Experiences of use of digital apps in the classroom. Music education embedding digital technologies, problem solving methods, and the creation of imaginary music landscapes, sometimes these landscapes are entirely virtual, other times real sounds are mixed with digital sounds and devices.
I understand that the workstation I’m describing doesn’t correspond to what schools usually have at their disposal. Here we are in a laboratory which has existed and functioned for 35 years, benefitted from the funding promoted many years ago by Berlinguer, and was affected by my long stay in this school and therefore is also endowed with facilities I chose which helped me to continue to carry out my profession with passion and pleasure.
Therefore, I think it’s interesting to show a well-equipped place. However, the proposals I’m going to describe don’t need all the devices I’m going to mention and can be carried out also with just a tablet or some music apps.
DESCRIPTION of the various instruments and devices.
- Synthesizer 2. Sampler 3. Loop Station 4. IPad and keyboard 5. Electronic keyboards 6. Computer 7. Digital recorder.
In the video, I present the use of a very simple app, Arpie, during the sound tracking of a story in a fifth-grade class of primary school.
To follow, there are some improvisation experiences, in SOLO and DUO in a lower secondary school class, using a phone and a tablet app.
After that, a small ensemble brings together the melody played on a tablet and other acoustic instruments.
The skills, goals and training objectives selected by the teacher for this experience are shown below.
- Reading and Writing
- Use of unconventional analogic music notation
Lower secondary school
- Understands and evaluates events, materials, and musical works recognising their meanings, also in relation to his/her own musical experience and the different historical/sociological context.
- Actively participating in music experiences through the execution and the interpretation of vocal and instrumental music pieces belonging to different genres and cultures.
- Capacity to conceive and create music and multimedia messages, also though improvisation or collective elaboration processes, using also IT tools, in critical confrontation with models belonging to the musical heritage
- Reading and Writing
- Using different notation systems functional to reading, analysis and reproduction of pieces of music
- can give meanings to the compositions made collectively
- can describe simple sounds and sound events using various codes (movement, graphics, verbal language)
- can name elementary sound events using specific terminology.
- knows how to retrace and communicate verbally the didactic paths realised in the classroom
- participates by listening to the moments of discussion / analysis / verbal confrontation in the classroom
- participates with questions and interventions relevant to the moments of discussion / analysis / discussion in class
- can use the GENERAL CODES in improvisation and composition activities (Empty / Full, Accumulation / Rarefaction, Piano / Forte, High / Low, etc. ...)
- actively participates in collective composition experiences using acoustic and digital devices
- can propose musical ideas
- effectively uses analog notations in individual and collective invention activities