MUSIC, ICT AND THE CURRICULUM

Researched and Written by David Watters

never_blend_in@rocketmail.com

One fundamental challenge of ICT is to ensure that it actually enhances the quality of the learning experience. (Bonnett, 1997: 145, 151)

Introduction

Educational technologies are evolving at a rapid pace and, possibly, none more so than those available to music teachers. This inevitable progress whilst presenting a great many opportunities, to both learner and teacher, also poses a great many challenges.

Ultimately the goal must be for all learners to achieve their full potential. New technologies should not require that teachers change this basic principle of good pedagogy but, by introducing new and exciting tools this principle can be enhanced. The most powerful implication of ICT in the classroom is the opportunity it allows for the accommodation of differing learning styles, largely achieved through the multiple methods available to present and receive information and the interactive nature of these technologies.

The learner is an active participant central to the learning process and it is here that ICT can represent a valuable attribute. Effective use of ICT “impacts on the dynamic interplay between teachers and learners and can – with careful design – enhance what has previously been taught” (Bonnett, 1997: 145, 151)

Piaget’s “genetic epistemology” theory highlights that learning should actively involve students and the major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).” Bandura’s social learning theory emphasizes the importance of observing and modelling the behaviours, attitudes, and emotional reactions of others.

The Application of SMART Technology

In a Year 7 Unit of Work entitled “Atmosphere” students were required, in small groups, to compose and perform a short piece of Programme Music which depicted a scene from The Lion King. To establish prior learning, and to explain Unit Aims, the first lesson was to focus largely on Listening & Appraising skills. The ICT resource chosen for this was the SMARTboard since it allowed for consideration of differing learning styles, whole class interaction at a variety of levels and the incorporation of Windows Media audio and video files. This presentation software enabled students to express their opinions and perceptions in text and engaged attention of visual, aural and kinaesthetic learners.

The Curriculum Areas covered in this Unit were 1b, c, 2a, b, 3a, b, c, 4c and 4d and it was 3a “analyse, evaluate and compare pieces of music“, 3b “Communicate ideas and feelings about music using expressive language and musical vocabulary to justify their own opinions” and 4d “Identify the contextual influences that affect the way music is created, performed and heard” which were best served by the SMART software.

Appendix 1.4A contains details taken from the six Lesson Plans used for this Unit. This information can be cross-referenced with the slides in Appendix 1.4B to illustrate the many ways in which SMART Software can enrich the learning experience of pupils.

On hearing three contrasting musical extracts, John Williams ’ Main Theme (Schindler’s List) , Dry Your Tears, Afrika (Amistad) and Where Dreams are Made (AI: Artificial Intelligence), students were asked to share with a partner their views on the mood conveyed and possible cinematic style. Volunteers were then given the opportunity to manipulate data from a pre-set list by moving text to designated boxes at the suggestion of classmates. All ideas offered were incorporated which opened up a stimulating group discussion on musical interpretation. The discussion though lively was controlled, since the focus was always returned to the visual information, and all students appeared more willing than usual to share their thoughts. This is perhaps largely due to it being a fellow student who was gathering the information and most, if not all, students were eager to have an opportunity to use the SMARTboard. Brosnan (1999, p25) in Teaching using ICT Challenges and Opportunities states that, ‘New technologies promise much but also demand much of the teacher. (They promise) the opportunity to use new tools to achieve old pedagogic aims – an enhanced focus on pupil learning and an active involvement of pupils in that learning (through enabling new forms of collaborative work) where pupils learn from and with each other.’

Many students come to Secondary Education with a highly developed understanding of technology and will already be familiar with the Interactive Whiteboard, which is almost commonplace in Primary Schools. It is teachers who may feel intimidated by this, and other technology, since they must possess or acquire, at the very least, basic skills to confidently and effectively use ICT.

Just as we expect students to acquire Knowledge, Skills and Understanding we too must be willing to develop and find new forms of communication. Schools must play a role in the professional development of all staff in this respect. Training may take place but it is often generic or not targeted at individual or even departmental needs. It therefore often remains the responsibility of individuals to seek training elsewhere in order to deploy the equipment and software sometimes already available and unused in their department. This challenge should perhaps be viewed as an opportunity for personal and professional growth

The greatest challenge facing even the most enthusiastic teacher is, as ever, resources. Although learning environments should be designed to reflect the school’s vision, strategy and teaching approaches with ICT, the needs of learners to access a variety of resources at various times are often not recognised. For example, a lesson which incorporates specific ICT may be hastily re-arranged, and the teaching/ learning experience diminished, when room allocation is suddenly altered. Although PT1 and PT2 were relatively well equipped, both schools could not provide a consistent level of ICT throughout the music department.

