Within the classroom, many generic technologies are already in use – for example, interactive whiteboards, online sources, cameras, audio and video recording devices – even technologies such as video-based professional development tools to capture our lessons and allow us to watch them back and critique our own teaching! Table 5.1 offers an overview of the range of technologies available for use in the primary classroom.
This list has been compiled by Duncan Mackrill, Senior Lecturer in Music Education from the University of Sussex and is published in Teaching Primary Music (Daubney, 2017: 56-57).
Technology | Examples | Uses include |
Electronic keyboards | Portable keyboards | Selecting from a wide range of instrumental sounds; use a chord and/or rhythmic backing; listen via headphones or out loud |
MP3 music files | iPod or other MP3 player Online/‘cloud’ music libraries – YouTube, Spotify or Google Play | Playing songs or backing tracks from a physical MP3 player to support whole-class singing, rhythm or ensemble work Or accessing (via an internet connection) music from a comprehensive collection instantly |
Recording devices
| Tablet, mobile phone, portable digital video and/or audio recorder | Audio/video recording and playback of pupil work |
Portable audio recording | Tascam DR or Roland R portable recorders | Making live stereo recordings in the classroom or in other locations |
Video recording | Tablet, camcorder, Zoom, mobile phone | Videoing work in progress or final performances to build up a portfolio of pupil work; projecting on the board; sharing with pupils/parents via school network |
Audio recording | Audacity (free), Wavelab | Recording sounds, editing (including pitch) and adding effects |
ePortfolio | School or web-hosted Learning Platform, e.g. 2Build a profile, Edmodo | Pupils creating and accessing their own or a class portfolio, including audio and/or video of their work in music over time; and sharing these with parents/carers |
Online music videos and ‘how to’ tutorials | YouTube, Ultimate Guitar | Teaching yourself using ‘how to’ tutorials and accessing a huge collection of online music videos, e.g. to support singing |
For the more confident with music or technology: | ||
Tablet or smartphone | Tablets, e.g. iPad, Galaxy, Nexus, Xperia Most smartphones (iOS or Android); music apps, e.g. GarageBand, PocketBand, Nodebeat, Bebot, or virtual instruments and tools, such as Alchemy synth, metronome, guitar tuner | Arranging pre-created loops to make a backing; creating beats or loops using drag and drop; improvising over simple loops or rhythms/chords; using easy-to-play virtual instruments or tools as teacher tools |
Loop-based sequencer | GarageBand, FL Studio, Acid, Music Maker | Auditioning and selecting ready-made loops from a pool (drag and drop) to build up a composition; ability (in some programs) to edit loops/instrumentation and record new tracks |
Cloud-based software programs | Soundation, O-Generator | Online music programs for pupils to use both at home and school, to compose and create their own music |
Live coding | Sonic Pi – software instrument for Raspberry Pi, Mac OS, Windows or Linux | Simple music-specific application for use in music to create loops and compositions easily, or for use in computing lessons |
For experienced users: | ||
Sequencer
| Cubase, Logic, Sonar, Studio One, Mixcraft | Making MIDI or audio backings as a teacher tool to support instrumental, rhythm or singing work in the classroom; using virtual instruments and effects to playback sounds |
Score and notation software | Sibelius, Finale, MuseScore | Producing scores and parts with the ability to play these back |
Table 5.1 A broad overview of the range of technologies available and indications of their potential uses in relation to musical learning in the primary classroom.
You may find that your school has blocked the use of some potential online resources and sources; it is definitely worth asking the network administrator to allow teacher access as the internet has a wealth of music and musical learning opportunities available from all around the world.
