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Design and development of tablet-based compulsory music course

ISME's SIG v-conference 16 April 2013
by

Mikko Myllykoski

on 12 April 2016

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Transcript of Design and development of tablet-based compulsory music course

Impaktor
Drum synthesizer
Converts microphone audio signals to drum sounds in real time
The general idea of Tabletschool is position itself in the middle of continuum between open teaching material, new emerging trend and copyrighted teaching material controlled by large publishing corporations.

Tabletschool is much more innovative concept than just a platform that enables digital teaching material distribution.
Chapter One - Music and Me
camera/video
video and photo editing tools: CuteCut, Vimeo, iMovie, Voddio
music listening, recognition and sharing: Youtube, Spotify, Soundhound, SoundCloud, TuneinRadio
presenting, drawing and animation: Explain everything, Doceri
note-making and annotation tools: Evernote, Notability, Moxtra, Skitch
presentation tools: Prezi, CloudOn
Task: portfolio/learning diary
Diary 1. (Music and me):
All I learned from elementary school’s music classes was couple of guitar chords and the basic beat on drums. I wish to learn the basics of different instruments and play together with the class during this course. I am little bit confused about the amount of different mobile apps that teacher demonstrated to us. I think I will first try Explain Everything.
Explain everything
Drawing, annotation, text, animation
Audio, video
recording: Hokusai, Groovy Beats free, Garageband, MadPad, Metronome, Pocketband LITE (Android)
virtual instruments: Rhythm pad, Garageband, Launchpad, Tabletop, Tabledrum, Impaktor, Drum set (Android)
Task: create, perform, record and share a beat
Diary 2. (rhythm):
First it was little bit hard to adjust my playing to metronome click, but otherwise it was surprisingly fun to produce and record a beat with mobile apps (I really liked psychical controllability of Impaktor). Still, the best part was a shared african drum improvisation with the whole class.
Chapter Two - Rhythm
playing and recording: Hokusai, Garageband, iReal b, Sound recorder (Android), Wildchords
chord finding: Basichords, Achording, GuitarChords, PMelody Free, My guitar (Android), My piano (Android), Perfect piano (Android), Piano chords (Android), ChordTouch (Android)
analysing: Mapping tonal harmony, CirclePad
Task: compose and share a chord progression
Diary 3. (harmony):
Well, this was difficult! My former classical skills in piano playing did not help me much in this task. Luckily our teacher really made sure we understood the basic triad chords. Playing piano chords with touch screen was nothing compared to the real thing, but external midi-keyboard was handy. Now when I understand scale degrees I can easily make chord progressions.
Basichords
Chordfinder for guitar, mandolin, banjo, ukulele and bouzouki
Chapter Three - Harmony
notation, annotation and visualization: Noteflight (browser), Songbook, GuitarPro, Moxtra, Skitch, Explain everything
scales: Thumbjam, Chordion
accompaniment: iReal B
playing and recording: Hokusai, Garageband, PMelody Free, Achording, Sampletank free, Launchkey, Thumbjam, My guitar & piano (Android), Sound recorder (Android)
melody recognition: Soundhound
Task: analyze, compose and share a melody line
Diary 4. (melody):
When I watched tutorial video clips from Tabletkoulu platform I realized that I actually know scales pretty well since I have learned them before. It was nice to improvise using gypsy scale in the class with others. The melody annotation and visualization task helped me to understand longer melodic contours. It was natural thing for me to try out different melodies with piano; my friend Anna did it by singing, which might lead to easier workflow when building lyrics.
Noteflight
Cloud-based notation tool
Chapter Four - Melody
camera/video
listening:Youtube, Spotify, Soundcloud
information: Sound uncovered
recording and processing: Hokusai, Garageband, Sound recorder (Android), Equalizer (Android)
analysing: SpectrumView
virtual instruments: Sampletank free, Tabletop, Launchkey, Sylo synth
Task: modify an acoustic sound or sound preset in order to use it as a starting point for musical idea
Diary 5. (Timbre):
Timbre - I realized how important element of music timbre is. It is an essential part of music arrangement and orchestration in all music genres and styles. Modification of existing sound presets with mobile synthesizers was fun! Soundcloud is a good place to share not only finalized songs, but also nice tones and sounds.
Sound uncovered
An interactive book
Sound examples, modifications, auditory phenomenons and illusions, timbre
Chapter Five - Timbre
listening: Spotify, Soundcloud
arrangement: Hokusai, Garageband, Noteflight, Songbook, IReal B, DJrig free, iMashup
Task: build different kind of song structures and forms by using mobile sequencers, notation software, dj and mashup applications.
Diary 6. (Form):
I learned quite easily to observe and understand different kind of song forms and structures. Surprisingly many pop tunes have the same form (ABABCBB). I wish I could find more 'classical' type of structures in popular music; that would make the music bit more interesting. We tried this approach during the class with my group and the result was awesome!
iMashup
DJ/mashup application
Blend, cut and slide two audio tracks
Chapter Six - Form
Sharing
listening, analysing: Spotify, SoundCloud, Achording, TuneWiki (Android)
text tools: CloudOn, Evernote, LyricMaster4000, Dragon Dictation
recording: Hokusai, Sound recorder (Android)
Task: analyze and write lyrics

