multi-tracking facilities in programmes such as Compose World', O Generator', ‘Cool Edit’ and ‘eJay’)
3a – analyse and compare sounds (describing and comparing sounds- all programmes and sounds mixed and multi-tracked)
3b – explore and explain their own ideas and feelings about music using ……….expressive language and musical vocabulary
3c – improve their own and others’ work in relation to its intended effect (evaluate and make decisions about mixes, such as through multi-tracking in Compose World', O Generator', ‘Cool Edit’ and mixing in ‘eJay’)
4a – to listen with attention to detail (analyse recorded sounds) ……
4b – how the combined elements of pitch (transpose), duration (echo and reverb), dynamics (volume and decibels), tempo (speed), timbre (effects), texture (‘mix’ and ‘insert’ facility in ‘Sound Recorder’ and multitracking in ‘Cool Edit’ and ‘eJay’) and silence (can be organised and used expressively within musical structures (Recordings). – NB: it is the intention that many of these processes and terms should be understood by the teacher and used with the children
4c- how music is produced in different ways (for example through the use of different resources including ICT) and described through relevant established and invented notations (screen image of waves) and invented signs and symbols
4d – N/A
5a – a range of musical activities that integrate performing, composing and appraising
5b – respond to a range of musical and non-musical starting points
5c – work……………….as a class
5d – using ICT to capture, change and combine sounds
5e – N/A
Links with the QCA scheme of work for music (Primary)
