It Takes a Village': Teachers' Conference 2019
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‘It Takes a Village’: A Multi-pronged Approach and Harnessing the Power of Technology to Facilitate and Optimise Music Learning for Low-progress Learners Te a c h e r s ’ C o n f e r e n c e 2 0 1 9 : P r e - C o n f e r e n c e Wo r k s h o p , P C 2 1 5 A PRESENTATION MUSIC UNIT BY MINISTRY OF EDUCATION,BRANCH ARTS EDUCATION SINGAPORE
Outline of Workshop
Part One:
A background of how the multi-pronged approach
came about to support students learning music at
the Normal (Technical)(N(T)) level.
Part Two:
How technology can be harnessed to facilitate and
optimise music learning.
2
Part One
Background
• While ALL students go through a common primary
and lower secondary music syllabus,
• there is little research/study on how students of
different academic abilities learn music most
effectively.
4
Internal Scan
Feedback from Music teachers in 2018 indicated that
majority of students taking upper secondary N(T) Music
had low music competencies at the beginning of
secondary three.
5
Internal Scan
With primary and lower secondary Music being non-
examinable, the N(T) Music examination results
provided an indication of N(T) students’ musical
competencies at the end of secondary four.
50
45 2018
40 2017
35 2016
2015
30
2014
25
2013
20 2012
15 2011
10 2010
2009
5
2008
0
A B C D U
% N(T) Music candidature’s performance across grades between 2008 and 2018
6
Internal Scan
Feedback from teachers on the reasons for students
not doing well in the examination*:
Poor attendance
Lack of motivation
Poor learning attitude
Weak/Slow learning ability
*2018 N(T) Music exam
7
Essential Question
How can music learning be optimised
and made more effective for our
students, especially for low-progress
learners?
8Low-progress Learners’ Profiles
From NIE study in 2014*
Require strong Prefer to learn Difficulty in
teacher-student by watching and understanding
relationship doing abstraction
Require
Low retention Have short
structured
and high attention span,
learning
regression easily distracted
environment
Teacher-
dependent but
rarely seek help
*Wang, L. Y., Teng, S. S., & Tan, C. S. (2014). Levelling up academically low progress students
(NIE Working Paper Series No. 3). Singapore: National Institute of Education. 9The STP Customised for Teaching in Educational Support (STP-TiES)
The ‘Village’ Supporting N(T) Music
STP-TiES, N(T) Music Team, N(T) Music
ESUB AEB NLC
Provide school Conduct
Co-produce
consultations open
resource
classrooms
videos Organise music camp
for students Participate in
Organise STP- lesson trials
TiES NLC Carry out syllabus
review and Provide
development feedback on
Provide resources
resources on Conduct professional
development for Share good
STP-TiES
teachers (with STAR) practicesAttributes of Good N(T) Music Implementation [through N(T) Music Networked Learning Community] Lessons are well prepared and engaging. Routines are well established and reinforced. There is a great deal of structure and scaffold to develop students’ music competencies. There is positive teacher-student relationship. Teachers have the dispositions of openness and adaptability.
Part Two
Use of Technology in N(T) Music Provides authentic real-world learning Essential part of the syllabus outcomes Challenging to implement effectively as it is dependent on teacher’s competency in integrating technology effectively for teaching and learning However, it can be a key leverage if implemented well to provide greater student access and engagement in music learning.
Use of Technology in N(T) Music The deconstruction approach Case study: the deconstruction kit trial Background: To determine if students can develop adequate music competencies more effectively to be successful in the coursework, such as aural awareness of genre specific musical differences and instrumental skills to complete the parts in the arrangements
Use of Technology in N(T) Music Case study: the deconstruction kit trial Solution: Adapt deconstruction, a real-world music practice as an approach to developing music competencies, and introduce the deconstruction kit, for a more structured and scaffolded approach to deconstruction.
What is a deconstruction? Take apart the elements of a music track to understand them. Pedagogical tool to teach/learn about music elements, concepts and music production techniques Use authentic music tracks to illustrate various aspects of the music composition, such as key, scales, chords, basslines, and structure. (Adapted from ‘What is a deconstruction’ by Point Blank Music School)
What is a deconstruction? Very immediate and practical. For example, students don’t have to be bogged down with learning ‘theory’ in silos. Students learn how to use their ears to apply the elements, concepts and techniques to create their own music and find their own musical identity. (Adapted from ‘What is a deconstruction’ by Point Blank Music School)
Screen capture of a pop song deconstruction: ‘Attention’ by Charlie Puth. • In a deconstruction, learners go through active listening and aural copying to analyse and replicate the various parts in the song. • The activity develops integrated listening, performing, creating and technological skills.
What is a Deconstruction Kit? A resource pack for listening, performing and creating with Digital Audio Workstation (DAW) Content of a Deconstruction Kit • Main lesson activities in the form of DAW project files • A user guide with step-by-step instructions to carry out each activity • A printable checklist to provide further guidance for students • Additional content such as visual aids for chord, bass and drum patterns and lead sheet of the song used • All the lesson activities in the kit are based on a song arrangement in arranged in a particular style/genre, e.g. Pop Ballad
Introduction Video to the Deconstruction Kit
The Deconstruction Kit Trial Objectives To prototype the deconstruction kit as a digital teaching and learning resource, optimised for low progress learners and designed to develop: • Listening skills and understanding of music concepts in music arranging.