There is no access to school resources from home and limited access within school out of lesson times. Work prepared at home must be done using compatible software but, as technologies are constantly evolving, school systems quickly become out of date. SMART software can be downloaded free and easily updated on any system with an internet connection which makes it a more effective and teacher-friendly tool.

Further to this, technical support systems although adequate, with access to expert staff, can suffer delays in resolving problems with little pro-active maintenance to reduce the risk of problems. The technical support system occasionally conflicts with the needs of teachers and learners. For example, at PT2, Sibelius and Cubase software were purchased in the summer term of 2005 but were not installed until October of the same year. The uninstalled computers were in place where previously there had been electronic keyboards; this made one of only two music rooms unfit for any form of teaching.

Standard of Attainment in subject area as a result of ICT.

Lastly, and most importantly, is the standard of attainment higher as a result of ICT?

The Common Evaluation Framework (CEF) which has been developed across government departments and agencies relates to the evaluation of the whole-school impact of ICT. As well as Ofsted, the DfES, QCA, Becta, NCSL and the national Primary and Secondary Strategies have all been party to this work.

This research indicated that “When using ICT, some pupils pay more attention to detail and are more self-critical, while others work quickly but superficially. Some are likely to turn to ICT for investigation and problem solving and learn from their mistakes, but others are more likely to use it for drafting or presenting. When using ICT, most pupils collaborate effectively with others, but some may lose interest when they encounter a problem. They show respect for other people’s work, feelings, values and beliefs. Some pupils show interest and curiosity when using ICT; this helps them to explore and exploit the potential of ICT. Most can sustain concentration and independent study. Some pupils are more likely to attend and get involved in sessions where ICT is used.”

Conclusion

Learning technologies are tools which support both teaching and learning. Where good practice is in evidence, teachers will avoid using ICT simply for motivation; avoid using ICT for simple or routine tasks best accomplished by other means; make clear the links between the ICT application and the musical objectives of the lesson and expect pupils to use ICT to answer valid questions relating to the musical objectives of the lesson.

The challenges and opportunities concern the professional development of teachers and the necessity for up to date ICT software and provision of a strong integrated ICT support system. There is an impact of the use of ICT on classroom organisation and management which ultimately is of benefit to learners.

ICT, if used creatively, can help meet the teaching and learning objectives for music. It can stimulate and direct pupils’ learning and be used as a tool to assess progress. As a versatile and interactive method of communication ICT can allow for differentiation including provision for SEN, EAL and G&T.

1.4 BIBLIOGRAPHY

Reading
Bandura, A Social Learning and Personality Development (1963) New York, Holt, Rinehart and Winston
Vygotsky, L S; René van der Veer; Jaan Valsiner (1994) The Vygotsky Reader Blackwell
Brosnan, T (1999 p25) “Teaching using ICT” (Institute of Education)

Publications
The Common Evaluation Framework: Measuring the impact of whole-school ICT (2005)

Websites
Piaget Society - http://www.piaget.org/
Vygotsky Resources - http://www.kolar.org/vygotsky/
Computer tips - http://www.computertips.com/Microsoftoffice/MsPowerPoint/aheader.htm
DfES – www.standards.dfes.gov.uk/locate/pupilsupport/ict/
SMARTboard - http://education.smarttech.com/ste/en-us/

