It Takes a Village': Teachers' Conference 2019

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It Takes a Village': Teachers' Conference 2019
‘It Takes a Village’:
A Multi-pronged Approach and
Harnessing the Power of Technology to
Facilitate and Optimise Music Learning
for Low-progress Learners

Te a c h e r s ’ C o n f e r e n c e 2 0 1 9 : P r e - C o n f e r e n c e
Wo r k s h o p , P C 2 1 5

A PRESENTATION
MUSIC   UNIT BY
MINISTRY OF EDUCATION,BRANCH
ARTS EDUCATION         SINGAPORE
It Takes a Village': Teachers' Conference 2019
Outline of Workshop

Part One:
A background of how the multi-pronged approach
came about to support students learning music at
the Normal (Technical)(N(T)) level.

Part Two:
How technology can be harnessed to facilitate and
optimise music learning.

                                                2
It Takes a Village': Teachers' Conference 2019
Part One
It Takes a Village': Teachers' Conference 2019
Background

• While ALL students go through a common primary
  and lower secondary music syllabus,

• there is little research/study on how students of
  different academic abilities learn music most
  effectively.

                                                  4
It Takes a Village': Teachers' Conference 2019
Internal Scan
Feedback from Music teachers in 2018 indicated that
majority of students taking upper secondary N(T) Music
had low music competencies at the beginning of
secondary three.

                                                     5
It Takes a Village': Teachers' Conference 2019
Internal Scan
   With primary and lower secondary Music being non-
   examinable, the N(T) Music examination results
   provided an indication of N(T) students’ musical
   competencies at the end of secondary four.
 50
 45                                                                  2018
 40                                                                  2017

 35                                                                  2016
                                                                     2015
 30
                                                                     2014
 25
                                                                     2013
 20                                                                  2012
 15                                                                  2011

 10                                                                  2010
                                                                     2009
  5
                                                                     2008
  0
          A           B           C           D           U
% N(T) Music candidature’s performance across grades between 2008 and 2018
                                                                             6
It Takes a Village': Teachers' Conference 2019
Internal Scan
Feedback from teachers on the reasons for students
not doing well in the examination*:

 Poor attendance

             Lack of motivation

                        Poor learning attitude

                               Weak/Slow learning ability
*2018 N(T) Music exam
                                                            7
It Takes a Village': Teachers' Conference 2019
Essential Question

How can music learning be optimised
and made more effective for our
students, especially for low-progress
learners?

                                        8
Low-progress Learners’ Profiles
From NIE study in 2014*

  Require strong                       Prefer to learn                        Difficulty in
 teacher-student                      by watching and                        understanding
   relationship                            doing                              abstraction

                                             Require
   Low retention                                                               Have short
                                           structured
      and high                                                               attention span,
                                            learning
     regression                                                             easily distracted
                                          environment
                                           Teacher-
                                        dependent but
                                       rarely seek help
*Wang, L. Y., Teng, S. S., & Tan, C. S. (2014). Levelling up academically low progress students
(NIE Working Paper Series No. 3). Singapore: National Institute of Education.                     9
The STP Customised for
Teaching in Educational Support (STP-TiES)
The ‘Village’ Supporting N(T) Music
 STP-TiES,      N(T) Music Team,       N(T) Music
   ESUB               AEB                 NLC
                   Provide school         Conduct
Co-produce
                   consultations           open
 resource
                                        classrooms
  videos        Organise music camp
                    for students       Participate in
Organise STP-                           lesson trials
  TiES NLC       Carry out syllabus
                    review and           Provide
                   development         feedback on
   Provide                              resources
resources on    Conduct professional
                  development for       Share good
  STP-TiES
                teachers (with STAR)     practices
Attributes of Good N(T) Music
Implementation [through N(T) Music Networked
Learning Community]

Lessons are well prepared and engaging.

Routines are well established and reinforced.

There is a great deal of structure and scaffold
to develop students’ music competencies.

There is positive teacher-student relationship.

