Music technology at KS1

David Wheway considers how music technology might support learning at key stage one and how the introduction of computers in the 1980s has affected the ways in which programmers and teachers promote music technology in the classroom. He suggests simple audio-recording is a step in the right direction.

BACKGROUND AND ISSUES

I have been using computers in the classroom for most curriculum areas since the early 1980’s when I was a full time teacher in a primary school in Leicestershire. Unlike most of my teaching colleagues at that time I had already messed about on a friend’s computer with simple home-made games using basic computer language, and so had already begun a process of feeling relaxed about the technology.

When younger I had also spent hours with friends messing about with microphones and reel-to-reel tape recorders, speaking/singing backwards then reversing the tape, splicing, playing at different speeds. This had been as a teenager in my leisure time – not at school, and I didn’t know it was to have a bearing on my later life as a teacher.

Messing about is important.

Music at key stage one

I am a keen advocate for the training and support of the generalist music teacher of primary children (see NAME Magazine Issue 17).

This has informed the ways in which I promote music and music technology at key stages 1 and 2. It is a sad reflection of the past 20 or so years of government education policy that so many primary teachers still feel unable or ill-equipped to teach even simple music games and activities, often passing on responsibility for this curriculum area to other adults. Teachers still put music at the top of the list of curriculum areas they don’t feel able to teach.

Confusion regarding what music education should be in the early years has muddied the waters, with perceptions by government ministers and articles on music education in the national press nearly always associated for example with a child playing a violin….. (part of the story – not the whole story).

I don’t want to use this article to argue the case for better training and support for the generalist teacher of music at key stage one. Suffice it to say I support an approach where exploration, listening and music games and activities are starting points for developing a teacher’s confidence linked to long-term support for a deeper understanding and ability.

This in turn will support later music development for the child, whatever route that may take.

ICT at key stage one

ICT often comes second on the list of most feared areas of the curriculum for the primary teacher. How can this be since we have had computers in primary schools now for over 20 years, and all trainee teachers have access to up to date computer technology?

I feel there are two major stumbling blocks to effective music technology in the primary years, in brief the lack of a comprehensive and effective training programme for teachers (a 2-week residential would be a good start) and computer programs designed by ‘geeks’ who don’t understand music education, or musicians who also don’t understand music education.

·         Do I want to use a computer to play virtual percussion instruments? Why can’t I hold and play the real thing? Why can’t I create simple sequences using real percussion sounds?

·         Do I want to spend hours learning via a computer that two quavers equal a minim? (Just testing!)

·         As a generalist music teacher do I understand what the program is trying to achieve, why it may be useful?

·         Do I want to spend hours organising someone else’s musical phrases into structures? Actually, to be fair sometimes I do with programs such as ‘eJay’ as long as the learning is well thought through.

I’m not sure we’ve really understood how computers could be used in music technology at key stage one and I want to consider why this is, how they might be used and pose some questions for the programmers.

A trip down Memory Lane

In 1984 I was asked to take over the very important role of, “Teacher in charge of Computers” – a bit of a misnomer, as there was only one computer in the school – a BBC.

I was perhaps unusual in being appointed as teacher in charge. More often than not the computer teacher in other schools had a maths or science background making the generalist feel it was something for specialists only.

In those days hardly any teacher would have had access to a computer outside school and would therefore not feel ‘at home’ with the technology.

Each day I checked the computer timetable to see which class had booked it for the day, detached it all (screen, computer and tape-recorder for loading the programs) and carted it along to the appropriate class.

A couple of year 6 children then set about the task of loading a program – which could take around 20-30 minutes assuming the tape behaved itself.

Once loaded things worked for a while before the computer would throw a wobbly, stating ‘Bad Blocks’ and then everything had to be switched off and loading started all over again.

Once up and running most programs aimed to drill children in basic skills through dubious games. For instance children took it in turns to shoot at aeroplanes with maths questions. If you managed to hit a plane with ‘3+3 = 6’ on its side you downed the plane and added to your score. Hit ‘3+3 = 5’ and you lost the game (and presumably the war).

Because there was only one computer children took it in turns to play these games – two children at a computer whilst the rest of the class was engaged in other lessons.

There were exceptions to this trite use of computers with ‘real and imaginary worlds’ type programs stimulating work away from the computer and developing other areas of the curriculum such as problem solving, ethical considerations, planning ahead and creative writing. At that time I couldn’t find any music programs of this type.

These early experiences for both staff and children have much bearing on how computers are used today. Some of the issues which have partly arisen from the introduction of computers all those years ago, or developed since include:

·         Home ownership of computers has risen rapidly – but only over the last 5 or so years. We are not yet a computer literate country

·         Computers were introduced into schools the early 1980s and until very recently without any form of coherent training. The NOFF training program of a few years ago which was meant to address this issue was not generally a success

·         Hardware and software was unreliable in the early days and current technology still thwarts users by suddenly throwing a wobbly. (As I write this article I’m careful to make regular saves unless my computer ‘hangs’). Many blame Bill Gates and recommend systems other than PCs – but PCs are the most common format now in primary schools. This lack of reliability has been a confirmation to many that computers are not a useful educational tool…..ask Lin, my wife.