Further Reading

BECTA (2003a) What the research says about barriers to the use of ICT in teaching. ( Coventry : British Educational Communications and Technology Agency).
BECTA (2003b) What the research says about interactive whiteboards ( Coventry : British Educational Communications and Technology Agency).
COGHILL, J. (2003) The use of interactive whiteboards in the primary school: effects on pedagogy(ed.), ICT Research Bursaries: A Compendium of Research Reports ( London : Becta/DfES).
COX, M., Preston , C. and Cox, K. (1999) What Factors Support or Prevent Teachers from Using ICT in their Classrooms? In British Educational Research Association Annual Conference. (Brighton:
COX, M., Webb, M., Abbott, C., Blakely, B., Beauchamp, T. and Rhodes, V. (2003) ICT and pedagogy: A review of the research literature ( London : DfES and Becta).
DAWES, L. (2001) What stops teachers using new technology? In M. Leask (ed.), Issues in Teaching using ICT ( London : Routledge), 61-79.
DAY, J. (2004) Removing the barriers: Embedding ICT in the curriculum. BETT 2004 Seminar Programme ( London ).
DfES (2003) Fulfilling the Potential. Transforming teaching and learning through ICT in schools. ( Nottingham : DfES).
KERR, S. T. (1991) Lever and fulcrum: educational technology in teachers’ thought and practice. Teachers College Record, 93 (1), 114-136.
LAVE, J. and Wenger, E. (1991) Situated learning: legitimate peripheral participation ( Cambridge : Cambridge University Press).
LOVELESS, A., DeVoogd, G. L. and Bohlin, R. M. (2001) Something old, something new… Is pedagogy affected by ICT? In A. Loveless and V. Ellis (ed.), ICT, Pedagogy and the Curriculum ( London and New York : RoutledgeFalmer).
MUMTAZ, S. (2000) Factors affecting teachers’ use of information and communications technology: a review of the literature. Journal of Information Technology for Teacher Education, 9 (3), 319-341.
Ofsted (2001) ICT in Schools: The Impact of Government Initiatives: An Interim Report April 2001 ( London : Office for Standards in Education).
PRESTON, C. (2004) Learning to use ICT in classrooms: teachers’ and trainers’ perspectives. The full evaluation of the NoF teacher training programme 1999-2003 ( Oxford : MirandaNet. Report for the Teacher Training Agency).
RUTHVEN, K., Hennessy, S. and Brindley, S. (in press) Teacher representations of the successful use of computer-based tools and resources in teaching and learning secondary English, Mathematics and Science. Teaching and Teacher Education.
TEARLE, P. (2004) Implementation of ICT in UK secondary schools. Presentation at Becta Research Conference ( Coventry ).

APPENDIX 1.4

1.4A (See Appendix 1.4B for SMART screens referred to in these Lesson Plans)

LESSON 1:

SMARTboard used to engage different learners; accommodation of visual, aural and kinaesthetic learning preferences: Images used to illustrate activity Wmv music files stored as attachments can be played using the computer and simplify classroom organisation. Interactive opportunities here enhance ICT and Literacy development.

UNIT TITLE: ATMOSPHERE CLASS: 7AA DATE: 9 November 2005 LESSON 1 OF 6 DURATION OF LESSON: 50 MINS
LEARNING AND ASSESSMENT OBJECTIVES: By the end of the lesson pupils should be able to:	PoS
Performing & Composing RHYTHM CIRCLE ACTIVITY. BEGIN WITH BLOWING ADDING ONE STUDENT AT A TIME UNTIL ALL ARE BLOWING, CONTINUE ROUND CIRCLE AGAIN WITH EACH PUPIL IN TURN CLAPPING A SLOW BEAT, WHEN ALL ARE CLAPPING THEN PUPIL 1 DIVIDES BEAT (STILL CLAPPING) – CROTCHET BECOMES 2 QUAVERS, TAPPING LEGS 4 SEMI-QUAVERS TILL ALL ARE DOING THE SAME. THE PROCESS IS THEN REVERSED UNTIL ONLY ONE PERSON IS LEFT BLOWING. IMAGE CREATED IS A RAINFOREST BUT ALL SUGGESTIONS ARE VALID.  Listening/ Appraising LISTEN TO 3 EXTRACTS OF FILM MUSIC AND APPRAISE MOOD AND STYLE. VOLUNTEERS TO MANIPULATE TEXT ON SMARTBOARD – TAKING SUGGESTIONS FROM CLASS AND MOVING TEXT FROM GIVEN LISTS TO SPEECH BUBBLES.	1b, c 2a, b 3b, c 4c, d

Summary of Tasks

Pupil Tasks	Assessment Opportunity to define nature and organisation of pupil activity – performing, composing or listening and appraising	Resources
RHYTHM CIRCLE: PARTICIPATE IN ADDITIVE PERCUSSIVE PIECE USING BREATH, CLAPPING AND STAMPING TO CREATE ATMOSPHERIC PIECE.	WHOLE CLASS. COMPOSING/ PERFORMING. AURAL/ VISUAL ASSESSMENT TO GAGE PAST LEARNING.	SMARTBOARD P.2 ( RHYTHM CIRCLE ILLUSTRATION)
LISTEN TO AND SUGGEST MOOD AND GENRE OF MUSIC HEARD	WHOLE CLASS. LISTENING AND APPRAISING. REGISTER NOTE CONTRIBUTION.	SMARTBOARD P.3 WITH MOVEABLE WORDS. WMV SONGFILES ATTACHED

LESSON 2:

SMARTboard allows opportunity to accurately revise previous work as pages can be revisited. Begin lesson (showing page 2) with RHYTHM CIRCLE Activity only now using percussion instruments.

