Learning Through 'The Creative AR​TS'

 

Sound Scape and Graphic Notation

 

Creative Music Approach- Using Sound Cloud

A lesson Idea for you!

 

 

 

 

 

 

 

 

 

 

 

 

 

Year Level: Grade 2 or adapted for older or younger gradesCreative Music Approach- Recording in Sound Cloud

 

Lesson Idea 1: Composition of Music and Graphic notation?

 

Duration of Lesson: 60minutes

 

Learning intention: We are learning to compose music from the world around us and to visually draw it so we can follow our instructions for our composition.

 

Success Criteria: We are able to create sounds that are simple ostinatos that work well as layers in a composition we create. We are able to use symbols, pictures and graphics to visually depict our composition.

 

Resources Need:I pad Pictures of Graphic notation i.e. Wossily Kandinsky

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Student Back ground or knowledge: Students have had experience making noise whilst reading poems and fables so this is in a sequence of lessons where they integrate literacy and music and visual art. This lesson would heading in the direction of formal written notation heavily linked with Kodaly singing approach and Orff dance, rhyme, movement lessons that internalise written notation first before written

 

Assessments ideas: Observations and Diagnostic assessment for individual strengths and weakness in students ability to work together, musical creativity, where to go to next in music notation and how to cater my teaching to the students stage and knowledge and skills. This activity could be revisited as a final composition assessment with carefully planned coaching

 

Procedure

 

Introduction:

 

• Teacher splits students into 3 groups surrounding the teacher in a circleStudents are told that they will be given a sound to copy and that is what they to do until the teacher signals for them to stop

• The teacher asks students to thinking about how they might draw this peice of music to show some else how it sounds i.e. using graphics or symbols or showing the sounds through their own musical language.

• The teacher starts part one of the soundscapeTeacher starts one part at a time and does not move on until student can copy the part independently.

• The teach demonstrates each part and gets students to copy her in each group

• The teacher then points to one group and this is to indicate that they are to keep this sound as theirs sound

• The students parts that are copied are describe below this soundscape is a train

 

Train Soundscape words:This in 4/4 time but with a free time feel

 

1. CHUGGA chugga chuggachugga, CHUGGA chugga chuggachugga,(repeat)

2. Neeeeeeeeeeh Neeeeeeeeeeh Neeeeeeeeeeh Neeeeeeeeeeh (repeat)

3. All aboard _________ ________, All aboard Woooew ooooooo (repeat)

 

• Slowly each part is introduced till all parts are going at the same time

• The teacher stops students together.

 

Activity 1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                                                                                          (Image above retrieved www.audioatplay.org 24.3.14)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Above Example is an example of professional Graphic notation and music piece 'Seuenza 3 By Berio

Teacher shows a snippet of this to students to inspire and get them to question where the limits lie in non verbal tools

• Student are then instructed by the teacher to listen to their recording of the

• Train Soundscape that they had just performed.

• The teacher asks the students to come up and to draw on the Interactive white board what they feel the train soundscape would look like if drawn down.

• This is done as a whole class activity where students brainstorm together and draw a model of the train soundscape graphic notation.

The teacher models critical thinking and inquiry thinking using the following strategies:

1. Predict, visualise, question, compare, connect and infer

2. What did we': See , know, feel, and hear.

• Teacher and students discuss that no idea is wrong all are right.

• The teacher emphasises the needs for different ideas that students never think their graphic notation is wrong as graphic notation can be anything you want as long as it looks as sounds like the soundscape

• The teacher ask students do they need to use words in the soundscape?

• Teacher states that "No" they don't just along as they are using sound they do not need real words

 

Activity 2

 

• Students are split into pairs and students create their own sound scapes

• The steps students are to take are to: Create their composition by experimenting with sound different sounds and then deciding aural on which ones work best Record their recording in the teacher office on the Ipads

• Visually depict their composition on an A3 piece of paper to present to the class in pencil first then colour pencil and the title in texter

• Student write a short explanation of what they were trying to achieve on a separate A4 piece of paper which is glued onto the A3 piece of paper.

• Teacher and students decide on the best soundscape ideas and these are written on the board for the students pairs to use.

• The best Ideas were: beach, farm, rainforest,dog for a walk, driving in a car, traffic jam.

• Using graphic notations and words if necessary the students work in pairs to create their compositions

• The steps are written on the white board for students to refer to.

 

Activity 3

 

• Students come together as a class and share their compositions, graphic notations and written explanation.

• Student present in a circle their work to the class.

 

Conclusion

 

• Student are shown the full written graphic of the train soundscape

• Students are to reflect on what they found important and meaningful to them in this lesson.Student verbally explain what they found meaningful and important in this lesson.

• Teacher later uploads students compoostions to sound cloud

 

Hot tip: To get a consistent result show the train graphic notation at the start of the lesson.