subject interventions

Louise

This study involved the exploration of how technology can aid pupils’ learning of musical instruments in the classroom. The main aim was to find more accessible ways of allowing pupils to use a wider range of instruments than they currently do within music lessons. This was to enable them to produce music quickly and effectively, developing skills and providing a sense of personal achievement. There were a range of resources explored for this study, which included using virtual musical instruments, our existing music programs and some which took a practical approach to teaching singing, electric guitar, drums and bass guitar. From those implemented, it was found that all pupils responded well to this independent approach towards learning; they felt less intimidated and were able to support one another. Pupils of all abilities made progress throughout the trial and all felt that they had developed instrumental skills on at least one instrument that they had not previously used. There were some limitations due to availability of software and some students felt that they would benefit from an introductory session on the software. Suggestions for developing this area include exploring more software packages to provide more accessibility for the carousel style learning and also including a pre package introductory lesson on the software.

Katherine

This study was intended to be about how handheld devices can improve and embed musical theory knowledge at home and at school. The main aim was to find a more interactive, practical and creative way of allowing pupils to embed musical theory knowledge within music lessons as well as at home. This would have enabled pupils to develop their music theory knowledge and help them excel in other areas of the course by putting that learnt theory into action. Finally I decided on using an existing piece of software that we already had in the department called ‘Garageband’. Instead of using it in the way that we use it in KS3, I decided to use it in a way to help my GCSE music students to aid and further develop their composing skills.

Julia

 

Since initially starting my Action Research Project, my focus has changed slightly from how technology can help develop pupil progress to how technology can be used to develop independent learning. Research shows that there is a strong relationship between independent learning and motivation whilst a teacher centred approach creates dependent pupils. Teaching in a traditional manner is not engaging and through my reconnaissance, I learnt that, for the majority of pupils, their ideal MFL lesson is one that involves group work, creative work and technology. If pupils are provided with a more creative and relevant learning experience in a supportive learning environment, they will become actively engaged in the learning process. Technology enables us to do that– it is real, relevant and personalised. Through my reconnaissance, I also learned about the vast array of Web 2 technologies that are being used to enhance the teaching and learning of MFL in the UK and that there is a wealth of resources available to use in MFL lessons, the majority of which involve no cost whatsoever. In addition to this, I feel that I have developed an added interest in how technology can help transform the languages curriculum. I am very passionate about my subject and want to create a buzz about the subject and ultimately raise its profile in school.