SMARTboard used to display images relating to sentences; again different Learning Styles are acknowledged and EAL students may benefit from the visual connection to the words. Links to Literacy (Sentence Structure and Storytelling).

UNIT TITLE: ATMOSPHERE CLASS: 7AA DATE: 16 November 2005 LESSON 2 OF 6 DURATION OF LESSON: 50 MINS

LEARNING AND ASSESSMENT OBJECTIVES: By the end of the lesson pupils should be able to:	PoS
Performing SMALL GROUPS PERFORM SHORT DESCRIPTIVE COMPOSITION TO ILLUSTRATE MOOD FROM GIVEN SECTION OF THE CINDERELLA STORY Composing USING PERCUSSION AND KEYBOARD, EXPERIMENT WITH SOUNDS WHICH DESCRIBE ACTION (DANCING, RUNNING, CLOCK CHIMING…) SENTENCES GIVEN SMARTBOARD PAGE 6 Listening/ Appraising LISTEN TO EACH GROUP PERFORM AND WRITE WORDS WHICH DESCRIBE THE MOOD	1b, c 2a, b 3b, c 4c, d

Summary of Tasks

Pupil Tasks	Assessment Opportunity to define nature and organisation of pupil activity – performing, composing or listening and appraising	Resources
USING PERCUSSION INSTRUMENT FOUND UNDER CHAIR PLAY RHYTHM CIRCLE. DISCUSS EFFECT, QUALITY, MOOD	WHOLE CLASS. RECAP. PERFORM/ COMPOSE/ LISTEN & APPRAISE. AURAL MONITORING	SMARTBOARD P2 TO RECAP ON RHYTHM CIRCLE ACTIVITY.
WRITE A SENTENCE FOR EACH PICTURE USING A VERB TO DESCRIBE WHAT IS HAPPENING. A sample of volunteered sentences will be added to page 6.	INDIVIDUAL THEN PAIRS. SHARE AS WHOLE CLASS. REGISTER TO NOTE CONTRIBUTION.	SMARTBOARD NOTEBOOK P4 – 6
CHOOSE ONE SENTENCE AND CREATE MUSIC WHICH DESCRIBES THE ACTION AND MOOD	SMALL GROUPS (4 OR 5 PUPILS). COMPOSE. MONITORING RECORD BOOK	VARIED PERCUSSION. NOTEBOOKS MONITORING RECORD BOOK
PERFORM FOR CLASS. CLASS GUESS WHICH PICTURE IS BEING DESCRIBED. READ SENTENCE THEN PERFORM AGAIN	SMALL GROUPS (4 OR 5 PUPILS). PERFORM. MONITORING RECORD BOOK	VARIED PERCUSSION.

LESSON 3:

Screen Capture device allows exact images to be transferred to SMARTboard. Enables timesaving visual recall.
Words can be displayed against images to clearly illustrate story. Benefits (EAL, SEN and generally assists Literacy)

UNIT TITLE: ATMOSPHERE CLASS: 7AA DATE: 23 November 2005 LESSON 3 OF 6 DURATION OF LESSON: 50 MINS

LEARNING AND ASSESSMENT OBJECTIVES: By the end of the lesson pupils should be able to:

PoS

Performing READ SENTENCE THEN PERFORM – EACH GROUP IN TURN Composing SMARTBOARD P11: COMPOSE SENTENCE TO DESCRIBE ACTION/ MOOD IN FIRST CAPTURED IMAGE FROM LION KING. USING FIRST SENTENCE AS STIMULUS COMPOSE DESCRIPTIVE PIECE, IN SMALL GROUPS, USING PERCUSSION AND KEYBOARD Listening/ Appraising WATCH EXTRACT FROM LION KING (SCENE 8: SCAR AND HYENAS) WITHOUT SOUND AND DISCUSS ATMOSPHERE. WHERE DOES MOOD CHANGE AND WHY: SMARTBOARD P7 – 10