Lesson Trial – Key Data
• 3 Participating Schools:
• School A: 2 teachers and 8 students (Sec 3)
• School B: 2 teachers and 9 students (Sec 3)
• School C: 2 teachers and 7 students (Sec 3)
• Trial Period: Term 2, 2019, with students
completely new to the digital audio workstation
and music arrangingThe Lesson Trial Resource Basic Deconstruction Kit Comprises 7 Main Lessons: • Lesson 1: Identify the Tempo • Lesson 2: Identify the Song Sections • Lesson 3: Identify the Instrument • Lesson 4: Deconstruct the Chords • Lesson 5: Deconstruct the Bassline • Lesson 6: Deconstruct the Drums & Drum Fills • Lesson 7: Deconstruct the String Pads
The Lesson Trial Resource • Each lesson is accompanied with a step-by-step guide (in PowerPoint) and a printable checklist of the steps students have to complete for each lesson. • Each lesson is centred around a DAW-based learning activity.
The Lesson Trial Resource
And the following supporting resources:
• Lead Sheet
• Visual Aids:
• Chord Fingering for Keyboard
• Chord Patterns
• Bass Patterns
• Drum Patterns
• Bonus Lesson: Full Deconstruction 30-Minute
ChallengeFindings
Teachers’ Feedback - Lessons Completed • School A: Lessons 1 to 5 • School B: Lessons 1 to 7 plus Bonus Lesson • School C: Lessons 1 to 4
Teachers’ Feedback - Manageability • Lessons 1 and 2: Very Manageable • Lessons 3 to 7: Difficult but Manageable • Bonus Lessons: Very Difficult
Teachers’ Feedback - Students’
Engagement & Motivation:
All teachers agreed to the following:
• Majority of the students:
• Felt a sense of accomplishment when they
completed each lesson activity.
• Were actively engaged throughout lesson
activities.Teachers’ Feedback - Students’
Attainment of Skills & Knowledge
All teachers agreed to the following:
• Majority of the students were able to:
• Develop their listening skills through the lesson
activities.
• Be familiar with and use the DAW through the
lesson activities.Teachers’ Feedback - Students’
Attainment of Skills & Knowledge
Most teachers agreed to the following:
• Majority of the students were able to:
• Be familiar with the parts in the arrangement
(melody, chords, bassline, etc.) through the
lesson activities.Teachers’ Feedback - Teachers’ Facilitation & Support All teachers found the following to be most effective: • Teacher demonstrates and explains step by step what students need to do BEFORE the activity. • Teacher goes to student to demonstrate AND explain only when he/she needs help. • Teacher explains the music concepts WITH demonstration AFTER the activity.
Low-progress Learners’ Profiles
From NIE study in 2014*
Require strong Prefer to learn Difficulty in
teacher-student by watching and understanding
relationship doing abstraction
Require
Low retention Have short
structured
and high attention span,
learning
regression easily distracted
environment
Teacher-
dependent but
rarely seek help
*Wang, L. Y., Teng, S. S., & Tan, C. S. (2014). Levelling up academically low progress students
(NIE Working Paper Series No. 3). Singapore: National Institute of Education. 34Teachers’ Feedback – Effectiveness of Main Resources All teachers agree to the following statements: • Students can develop their listening skills more effectively through the Basic Deconstruction Kit lesson activities. • Students can develop understanding of music arrangement concepts through the Basic Deconstruction Kit lesson activities.
Teachers’ Feedback – Effectiveness of
Main Resources
All teachers found:
• The DAW Project Files to be very useful
• Remarks from teachers:
• “The tasks are developed from one song, and
covers several music concepts. It helps
teachers understand how rich one song can
be used as a resource.”
• “The instructions are very clear and we are
pleasantly surprised at how well the students
can work independently.”Students’ Feedback – Lesson Activities with the Resource • 83% of all students felt a sense of accomplishment or success when they completed each of the lesson activity. • 56% of all students felt their listening skills were getting better.
Students’ Feedback – Lesson Activities
with the Resource
• 100% of the students agreed that the following
teacher’s actions to be very effective/effective:
• Teacher modelling or demonstrating step by
step what they need to do BEFORE the
activity.
• Teacher coming to the student to
demonstrate AND explain only when he/she
needed help.Students’ Feedback – Lesson Activities
with the Resource
• 61% of all students agreed that when they found
the lesson activities difficult, it was mainly
because their listening skills were not strong
enough.
% of students
70
60
50
40
30
20
10
0
listening skills are not strong instructions in the guide are other reasons e.g. too
enough not clear enough difficult, can't hearStudents’ Feedback – Lesson Activities with the Resource • 72% of all students agreed/strongly agreed that they could be self-directed and carry out each of the lesson activities on their own without much help from the teacher. • 72% of all students agreed that the checklist was very useful in carrying out lesson activities
Students’ Feedback – Lesson Activities
with the Resource
Student from School B expressed that:
• “After all the lesson activities, I pay more
attention to the small details… like if we use
our skills when listening to music, I think we’ll
be able to get all the small details.”Deconstruction Kit Hands-on Session (30 minutes)
43
Question: How would you implement or adapt the Deconstruction Kit for your classroom contexts? What challenges do you foresee in the implementation or adaptation? What would you suggest to do to circumvent the challenges?
Use of Technology in N(T) Music The play-along approach Rationale: Introduce the play-along approach, for a more structured and engaging way to develop instrumental skills and good sense of time. Provides a progression from the listening- focused deconstruction kit to music learning that integrates the listening with performing and creating.
An Example of a Play-along Video Guide
Play-along Hands-on Session (30 minutes)
Virtual Instrument Playground - Drums
https://www.bandlab.com/creation-features
48Virtual Instrument Playground - Bass
https://www.bandlab.com/creation-features
49Question: How would you implement or adapt the play-along for your classroom contexts? What challenges do you foresee in the implementation or adaptation? What would you suggest to do to circumvent the challenges?
Q and A
Thank you.
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