 Teachers have the dispositions of openness
 and adaptability.
Part Two
Use of Technology in N(T) Music
Provides authentic real-world learning
Essential part of the syllabus outcomes

Challenging to implement effectively as it is
dependent on teacher’s competency in
integrating technology effectively for teaching
and learning
However, it can be a key leverage if
implemented well to provide greater student
access and engagement in music learning.
Use of Technology in N(T) Music
 The deconstruction approach
 Case study: the deconstruction kit trial

 Background:
 To determine if students can develop
 adequate music competencies more
 effectively to be successful in the
 coursework, such as aural awareness of
 genre specific musical differences and
 instrumental skills to complete the parts in
 the arrangements
Use of Technology in N(T) Music
Case study: the deconstruction kit trial

 Solution:
 Adapt deconstruction, a real-world music
 practice as an approach to developing music
 competencies,      and     introduce    the
 deconstruction kit, for a more structured
 and scaffolded approach to deconstruction.
What is a deconstruction?
Take apart the elements of a music track to
understand them.
Pedagogical tool to teach/learn about music
elements, concepts and music production
techniques
Use authentic music tracks to illustrate various
aspects of the music composition, such as key,
scales, chords, basslines, and structure.

(Adapted from ‘What is a deconstruction’ by Point Blank Music School)
What is a deconstruction?

Very immediate and practical. For example,
students don’t have to be bogged down with
learning ‘theory’ in silos.

Students learn how to use their ears to apply
the elements, concepts and techniques to
create their own music and find their own
musical identity.

(Adapted from ‘What is a deconstruction’ by Point Blank Music School)
Screen capture of a pop
song deconstruction:
‘Attention’ by Charlie Puth.

• In a deconstruction, learners go through active listening
  and aural copying to analyse and replicate the various
  parts in the song.
• The activity develops integrated listening, performing,
  creating and technological skills.
What is a Deconstruction Kit?
A resource pack for listening, performing and creating
with Digital Audio Workstation (DAW)
Content of a Deconstruction Kit
• Main lesson activities in the form of DAW project files
• A user guide with step-by-step instructions to carry out each
  activity
• A printable checklist to provide further guidance for students
• Additional content such as visual aids for chord, bass and
  drum patterns and lead sheet of the song used
• All the lesson activities in the kit are based on a song
  arrangement in arranged in a particular style/genre, e.g. Pop
  Ballad
Introduction Video to the Deconstruction Kit
The Deconstruction Kit Trial

 Objectives
 To prototype the deconstruction kit as a digital
 teaching and learning resource, optimised for low
 progress learners and designed to develop:

 • Listening skills and understanding of music
   concepts in music arranging.
Lesson Trial – Key Data

 • 3 Participating Schools:
    • School A: 2 teachers and 8 students (Sec 3)
    • School B: 2 teachers and 9 students (Sec 3)
    • School C: 2 teachers and 7 students (Sec 3)

 • Trial Period: Term 2, 2019, with students
   completely new to the digital audio workstation
   and music arranging
The Lesson Trial Resource

Basic Deconstruction Kit Comprises 7 Main Lessons:

• Lesson 1: Identify the Tempo
• Lesson 2: Identify the Song Sections
• Lesson 3: Identify the Instrument
• Lesson 4: Deconstruct the Chords
• Lesson 5: Deconstruct the Bassline
• Lesson 6: Deconstruct the Drums & Drum Fills
• Lesson 7: Deconstruct the String Pads
The Lesson Trial Resource

 • Each lesson is accompanied with a step-by-step
   guide (in PowerPoint) and a printable checklist
   of the steps students have to complete for each
   lesson.

 • Each lesson is centred around a DAW-based
   learning activity.
The Lesson Trial Resource

 And the following supporting resources:
 • Lead Sheet
 • Visual Aids:
    • Chord Fingering for Keyboard
    • Chord Patterns
    • Bass Patterns
    • Drum Patterns
 • Bonus Lesson: Full Deconstruction 30-Minute
   Challenge
Findings
Teachers’ Feedback - Lessons Completed

• School A: Lessons 1 to 5

• School B: Lessons 1 to 7 plus Bonus Lesson

• School C: Lessons 1 to 4
Teachers’ Feedback - Manageability

• Lessons 1 and 2: Very Manageable

• Lessons 3 to 7: Difficult but Manageable

• Bonus Lessons: Very Difficult
Teachers’ Feedback - Students’
Engagement & Motivation:

 All teachers agreed to the following:
 • Majority of the students:

    • Felt a sense of accomplishment when they
      completed each lesson activity.

    • Were actively    engaged   throughout   lesson
      activities.
Teachers’ Feedback - Students’
Attainment of Skills & Knowledge

 All teachers agreed to the following:
 • Majority of the students were able to:

    • Develop their listening skills through the lesson
      activities.

