In the third of three extracts from Lesson Five we again look closely at the two pupils seen in extract two. Extract One shows the teacher begin the lesson.
Lesson Five
Forty minutes into the lesson, the pupils are working on the coda to their composition.
Girl (A) on right, Boy (J) on left who is using the mouse
VIDEO EXTRACT THREE
Transcript of Video Extract Three
J: Do you think we should get Myth like starting maybe here? (He moves the sample.)
J: Shall we swap seats?
(They do this. A now has the mouse)
A: I think…
A: Shall we listen to that up to there?
J: Yeah.
(They start the music from bar 1)
A: (Speaking over the music)I think we should have it louder than that.
J: Yeah
A: It’s quite good that!
J: We need to carry on that.
(Points to the bottom sample in their composition)
(A scrolls through the yellow samples in the sample window trying to find a suitable sample. We cannot hear but they are double clicking on them to hear the sound of each.
J: (As they are doing this) If we got like…some sort of…like…go…try… (pause) Try Crash Cymbal 1 we’ve got up there.
(A continues scrolling through samples, trying to find the one J has suggested. She locates it and places it in the composition where they have decided they need it.)
Commentary
The students in this extract, of their own volition, provided opportunities for each of them to be responsible for the mouse. The teachers conjectured that this role brought with it a greater degree of control over the composition process. In all the video clips provided here, this pair appear to be collaborating well and including both pupils’ ideas whoever has control of the mouse. In the class as a whole we observed considerable variety in approaches to mouse control.
Interactive Education Project, Graduate School of Education,
University of Bristol
Tel: 01179 287105 Email: mary.oconnell@bris.ac.uk
