Students compose, record, and produce high-quality songs on iPads. Incorporating pre-recorded loops and live electronic instruments, students bring their own unique style to their productions.
Students perform their favourite pop songs using the ultimate classroom musical instrument: Boomwhackers. These colourful tubes look as good as they sound; a challenge for those with years of musical tuition, but equally accessible to complete beginners.
Students create and decorate their very own samba instruments out of recycled bottles and cans. They rehearse grooves and patterns, culminating in a class performance on their home-made instruments.
Students learn the foundations of music theory with a fun twist. They participate in activities based on the ‘pillars’ of music that include Rhythm, Pitch, Tempo, and Harmony, and apply what they have learnt to contemporary compositions using iPads.
Students explore the rich heritage of music by interacting with an eclectic mix of genres from throughout history. From Bach to Michael Jackson, Peruvian folk to twenty-first century R&B; we strive to help our students appreciate music in all its awesome diversity. Key to this strand are social questions such as ‘where does this music have its routes’, ‘what does it mean to the people of a specific community’, and ‘does it have a purpose beyond the fundamentals of creative expression’? A special project in this module with excellent Computing cross-curricular potential includes Record Industry; a research project in which participants consider how technology brought a $20,000,000,000-a-year industry to its knees at the turn of the century.
Whether using traditional instruments, electronic devices, or their own voices, students create inspiring performances that they can be proud of. Original musical repertoire is written and arranged by Technola’s professional musicians; this enables us to craft age-specific songs that gradually progress students through the requirements of the national curriculum studies, to be able to grant permission for digital recordings to be circulated amongst students’ family and friends, and, above all, to teach our students song that they’ll love and want to share.
Students begin their musical journey with a strong emphasis on singing and Dalcroze (music through movement). They are taught new keywords each week and learn to identify musical characteristics by recognising differences between things that they hear; for example, if something is lower or higher in pitch. Students use a simple loop-based app to encourage them to think of music as something we make. Finally, participants embark on a themed musical journey based on geography as they create masks and other social symbols to bring their performances to life.
Singing and musical games remain at the forefront of lessons as students learn to identify musical families and instruments; they use this knowledge to compose songs using an app that requires them to place instruments at suitable pitches. Students create and decorate their very own samba instruments out of recycled bottles and cans; they are taught grooves and patterns, culminating in a class performance on their hand-made instruments.
As KS2 commences, students partake in games and exercises that focus on pitch, dynamics, tempo and rhythm, before completing composition tasks that are designed to enhance their understanding of the music principle explored at the start of the session. For performance, students form a class choir; singing age-specific songs written by Technola’s professional musicians. Finally, students discover the origins of folk music and musical theatre by undertaking a research project that sees them compare these well-loved traditions.
Having been introduced to most of the musical principles required by the conclusion of KS2, students further develop their understanding of pitch using the world-renowned Kodaly method. GarageBand for iPad is used as participants combine pitch and rhythm to improvise using pre-set scale patterns; the perfect opportunity to learn about Jazz. For performance, students use Boomwhackers (colourful tube instruments) to create a class performance that incorporates chords, melodies, rhythms, and improvisation.
With an array of musical knowledge already under their belts, students develop their understanding of music theory by learning about staff notation, timbre, and texture, and performance exercises that cement these theories are undertaken using smart instruments in GarageBand. Next, students produce their most ambitious compositions to date as they combine loops, smart instruments, and live playing to create a song in a specific genre. Finally, students examine the musical history and social influence of Reggae and World Music as they prepare small group research projects on the genre of their choice.
At this pinnacle stage of the course, students are introduced to the full range of common rhythms and their correct musical names. They build on their staff notation skills using specialist apps and learn about full strong structure. For composition, students compose, record, and produce their final songs of the course. By granting students complete creative freedom whilst reminding them of the power of structure and rules, they can use live and smart instruments to enhance and personalise their productions, sometimes even writing and recording their own song lyrics. Finally, students consider the non-musical elements of music production by designing cover art, artist personas, and promotional material for one of their previously created songs. Groups learn how to publish their work on the internet safely while considering concepts of copyright and Creative Commons.