MUSIC and ICT

Key Stage 3

Including ideas to …’create, manipulate and refine sounds’ (PoS 5d)

DESIRABLE EQUIPMENT FOR USE WITH COMPUTERS

Microphones:

Most microphones can be used – including computer microphones. Most 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.

Stereo: For simple recording of choirs, school productions etc., Audio Technica ATR25 approx. £30 from Studio Spares 08456 441020 or Music Village 01708 771900 (spares from Audio Technica – Leeds, 0113 2771441  Ex. 292). See also GAK - http://www.guitarampkeyboard.com/

Maplins currently have a stereo microphone at £15.

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, and interactive whiteboard systems are often very good.

However you may wish to purchase powered speakers, which range from about £70 upwards for a decent pair  - into the hundreds.

Alternatively, you could amplify using equipment already in school (e.g. Coomber, Hi Fi systems).

Another very cheap alternative is to send letters home asking for old amps and speakers.

For external amplification you will again need an adapter or Y splitter for your headphone socket, with leads to either the powered speakers or amplifier. A guitar lead is usually all you require from computer to amp, or hi-fi leads if plugging into hi-fi equipment.

Mini disc recorder (or MP3, DAT, etc.)

Enables lengthy recordings (e.g. concerts) to be made, then edited on the computer for storing or burning. Avoids overloading computer memory.

Can enable high quality recordings away from the classroom. Mini-disk simply links via microphone socket – and recordings can be edited – e.g. in Audacity. Mp3 allows almost instantaneous transfer of audio files to the computer.

WAV, Ogg Vorbis 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, although in ‘Audacity’ the Ogg Vobis option is an alternative. This allows mass storage of otherwise large files as they are less than a tenth the size of Wavs.

Audio files can be transferred from computer to computer via a network, a ‘burned’ CD or a memory stick. They can also be saved as audio via external recording equipment, and then recorded back via the input socket (e.g. using a tape recorder, mini-disc recorder).

PROGRAMMES

Sound Recorder

This simple but effective programme can be found as standard on PCs.

Pros:

Up to 60 seconds of sounds can be recorded then played back

Good quality recording (if selecting CD quality)

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

It can’t record large wave files

60 second time limit – although this can be circumvented by recording and inserting blank files.

Further support – go to ICT for Free on the www.LMPi.co.uk website. There are teaching tips and additional links.

Audacity

Available from http://audacity.sourceforge.net/

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.

Further support – go to ICT for Free on the www.LMPi.co.uk website. There are teaching tips and additional links.

AudioMulch (available free from www.audiomulch.com )

Unlimited opportunity to change sounds and create fascinating soundscapes. Teachers and pupils can create their own ‘Patches’ (sequence of directions to alter sounds between input and output), or patches can be downloaded from www.musicwing.com

Nine Steps to getting started:

1.       Open soundcard and reduce microphone input – NB very important

2.      Open the programme AudioMulch

3.       Use left and right click to open sound modules in white (left hand) window

4.       Open programme and click on Enable Audio icon on top toolbar (yellow speaker icon)

5.       Use left click and drag to create a ‘Patch’ by wiring modules together. If recording from a mic. be sure to start with a ‘Sound In’ module. Finish with a ‘Sound Out’ module.

6.       Alternatively – download a patch from www.musicwing.com

7.       Double left click on any module to adjust audio properties.

8.       Make sounds into the microphone – enjoy.

9.       Record by double clicking the ‘Sound Out’ module. Open a file, name it and save it. This highlights a red record button. Record sounds then press stop. This will have saved your sounds to your named file. Play back – enjoy.

Six steps to getting started

1.  Open soundcard and reduce microphone input – NB very important.

2.       Open AudioMulch

3.       Open a ‘patch’ – (download patches from www.musicwing.com)

4.       Open programme and click on Enable Audio icon on top toolbar (yellow speaker icon)

5.       Make sounds into the microphone – enjoy.

6.       Record by double clicking the ‘Sound Out’ module. Open a file, name it and save it. This highlights a red record button. Record sounds then press stop. This will have saved your sounds to your named file. Play back – enjoy

EJay                 www.ejay.com

There are various versions of this programme, and other loop-based sequencer programmes. They are very simple to use, but decisions regarding structure and texture are important in building a successful piece.

Most of these types of programmes allow recording and importing of Wave files. This means that pupils can 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: Dance eJay - £7.95 from Counterpoint 01903 538844)

A useful programme for primary children (with no ‘unsuitable’ language) is Super Dooper Music Looper, although the import/export facilities are limited.

Acid Xpress – free version of Acid   http://www.acidplanet.com/ 

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.

NC links

The links below demonstrate work in areas of the National Curriculum for Music. NB within the context of the presentation the pupils are experiencing, rather than completing the requirements.

1a – sing songs ….developing vocal technique (record and evaluate singing)

1b – perform with increasing control of instruments-specific techniques…… (experimenting with creating and adapting sounds)

1c – practise, rehearse and perform etc. …… (rehearse, produce and evaluate recordings)

2a – improvise exploring and developing musical ideas (using mic. to improvise, e.g in AudioMulch)

2b – produce, develop and extend musical ideas selecting and combining resources within musical structures… (layer sounds by inserting files in ‘Sound Recorder’ and using multi-tracking facilities in programmes such as ‘Audacity’, ‘Cool Edit 96’ and ‘eJay’)

3a – analyse, evaluate and compare pieces of music (describing and comparing sounds and pieces  - all programmes and sounds mixed and multi-tracked)

3b – communicate ideas and feelings about music using expressive language and musical vocabulary to justify their own opinions (e.g. process of naming files and finished pieces)

3c – adapt their own musical ideas and refine and improve their own and others’ work (evaluate and make decisions about mixes, such as through multi-tracking in ‘Audacity’, ‘Cool Edit 96’ and mixing in ‘eJay’)

4a – to listen with discrimination ….. (analyse recorded sounds) ……

4b – identify the expressive use of musical elements, devises, tonalities and structures (transpose, echo and reverb, dynamics - decibels), tempo, speed, effects, texture - ‘mix’ and ‘insert’ facility in ‘Sound Recorder’ and multi-tracking in ‘Audacity’, ‘Cool Edit 96’ and ‘eJay’, and silence

4c  - identify the resources, conventions, processes and procedures, including use of ICT, staff notation and other relevant notations…(hardware/software, recording, editing, screen image of waves)

4d – identify the contextual influences that affect the way music is created, performed and heard [for example, intention, use, venue, occasion, development of resources, impact of ICT, the cultural environment and the contribution of individuals] (many opportunities for relating programmes – e.g. sound effects, adding reverb, producing backing tracks, mixing pre-recorded tracks, etc.)

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 create, manipulate and refine sounds

5e –  a range of live and recorded music… (analysing)

All units – use of technology to record and evaluate

Stronger units:

Units (21 bridging from KS2), 3

-exploring …electronic sounds using music technology

Unit 2

use of the technology to create different structures (e.g. multi-tracking)

Unit 5

exploring musical clichés – use of ICT to record and manipulate sounds/music

Unit 13

music and the media – using ICT as another instrument

Unit 15

use of ICT to record or manipulate vocal sounds