‘2Simple Music Toolkit’ by 2simple

There are many pros and cons to the package, including a potentially dangerous problem with sound output (see later). However, on balance the pros outweigh the cons.

The package – Quick overview of the 6 programmes
For young children the programme ‘2Explore’ can encourage thinking about sequences, and for slightly older children possibly simple rhythm. Away from the computer children could go on to create their own acoustic compositions and design their own scores.

The ‘2beat’ drum machine would be a useful tool for demonstrating how to build rhythm layers, and for designing pupils’ own rhythm layers. Trialling, testing and then creating the layers with real instruments makes this particular programme very useful.
‘2play’ offers a virtual keyboard, a useful consideration if your school doesn’t have the resources or accommodation for electronic keyboards, whilst the ‘2synthasise’ offers the opportunity to create melodies in different moods and styles. With ‘2sequence’ it is possible to layer sounds and melodies, and although there are limitations it can re-enforce the concept of building layers of sound. Finally ‘2Compose’ offers the opportunity to compose melodies using traditional notation by simply placing the desired note length at the desired pitch, and using extra tracks to create harmonies.
The pupils work is saved easily, and some programmes will store files as ‘wave’ files, which means they can be moved between programmes within the 2simple package – or for teachers with the ‘know-how’, opened in other audio programmes.

Ease of Use
Hardware requirements:  Windows 95 onwards. Speakers &/or headphones.
The software loads easily, and the effective graphics guide the teacher or pupil easily through the six programmes offered. Operating switches are standard ‘Play’ (triangle), ‘Stop’ (square) and ‘Record’ (circle). There are easy to use slide controls and not so easy to use virtual knobs (why do programmers use these?). Otherwise tool bar icons are kept to a minimum, with standard ‘new’, ‘open’, ‘save’ and ‘print’ at early stages, and a few additional icons for the more advanced programmes.
The support videos replace wordy ‘Help’ files (an excellent idea) but tend to be over-casual (with some errors) and contain some potentially confusing narrative. There are some serious problems with audio output (see ‘Audio output - sound levels’).
The only equipment required in addition to a computer, are speakers (which most computers in classrooms have these days) and/or headphones. The programmes require few manual skills of pupils. Everything can be controlled with mouse clicks, although there is a useful option of using the QWERTY keyboard (as opposed to a music keyboard) for playing and recording melodies.
There is a slight problem with audio levels within the video ‘Help’ files. The narration appears to have been recorded in ‘one take’ with the sound from the narrator’s computer in the background – which left me straining to hear some of the examples. To make matters worse, the narrator spoke over many examples.
The ‘one take’ approach also contains many errors and areas for confusion. Hopefully this will be addressed in future versions.

! Audio output - sound levels !
One major criticism is the sound levels thoughout, especially if you or your pupils are switching between the video support clips and trying out the programmes. If trying a programme then switching back to the video help files you’ll find you have the volume set too high. This can be annoying through computer speakers – but potentially harmful if you’re listening through headphones (as I was!). The programmers should have ensured recording levels were consistent. (I was able to rectify this each time I used the programme by reducing the ‘wave’ volume in the soundcard).

The ‘non-specialist’ music teacher
Music and computers rate highly amongst most primary teachers feared areas of the curriculum, and the writers should be congratulated for programs which address these issues.
All the 2simple software (judging by the screen-shots on their web-site – www.2simple.com ) appear to be very good at cutting back on screen clutter, and in keeping technical know-how and instructions to the bare essentials This has certainly been achieved with the Music Toolkit. The graphics are simple and straightforward and the video clips eliminate the need for searching and deciphering jargon filled ‘Help’ files. However the video support is also a weak area of the package. Many assumptions have been made regarding the non-specialist’s confidence and knowledge (for instance regarding beat, rhythm and note length), and I foresee many teachers becoming quickly confused.
Although it is useful to keep the support videos to a minimum, the casual nature of the narration, the recording and the content of the videos makes for a missed opportunity. I wasn’t left feeling confident that the writers really understood many of the issues faced by the non-specialist, or that they had realised the potential for offering a starting point for a school’s music scheme of work.

Confident classroom-music practitioners
Many confident teachers will be involved in the music activities outlined in the programmes, and probably prefer to create music away from the computer – unless the computer can offer or achieve something that isn’t possible acoustically. However, teachers may like the idea of a virtual keyboard, with the implications this has regarding cost and accommodation, and access to a rhythm box (‘”Beat’). Either programmes linked to classroom activities makes the package worth considering.

National curriculum links
Links are made to the QCA units for music within the video files. However these are not always appropriately matched and don’t offer enough explanation of how programmes support or may be adapted for the age groups suggested. A few tips for follow-up in class music-making would have been useful and strengthened this resource. Surprisingly (e.g. with ‘2Beat’) links to KS2 units are not noted at all.
For the programme ‘2Compose’ there are no links to any of the QCA music units. It is worrying that composing short melodies cannot be linked – although I’m not sure against whom this criticism should be levelled – ‘2simple’ or QCA?
More care with the video clips and possibly some links to text expanding on the possibilities would have been really useful.