Diary 7. (Lyrics):
We wrote poems within the English course 3 and I really liked one of my poems called 'wild emptiness'. We used my previous chord progressions and Anna started to improvise melodies on top of that using my poem. So in the end we actually ended up also composing the melody for the chorus. LyricMaster4000 was handy when combining the backing track and lyrics.
LyricMaster4000
write, store and share lyrics
record and add backing track
Chapter Seven - Lyrics
All apps utilized in the course: students choose mobile applications that support for music creation of their favorite genre.
Task: produce own song with music video
Diary 8. (my song):
We had a great team. We used “Wild Emptiness” as a starting point, but added second verse and a bridge (I composed the chord progression and Anna the melody). Julia was the producer who made that crazy beat with Tabletop. We shot great material for our music video in the nearby park. I just wish we would have more time for editing though.. We certainly had fun with this project, lots of laugh and good times with new and old friends!
Tabletop
Electronic music studio
record audio, synthesizer, sampler, mixer, effects...
Chapter Eight - My song
learning through practice and creation
student-centered learning
blended learning
flipped learning
phenomenon-based learning
authentic learning
Pedagogical aims
On the course students (15-19 years) :

find their own ways of operating within the field of music. Through their own relationship with music, they will reflect on its significance to people and interpersonal interaction.
explore their own possibilities to make and interpret music, listen to it and use cultural services.
learn about each other’s musical activities and local music life.
develop their voice control and instrumental skills as devices of musical expression.
consolidate their knowledge of basic musical concepts by means of making music.
learn to observe their acoustic environment and look after their hearing.


The key differentiator of existing solutions is that authors do not make all material by themselves but

i) curate and link material from Internet
ii) utilise existing apps for learning
iii) utilise crowdsourcing and suggest other teachers to contribute into the material
iv) utilise subject based (curriculum) aims and aims for “future works skills” into the course
'Music and Me' course
The Role of the Author
Students as active knowledge builders, creators, collaborators, and assessors
Bridging the gap between ‘school music’ (formal music education) and ‘student’s own music’ (informal music learning) by authentic, meaningful and relevant tasks.
21st century skills: creativity, critical thinking, decision making, problem solving, communication and collaboration, ICT and information literacy, life and career, personal and social responsibility.
Learning material is dynamic: built, updated and curated by music teachers. Suggestions, updates and new information from students.
Music learner’s and teacher’s freedom to choose most suitable tools, instruments, materials and tasks.
Design of tablet-based music course
Mikko Myllykoski, University teacher/Dept. of Music
Jyväskylä, FINLAND
mikko.myllykoski@jyu.fi

Aleksi Ojala, Music teacher/Tapiola school
doctoral student/Sibelius Academy, FINLAND
ojaleksi@gmail.com

www.tabletkoulu.fi
Finnish national curriculum for upper secondary school
Teacher introduced Impaktor
Student composed
electronic music
Full transcript