    • Be familiar with and use the DAW through the
      lesson activities.
Teachers’ Feedback - Students’
Attainment of Skills & Knowledge

 Most teachers agreed to the following:
 • Majority of the students were able to:

    • Be familiar with the parts in the arrangement
      (melody, chords, bassline, etc.) through the
      lesson activities.
Teachers’ Feedback - Teachers’
Facilitation & Support

 All teachers found the following to be most
 effective:
 • Teacher demonstrates and explains step by step
   what students need to do BEFORE the activity.
 • Teacher goes to student to demonstrate AND
   explain only when he/she needs help.
 • Teacher explains the music concepts WITH
   demonstration AFTER the activity.
Low-progress Learners’ Profiles
From NIE study in 2014*

  Require strong                       Prefer to learn                        Difficulty in
 teacher-student                      by watching and                        understanding
   relationship                            doing                              abstraction

                                             Require
   Low retention                                                               Have short
                                           structured
      and high                                                               attention span,
                                            learning
     regression                                                             easily distracted
                                          environment
                                           Teacher-
                                        dependent but
                                       rarely seek help
*Wang, L. Y., Teng, S. S., & Tan, C. S. (2014). Levelling up academically low progress students
(NIE Working Paper Series No. 3). Singapore: National Institute of Education.                     34
Teachers’ Feedback – Effectiveness of
Main Resources

 All teachers agree to the following statements:
 • Students can develop their listening skills more
   effectively through the Basic Deconstruction Kit
   lesson activities.

 • Students can develop understanding of music
   arrangement concepts through the Basic
   Deconstruction Kit lesson activities.
Teachers’ Feedback – Effectiveness of
Main Resources
 All teachers found:
 • The DAW Project Files to be very useful
 • Remarks from teachers:
     • “The tasks are developed from one song, and
       covers several music concepts. It helps
       teachers understand how rich one song can
       be used as a resource.”

    • “The instructions are very clear and we are
      pleasantly surprised at how well the students
      can work independently.”
Students’ Feedback – Lesson Activities
with the Resource

• 83% of all students felt a sense of
  accomplishment or success when they
  completed each of the lesson activity.
• 56% of all students felt their listening skills were
  getting better.
Students’ Feedback – Lesson Activities
with the Resource

 • 100% of the students agreed that the following
   teacher’s actions to be very effective/effective:

    • Teacher modelling or demonstrating step by
      step what they need to do BEFORE the
      activity.
    • Teacher coming to the student to
      demonstrate AND explain only when he/she
      needed help.
Students’ Feedback – Lesson Activities
with the Resource
• 61% of all students agreed that when they found
  the lesson activities difficult, it was mainly
  because their listening skills were not strong
  enough.
                                               % of students
    70

    60

    50

    40

    30

    20

    10

     0
         listening skills are not strong instructions in the guide are   other reasons e.g. too
                    enough                     not clear enough           difficult, can't hear
Students’ Feedback – Lesson Activities
with the Resource

• 72% of all students agreed/strongly agreed that
  they could be self-directed and carry out each of
  the lesson activities on their own without much
  help from the teacher.

• 72% of all students agreed that the checklist was
  very useful in carrying out lesson activities
Students’ Feedback – Lesson Activities
with the Resource

Student from School B expressed that:

   • “After all the lesson activities, I pay more
     attention to the small details… like if we use
     our skills when listening to music, I think we’ll
     be able to get all the small details.”
Deconstruction Kit
Hands-on Session (30 minutes)
43
Question:
How would you implement or adapt the
Deconstruction Kit for your classroom
contexts?

What challenges do you foresee in the
implementation or adaptation?

What would you suggest to do to
circumvent the challenges?
Use of Technology in N(T) Music
The play-along approach

 Rationale:
 Introduce the play-along approach, for a
 more structured and engaging way to
 develop instrumental skills and good sense
 of time.
 Provides a progression from the listening-
 focused deconstruction kit to music learning
 that integrates the listening with performing
 and creating.
An Example of a Play-along Video Guide
Play-along
Hands-on Session (30 minutes)
Virtual Instrument Playground - Drums

https://www.bandlab.com/creation-features
                                          48
Virtual Instrument Playground - Bass

https://www.bandlab.com/creation-features
                                         49
Question:
How would you implement or adapt the
play-along for your classroom contexts?

What challenges do you foresee in the
implementation or adaptation?

What would you suggest to do to
circumvent the challenges?
Q and A
Thank you.
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