Part 2:
Teaching With ICT
a.
Structuring Lessons
In
the case study we are dealing with, the teacher has a fairly regular
pattern to her sessions. She tends to start with a teacher-led
introduction to the session, outlining the area for coverage in
the session. In an hour-long lesson, she might restrict herself
to just one example of a concept, and play it out in a variety
of modes - through live instrument, for example, or by using audio
and video tape. From the introduction, she will set pairs or small
groups work to do, using either printed worksheets, a section
of the worksheet or specific investigations on the World Wide
Web. This work is structured, and she monitors progress around
the class until she can get them to report back to the whole group
on their progress, or summarise their progress in small groups
to feedback in the next session.
Again,
you might not work in exactly this way, but you probably do have
a pattern that you favour as a teacher. Characterise this pattern
to yourself now, and consider how the use of ICT as a resource
might fit into it.
In
the case of the concept of timbre, the teacher reckons that she
can use ICT to introduce the idea over a two-session period, each
session lasting an hour. If we look again at the learning objectives
on timbre:
- Explain
the concept of timbre using speech or writing.
- Apply
descriptions of timbre to a variety of musical and other sounds.
- Apply
general descriptions of timbre to classes of instrument.
- Relate
timbre to the effects produced in the listener, specifically
effects of image and atmosphere in music and sound.
- Begin
to discuss timbre in the context of melodic, accompanied and
polyphonic pieces.
Below
is a summary of how the two sessions are structured to use ICT
to meet some of these objectives - notably those on the concept
and its application. Take a look at this summary and then produce
your own account, and your own lesson plans, showing how you would
use the ICT resources. You might wish to extend or contract the
time, and to fit the plans, durations and work around your own
experience of working with this or a similar text.
Case Study
Lesson Structure
Introducing Timbre in Music
Session
1 - Introduction to Timbre as Sound Quality.
- Introduction
- whole group discussion on sound-quality in relation to instruments
and other sound sources (car horns, ambulance sirens, chain-saws,
joke-whistles and so on).
- Worksheet
element 1 - group in pairs work on computers looking at and
listening to the sound-table from the worksheet:
- Identify
the probable source of each sound
- Write
down one word to describe the sound
- Look
at all of the pictures and line pictures up with sounds
in pupil-pairs
- Close
of session - pupil-pairs explain words for sounds and image
linkage to whole group in preparation for next session.
Session
2 - Conclusion to Worksheet.
- Introduction
- summary of last session.
- Worksheet
element 2 - group work (same groups as session 1) on worksheet:
- Confirm
line-up of pictures
- Consider
word-list and picture-relation for sound-qualities
- Generate
final table exploring timbre of sounds and relation between
timbre and experience of sound
-
Close of session - provide group-based agreement on timbre for
range of sounds based on common patterns from worksheet.
 b.
Managing Learning in the Classroom
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