Part 2:
Teaching With ICT

a. Structuring Lessons

In the case study we are dealing with, the teacher has a fairly regular pattern to sessions using this technology. He tends to start with a teacher-led introduction to the session, showing pupils the effects of modeling with an example. In an hour-long lesson, he might restrict himself to just one or two examples. From the introduction, he will set pairs or small groups work to do, using either pre-recorded pieces, pieces pupils have composed or going straight to on-line composition, depending on the pupils and the group. This work is structured, and he monitors progress around the class until he can get them to report back to the whole group on their progress, or perform their pieces in small groups as preparation for 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.

The teacher wants to use ICT over a two-four week introductory period spending two hours a week with it. First let's recall the main learning objectives the teacher has for his pupils in this area:

• Take a pre-composed piece, or piece of work they have composed themselves and input it to the computer using a composition package, or compose directly to the package.
• Using the composition package and the MIDI sound source, change the instruments and sounds used to output the piece and save a variety of versions of the piece.
• Using the composition package and the MIDI sound source, comment on the effect of changes in terms of:
• Balance - volumes and stereo effects
• Texture
• Timbre
• Flavour
• Mood
• Pace

Below is a summary of how the two separate weeks are structured to use ICT to meet some of these objectives. You will see that they are proposed as two distinct stand-alone sets of work. This is because the teacher needs to be flexible in when he can gain access to the ICT, and needs to be able to move the sessions around in consultation with other users of ICT in his school.

Take a look at the summary and then produce your own account, and your own lesson plans, showing how you would use the ICT resources we have been discussing to do the same job on this area of work. 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 area of work.

Case Study Lesson Structure
Using Composition Software for Modeling

Week 1 - Model the work of others from pre-recorded selections.

• Class introduction and explanation.
  • Teacher shows the process of changing instruments and sounds using the computer, MIDI device and speakers. Explanation of the effects of changes, and Q and A on effects, with pupils making suggestions on changes for specific purposes.
• Small group work (groups of two):
  • Each pair provided with an on-screen piece and oral instructions on where to start making changes.
  • Pairs save changed files to the computer/network.
• Class performance and discussion of the pieces pairs have produced/arranged, with pairs explaining their reasons for making changes and the whole group commenting on the effects of the changes in terms of the learning objectives the teacher has set.

Week 2 - Model pupils' own work.

• Class introduction - whole class discussion on the previous lesson, with some reminders of work done from the previous session's products. Teacher explains process of moving from others' work to modeling of own work.
• Individuals take work in progress and enter into composition software, or work directly into composition software. Teacher and pupils make choice of where the modeling takes place - either at composition stage or after - with discussions focusing on impact of modeling on composition.
• Individuals feed back with their own examples, explaining why they have made the choices made, and explaining to group the purpose of features of the model in terms of the learning objectives.

b. Managing Learning in the Classroom