Page 41

Alex did try too.

L Field
 G Perry

Students seemed to prefer playing the music using the keyboard (musical input) rather than inputting MIDI data, which was really interesting because this required more performance skills from the boys – this helped them to realise that their musical ability was now useful and actually easier to do than inputting data by hand, in a less musical way. They were able to develop a simple sequenced track. Providing students with a pre-prepared or ‘scaffolded learning’ file helped them to make decisions without having to play technically tricky parts to start with. Next time, we could provide more options and tracks, scaffolding at different levels. We have found that the use of music technology has shown the potential to enable students to achieve higher levels in music by reducing the amount of performance skills required, whilst still asking them to think musically and construct music that sounds stylish. They can edit their music and correct parts, post-performance. They can write music for instruments that they are not able to actual play themselves. Next steps Prepare scaffolded and differentiated resources for schemes of work across the department, to allow more-able students complete the class work using technology to compose.


Profile for SVCLessonStudy

Illumination: An Enlightened Enquiry  

Illumination: An Enlightened Enquiry