1b, c 2a, b 3b, c 4c, d

Summary of Tasks

Pupil Tasks	Assessment Opportunity to define nature and organisation of pupil activity – performing, composing or listening and appraising	Resources
WATCH EXTRACT AND WRITE WORDS WHICH DESCRIBE MOOD	PAIRS. LISTEN.	DVD (THE LION KING) NOTEBOOKS SMARTBOARD P.7 TO 10
CREATE A SENTENCE TO TELL WHAT HAPPENS IN THE FIRST FEW MOMENTS OF THE SCENE. WHAT IS MOOD AND WHO ARE THE CHARACTERS	PAIRS. LISTEN & APPRAISE.	SMARTBOARD P.7
USING PERCUSSION & KEYBOARD COMPOSE MUSIC TO DESCRIBE THE SENTENCE. EXPERIMENT WITH TIMBRE TO FIND COLOURS WHICH CONVEY CHARACTER AND MOOD.	SMALL GROUPS (4 OR 5 PUPILS AS PREVIOUS LESSON). COMPOSE. MONITORING RECORD BOOK	VARIED PERCUSSION 1 KEYBOARD PER GROUP MONITORING RECORD BOOK

HOMEWORK: WRITE 4 SENTENCES USING PREVIOUSLY NOTED WORDS TO TELL THE STORY.

INDIVIDUAL. REGISTER TO NOTE CONTRIBUTION

SMARTBOARD P.10 HOMEWORK HANDOUT SEE APPENDIX 1.4C

Lesson 4:

Those first to write down Lesson Objectives to type (or read so it may be typed) one of their homework sentences on SMARTboard P.10. Encourages ICT skills, Literacy and development of Citizenship skills (KS3 focuses on the “Democratic Community”, with particular emphasis on the rights and responsibilities of individuals and communities where views and desires may compete or conflict. Students learn to develop skills of democratic participation)

UNIT TITLE: ATMOSPHERE CLASS: 7AA DATE: 30 November 2005 LESSON 4 OF 6 DURATION OF LESSON: 50 MINS

LEARNING AND ASSESSMENT OBJECTIVES: By the end of the lesson pupils should be able to:	PoS
Performing EACH GROUP TO READ SENTENCE 1 THEN PLAY THAT PART OF THEIR COMPOSITION AND THEN THE SAME WITH SENTENCE 2.  Composing READ SENTENCES 1 & 2 AND FIND WAYS TO USE INSTRUMENTS WHICH HELP TELL THE STORY. IN PARTICULAR THINK ABOUT CONTRASTING ELEMENTS FROM PREVIOUS UNIT (DYNAMICS, TEMPO, PITCH, TIMBRE…) Listening/ Appraising AS HOMEWORK – APPRAISE THE EFFECTIVENESS OF THE COMPOSITION.	1b, c 2a, b 3b, c 4c, d

Summary of Tasks

Pupil Tasks	Assessment Opportunity to define nature and organisation of pupil activity – performing, composing or listening and appraising	Resources
CHOSEN STUDENTS TYPE HOMEWORK SENTENCES	INDIVIDUAL. REGISTER TO NOTE CONTRIBUTION.	SMARTBOARD P. 10 NOTEBOOKS
USING PERCUSSION & KEYBOARD COMPOSE MUSIC TO DESCRIBE SENTENCES 1 & 2	SMALL GROUPS (4 OR 5 PUPILS AS PREVIOUS LESSON). COMPOSE. MONITORING RECORD BOOK	VARIED PERCUSSION 1 KEYBOARD PER GROUP MONITORING RECORD BOOK
PERFORM: READ SENTENCE THEN PLAY SECTION	SMALL GROUPS (4 OR 5 PUPILS AS PREVIOUS LESSON). PERFORM. MONITORING RECORD BOOK	VARIED PERCUSSION 1 KEYBOARD PER GROUP MONITORING RECORD BOOK

HOMEWORK: ANSWER 2 QUESTIONS – WHAT DID I LIKE ABOUT OUR COMPOSITION? WHAT COULD WE DO DIFFERENTLY TO MAKE IT BETTER?

Lesson 5:

SMARTboard allows for whole class to share ideas. Displaying student contributions on screen validates and gives a sense of pride to students. The quiet and studious have equal opportunity to have their opinion known since they may be first to write down objectives meaning it is they who are first to use the board. From a classroom management perspective this rewards and encourages positive behaviour.

