Description

Overview

This site offers resources and ideas for creating videos to support Junior Cert music students in studying works for which they have no musical score i.e. works that are not on the set course. It is envisaged that the projects be undertaken by Transition or 2nd year music students who will compile the video for the use of the younger students, highlighting the main characteristics of the works through pictures and snatches of notation, corresponding to the relevant sounds clips. So, the purpose is two-fold:

1. to engage pre- or post-Junior Cert music students in music analysis and

2. to produce a resource for helping pre-Junior Cert music students to listen purposefully to musical works for which they have no score.

Teachers use the site to find suitable music for their 2nd year or TY students to analyse. The students have to find the main themes and decide on cut-off points before being able to compile the videos. This takes just over five hours when tackled in four double classes (i.e. four sessions lasting 80 minutes each). More than one musical piece can be worked on during these sessions, depending on the number of students in the group. When the videos are complete, the teacher has short videos illustrating suitable musical works for future Junior students.

What You Need

1. Freerip or Windows Media Player for taking a track from a CD.

2. Audacity or another audio editor for dividing the music into sections.

3. A scanner for uploading students’ art work or a digital camera with cable for uploading photographs.

4. Sibelius, MuseScore or other notation software where music on the stave can be exported as graphic files. Alternatively, screen shots could be taken.

5. A basic image editor (e.g. Photoshop Elements) for adding notation to some of the images and for creating title and end images.

6. PhotoStory 3 for assembling the images and music.

7.  Speakers.

Curriculum Addressed

The Listening strand in Music. When they have no music score or other visual supports, Junior Cert students find it difficult to hear what is happening in a piece that lasts longer than two minutes. Even when the music is programmatic, important elements such as instrumental choice and story development are not easy to pin down if the experience remains entirely in the aural domain.

 

Author: Anna-Marie Higgins
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