In the second of three short video clips we look closely at two pupils collaborating to create the next step in their composition in Ternary Form.
The first video extract shows how the teacher began the lesson.
Lesson Five
The pupils are working together in pairs at the computer workstations. They have been listening to the endings that the teacher requested them to focus on.
‘Soft Vox’ from Bar 88 to the end
Then ‘Dream’ from Bar 87 to the end
‘Organic’ from bar 52 to the end.
The teacher asked:
“What do you notice about the way the endings have been composed? Look at the repetition of samples in the end bit – how they bring it to a close.”
The next step is to work on their compositions to which they will now add a coda. At the start of this video clip the teacher asks the class to stop work; she wants to remind them to save their work and remind them of Ternary Form. We are now about 20 minutes into the lesson.
VIDEO EXTRACT TWO
Two pupils are observed in this clip . Girl (A) on right, Boy (J) on left who is using the mouse
Transcript of Video Extract Two
T: Don’t forget to save…. ABA first….The task sheets tell you how to save.
(Although the teacher is talking these two pupils have started to listen to their piece from the beginning. They have saved their work before being reminded. They continue to listen to their composition)
A: Sounds really weird when that comes in (spoken as music plays)
J: Yeah
(The music has finished)
J: I think…
A: We need something (points at the music) to like bring that in
J: Yeah. We could (he starts to move the blue samples to the left) just
move it up a bit…
(The gap he has been trying to remove between the two samples is smaller but still remains.)
J: I think we should have something here (he points
with the cursor) or else it just goes straight into drums.
Commentary
The computer screen is significant as a shared focal point for pupil discussion. In this clip, as was typical, we see remarks made by the pupils being directed at the computer screen, not at their partner. The visual representation of the music playing is their focus.
At the start of the video we see that the teacher has built in times for pupils, as a class, to save their work and reminds them to do so. (In the first Subject Design Initiative a lot of pupils regularly lost work from not saving frequently). The pupils have work sheets to support them with the routine for saving, as well as other kinds of technological skills they need with this programme.
Worksheet
Interactive Education Project, Graduate School of Education,
University of Bristol
Tel: 01179 287105 Email: mary.oconnell@bris.ac.uk