Programme descriptions in more detail.
2Explore
This simple programme offers pictures of percussion (and other) instruments linked to their sounds. Simply click on pictures to listen. Children go on to create simple patterns (sequences) of sounds.
Once sequences have been explored, they can be recorded by a simple click on the standard ‘record’ button.
The programme is very simple to operate, although it is possible to be more ambitious and attempt to create simple rhythms by clicking the mouse rhythmically. Sequences can be saved in the programme format, or even as ‘wav’ files.

2Beat
This is a rhythm layer package (drum machine) with the opportunity to create rhythms on 1 to 4 tracks incorporating a variety of sounds. This is one of the best programmes in the package and would be very useful in primary (or even KS3). The video clips assume some understanding of the way beats can be broken down and I visualise the generalist music teacher becoming confused at how the video instruction ‘Ge – tting  qui—cker’ fits with the pattern demonstrated. (Simple if you understand notation and rhythm, but potentially confusing if you don’t.)
Children can also develop simple mixing skills by controlling volumes for each track, fading in and out etc. For young children a teacher may wish to use a single track, or just two tracks.
Most teachers and their pupils will hopefully play around with this programme and develop an understanding of rhythms and how they fit (or don’t fit) together. <!--[if !supportEmptyParas]-->

2Play
This programme is a virtual keyboard, which can be played by clicking keys with the mouse, or alternatively using the computer (QWERTY) keyboard to select notes. The keyboard is only two octaves, but there are tool bar icons which will raise or lower the overall pitch.
Once mastered children could go on to use the 2synthesizer, where a collection of melodies can be created and then loaded into 2Sequence.
These two programmes may go some way in preparing pupils for later work with ‘midi’ sequencing programmes.

2Sequence
This programme extends the idea of sequences explored in ‘2explore’ with the addition of 3 extra tracks to allow countermelodies and chords. With the sounds in the same key the results are generally pleasing. There are a variety of groups of sounds for children to explore. Once a sequence has been created, the sequence can be ‘looped’ – that is played continuously.
The fourth track allows the user to import sounds created in other ‘2simple’ programmes, and here the success of sounds mixed depends very much on what has been recorded.
I had problems importing or selecting recordings over a certain length, and adding additional sounds on the tracks had the effect of chopping previous sounds. Children may need support to discourage them from overloading the tracks, and non-specialist teachers may not understand why a melody created in ‘2play’ doesn’t seem to fit harmonically/rhythmically with the sampled sounds in ‘2sequence’ <!--[if !supportEmptyParas]-->

2Synthesise
Two or more melodies can be recorded then played back almost simultaneously. By playing using the loop option it is possible to time entry of each track. Perhaps a multi-track start option would have been good, but in the example given for space music, the sounds are brought in sequentially.
This programme offers the opportunity to explore a broad variety of sounds, as well as another approach to melodic writing. By recording over existing tracks it is possible to gradually build layers, then accept or reject ideas.
The options in this programme are quite advanced – but for more-able pupils at key stage 2 possibly a good pre-cursor to some of the more complicated midi sequencers on the market.

2Compose
Another multi-track programme, but with the opportunity to create melodies using standard western notation (crotchets, quavers, etc.). This is a very useful programme, although I’m not convinced there is enough support for the non-specialist. Is this a criticism? Probably not, as there is always a problem once traditional western notation is introduced in the primary phase, and it is a requirement for years 5 and 6. The main competition in this field would probably be the RM programme ‘Music Explorer’ which offers a lot more, but at a price, and doesn’t have the other options. If I only liked this part of the package however, I might opt for alternative programmes.
Again the video support is more confusing than helpful. According to the dialogue, ‘minims’ are slow notes, whereas ‘quavers’ are short. That is ‘minims’ have something to do with Tempo, whereas quavers have something to do with Duration (see NC elements). Musicians will not be thrown by these definitions – but these files are supposedly for the non-specialist. Such errors are careless and demonstrate a lack of care and understanding.
More-able pupils should welcome the opportunity to compose simple melodies and harmonies with the intuitive editing features that ensure each bar has the correct value of notes, and they children simply replace notes without the need to delete.OVERALL

Pros
Simple to load;
Simple to use – (with some limitations);
Good rhythm grid in ‘2Beat’;
Generally useful video support – preferable to Help files;
QWERTY keyboard as music keyboard;
Good precursor to midi sequencing.

Cons
Not enough care taken with narration on video clips, and some animation;
Inconsistent audio levels (potentially harmful with earphones);
Some assumptions regarding teachers’ knowledge of rhythm and notation;
Lack of support for linking ideas with class music making.

Conclusion
The 2simple Music Toolkit would make a useful addition to on-going classroom music activities and resources. It encourages thinking about sequence, rhythm and melody, and is a useful precursor to sequencing programmes for older pupils, and is generally intuitive.
As with many music programmes, the ideas should work well if used to enhance rather than replace acoustic music-making.

Current prices (2005)
Single £39.00
5 Users £79.00
10 Users £149.00
Site Licence £299.00
Extra User £15.00

Website: www.2simple.com