UNIT TITLE: ATMOSPHERE CLASS: 7AA DATE: 7 December 2005 LESSON 5 OF 6 DURATION OF LESSON: 50 mins

LEARNING AND ASSESSMENT OBJECTIVES: By the end of the lesson pupils should be able to:	PoS
Performing EACH GROUP TO READ SENTENCE 3 THEN PLAY THAT PART OF THEIR COMPOSITION AND THEN THE SAME WITH SENTENCE 4.  Composing READ SENTENCES 3 & 4 AND FIND WAYS TO USE INSTRUMENTS WHICH HELP TELL THE STORY. IN PARTICULAR THINK ABOUT CONTRASTING ELEMENTS FROM PREVIOUS UNIT (DYNAMICS, TEMPO, PITCH, TIMBRE…) Listening/ Appraising SHARE HOMEWORK IDEAS ON HOW TO IMPROVE COMPOSITIONS.	1b, c 2a, b 3b, c 4c, d

Summary of Tasks

Pupil Tasks	Assessment Opportunity to define nature and organisation of pupil activity – performing, composing or listening and appraising	Resources
SHARE IDEAS FROM HOMEWORK TASK	INDIVIDUAL. REGISTER TO NOTE CONTRIBUTION.	SMARTBOARD P. 12
USING PERCUSSION & KEYBOARD COMPOSE MUSIC TO DESCRIBE SENTENCES 3 & 4	SMALL GROUPS (4 OR 5 PUPILS AS PREVIOUS LESSON). COMPOSE. MONITORING RECORD BOOK	VARIED PERCUSSION 1 KEYBOARD PER GROUP MONITORING RECORD BOOK
PERFORM: READ SENTENCE THEN PLAY SECTION	SMALL GROUPS (4 OR 5 PUPILS AS PREVIOUS LESSON). PERFORM. MONITORING RECORD BOOK	VARIED PERCUSSION 1 KEYBOARD PER GROUP MONITORING RECORD BOOK

HOMEWORK: ANSWER 2 QUESTIONS – WHAT DID I LIKE ABOUT OUR COMPOSITION? WHAT COULD WE DO DIFFERENTLY TO MAKE IT BETTER?

Lesson 6:

UNIT TITLE: ATMOSPHERE CLASS: 7AA/ 7CI DATE: 14 December 2005 LESSON 6 OF 6 DURATION OF LESSON: 50 mins

LEARNING AND ASSESSMENT OBJECTIVES: By the end of the lesson pupils should be able to:	PoS
Performing PLAY COMPOSITIONS TO CLASS AND RECORD. 1 STUDENT FROM EACH GROUP TO READ SENTENCE BEFORE EACH OF THE 4 SECTIONS ARE PERFORMED.  Composing CREATE GROUP PERCUSSION AND KEYBOARD COMPOSITION TO FIT LION KING EXTRACT. Listening/ Appraising. HOMEWORK TO WRITE UP HOW INSTRUMENTS WERE USED TO CREATE ATMOSPHERE.	1b, c 2a, b 3b, c 4c, d

Summary of Tasks

Pupil Tasks	Assessment Opportunity to define nature and organisation of pupil activity – performing, composing or listening and appraising	Resources
SHARE IDEAS FROM HOMEWORK TASK	INDIVIDUAL. REGISTER TO NOTE CONTRIBUTION.	SMARTBOARD P.13 AS REMINDER OF AIMS FOR EACH GROUP
USING PERCUSSION & KEYBOARD REHEARSE COMPOSITION ADDING NEW IDEAS: CONTRASTS	SMALL GROUPS (4 OR 5 PUPILS AS PREVIOUS LESSON). COMPOSE. MONITORING RECORD BOOK	PERCUSSION. KEYBOARDS
PERFORM TO CLASS & RECORD	SMALL GROUPS (4 OR 5 PUPILS AS PREVIOUS LESSON). PERFORM. MONITORING RECORD BOOK	PERCUSSION. KEYBOARDS

LISTEN, APPRAISE AND EVALUATE OWN AND OTHER GROUPS WORK AT THE BEGINNING OF NEXT UNIT WHEN ALL RECORDINGS CAN BE UPLOADED ONTO SMARTBOARD AND A GRADING GRID ALSO DISPLAYED.

APPENDIX 1.4B

SMARTBOARD SCREENS USED IN YEAR 7 “ATMOSPHERE” UNIT

APPENDIX 1.4C

7 AA HOMEWORK TASK

WRITE 4 SENTENCES TO TELL THE STORY SHOWN IN THE PICTURES BELOW. WHAT IS HAPPENING AND WHAT IS THE MOOD?

SENTENCE ONE: ………………………………………………………………………………………………………………………………………………………………………………………………………………………	SENTENCE TWO: ………………………………………………………………………………………………………………………………………………………………………………………………………………………
SENTENCE THREE: ………………………………………………………………………………………………………………………………………………………………………………………………………………………	SENTENCE FOUR: ………………………………………………………………………………………………………………………………………………………………………………………………………………………