·         We learnt to use computers stuck in the corner of the classroom and organised children to take turn in pairs. This affected the design of man programs which were created with individual or pairs in mind. Computer Suites reflect traditional teaching organisation of two children to a desk in rows/lines. Interactive whiteboards offer some hope – but suitable music programs for these are limited. Whiteboards should stimulate new ideas, not rehash old ones.

·         Computer suites don’t look anything like music classrooms – and it isn’t easy to teach a music lesson in a suite. Therefore computer software for music is seen as something we do away from the music room, and selection made accordingly.

·         Music programs still often use poor sounds – the emphasis often being on aural tests and traditional notation rather than sound exploration. They rarely match the quality of sounds the children have for their computer play station games at home

·         Children spend hours moving up a level on a home computer game. This effort and concentration required should be looked on with awe. Do our music programs engage them in the same way?

I don’t have solutions to all these issues, but I do feel we need to think very carefully about how technology can enhance the good aspects of music teaching and learning, and build on children’s ability and desire to exploit current technology.

Some suggested solutions for the teacher

I use computers and linked equipment (microphones, amplifiers and speakers) to record children’s sounds (vocal, junk, percussion) and change/mix their sounds using simple software. The software I use differs from a lot of primary programs by utilising sounds created by the children rather than pre-set (often midi) sounds. Furthermore the programs I use are free.

I use a single computer and microphone with a whole group/class in the classroom or music room, and the process of exploration, performance and decision-making is similar to a typical music lesson using vocal and percussion sounds.

I have observed that most children enjoy making sounds into a microphone and then listening to those sounds either played straight back or changed using the technology available. Children enjoy exploring, creating and mixing sounds without the need to have specific performance skills (a starting point for all music education), but the results can be far beyond those achieved in a standard music lesson. This in turn can stimulate an interest in developing their music skills further.

The two main programs I use are ‘Sound Recorder’ on all PCs for free in the Entertainment folder

(go to <Start>, <Programs>, <Accessories>, <Entertainment>) and ‘Audacity’ which is free on the internet.

( http://audacity.sourceforge.net/ )

The help files for both these programs are simple to follow, and I don’t want to go into technical details here.

Examples of how these programs might be used

Audio Recording

·         Try a recording of a class of children whistling which when lowered and echo added creates a spooky ‘soundscape’.

·         A crashing cymbal reversed can be mixed in to add suspense (figs. 1a and 1b).

 (fig.1a). Reversing a sound under Effects in ‘Sound Recorder’

 (fig.1b). A cymbal crash reversed using Audacity

·         Gibbering monkey sounds can be raised in pitch to sound like bats

·         A sequence of chime bars can be slowed down and lowered to sound like tolling bells.

(These are just a few of hundreds of suggestions. Try experimenting and see what happens).

The process of making these sounds involves exploration, practise and decision making to change and mix sounds. It involves a basic understanding of recording techniques and saving/retrieving sound files. It involves developing performing skills to obtain a desired sound or mix.

Older key stage one children can be introduced to multi-tracking with sound waves clearly visible on separate tracks. This is a very useful way into writing in parts, for instance leading into composing with symbols (see fig.2)

Reading and re-creating the score using acoustic sounds only can develop the composing and performing process further.

Performance work can be recorded using the software and instantly played back to the children for them to assess and improve their work. Files can be saved for teacher records and to support planning.

Audacity even allows accompaniments to be recorded and copied and the tempo or pitch finely altered for rehearsal purposes.

(fig 2) Audacity has a multi-tracking facility allowing sounds to be moved and mixed.

Finished pieces by the children can be burnt to a CD or transferred for instance into a ‘Powerpoint’ presentation linked to story, art-work and photographs.

Programs like ‘Sound to Game’ developed by Jonathan Savage at Manchester Metropolitan University (http://www.sound2game.net/ ) allow short sounds to be incorporated into computer games, a very interesting development, especially if we consider how important sound design is in media such as film advertising, theatre and TV.

I often ask older children to name reversed sounds and they say, “Matrix” – as they recognise the effect from the film of the same name.

In my experience, teachers can immediately see the value of using computers in these ways, and how it can support their music teaching.

The technology is still scary and I can’t claim to have solved that issue – but these are issues for ICT training rather than music technology. For instance, why don’t teachers receive initial training on file management? Why do so many teachers not know how to transfer files or burn them to CD? Why do so many teachers not understand how to browse their computer?

Conclusion

Audio recording using computers at key stage one is I feel a step in the right direction. It engages children and values their sounds and burgeoning instrumental skills.

When developing music technology in the early years we should question the purpose of the programs available, what they are trying to achieve and if they are of value and support and add to the music curriculum.

References:

‘Sound to Game’ developed by Jonathan Savage at Manchester Metropolitan University website: http://www.sound2game.net/

‘A timely snapshot – workforce reform and primary music ‘ David Wheway NAME Magazine Issue No.17 2006

‘Freely Available – Enjoying the music ICT requirements’ David Wheway, NAME Magazine Issue No.11 2003