Mission/ Vision Statement
To provide an opportunity to share with community members digital skills that will enable individuals to conceive, plan and produce music videos and share them on social media sites. In this domain, my three main subject specialisations converge; teaching, psychology and music.
It is important for anyone who is interested in teaching to understand and value the many forms of intelligence, in themselves and others, outlined in Howard gardener's work in his book 'Frames of mind' 1983. It is also of value to see forms of therapy as a channel for self development and not exclusive to learning difficulties or trauma, but as a way to remove barriers for learning.
Music production has a value in popular culture and as a form of learning will relate to all seven of Gardener's original list of intelligences; 1) Linguistic intelligence is developed in consideration of spoken or sung narratives
2) Mathematical skills are engaged in the structuring of audio and video tracks,
3) musical intelligence is developed as familiarity of musical forms is utilised
4) kinaesthetic movement is a natural part of playing percussion and in timing,
5) spatial skills are also used in the lay out of tracks presented on the computer screens
6) interpersonal and 7) intrapersonal two forms of emotional intelligence are intrinsic to understanding and playing music as a form of emotional communication and reflection.
Carmichael and Atchinson (1997) describe how music enables and encourages emotional expression and how learning to perform creates a need for structure that generalises to other learning tasks (as it requires learning discipline for repetitive tasks). Manzano, Theorel, Harmat and Ullen (2010) describe how music musical performance is commonly accompanied by a subjective state of optimal experience called 'flow'. This is associated with intrinsically rewarding experience typified by feelings of well-being and belonging. Thus music production is a valuable learning medium for both external and internal states. Psychological wellbeing combined with the cultural value and prestige of producing a creative work in a popular medium will afford an identity and facilitate expression while developing numeracy, literacy and ICT skills.
The use of ICT in the effective delivery of music and video production, is a way of engaging learners, motivating ways of learning and facilitating choice about how and where to learn. The use of digital recording technology has a strong emphasis on harnessing technology to meet the needs of all learners by providing innovation and consistently reliable services for all, but also by recognizing that some learners may need extra support or resource. Personalised learning to meet individuals' needs is emphasized with developments such as personal learning spaces. Technology has an important role and huge potential as an enabler to help bridge the existing barriers to inclusion; either by improving access to information, connecting disparate communities together or by empowering individuals. There is considerable evidence of the benefits of access to a PC and the Internet at home or in the community for the excluded. ICT has the power to transform the educational opportunities and life chances of people with disabilities and special educational needs. Evidence supports the view that ICT can provide access to learning and interaction for those whose learning needs or disabilities would otherwise marginalise them. The Communication Aids Project (CAP) has demonstrated that where teachers integrate the use of assistive technologies in programmes of teaching and learning, they can transform the quality of the learning experience not just for the individual concerned but for others in the class whose learning styles may be more appropriately catered for through using that technology. There will be concerns in the costs of this technology and how to make it available to all as well as the integration of individual learners' pace and style into group sessions. These problems may be addressed by approaching manufacturers of both hardware and software to provide older versions of products that could be upgraded if the learner wishes to do so and using the ICT as a way of addressing and keeping secure records of individual learning needs.
The course designed runs over 3 days and encompasses all areas that will enable participants to produce a finished video project with soundtracks.
Introduction /overview of principal components to video production; audio, video recording, mixing and uploading product onto social media sites/ DVD. Instructions reassure learners that they are to work at their own pace.
- Opening recording software and setting up track
- Levels for optimum recording
- Principals of editing audio tracks
- Areas of strength and possible improvement
- Ways of obtaining feedback from others
- Receiving and responding positively to feedback
- Personal action planning techniques
- Opening video software and setting up project
- Ways to identify areas of concern or under-performance
- Importing audio recording into video project
- Saving files
- Synchronizing video and audio tracks
- video blending and fades: in/ out, effects and transitions
- Storyboarding for video narrative
- Camera shots; Still, panning and tracking hand held and tripod strengths and weaknesses
- Mixing down and uploading video to social media sites.
It is important to make sure your sessions are inclusive. This can be achieved by the use of various learning and teaching methods. Choosing which technique to use will depend on the learning context you are part of. The aim of selecting appropriately is to facilitate the whole group to ensure inclusion. This can be accomplished by discussing with learners what their requirements and support needs are. This knowledge will allow you to develop Individual learning Plans (ILP) and ensure all learners are supported. This inclusive strategy will meet the needs of learners and help them feel supported and valued and enable the teacher to ascertain individual needs and appropriate support strategy facilitating an informed choice of teaching and learning method tailored to the individual and their learning style(s).
Since 1997 a number of government policies have addressed different aspects of inclusion and demonstrated the impact exclusion has on the learning opportunities and life chances of children, young people and adults. They recognise that educational under-achievement and the risk of social and educational exclusion are complex areas with links to social deprivation and poverty. At the same time, legislation such as the Special Educational Needs and Disability Act (2001), has placed a duty on local authorities and post-16 providers to ensure they do not discriminate against disabled pupils for a reason relating to their disability. They are required to improve access to education not only for current pupils and students with disabilities, but also in anticipation of pupils and students who might wish to attend. The Government also launched a long-term strategy, Removing Barriers to Achievement (2004), to address how best the needs of pupils with special educational needs can be met.
The term inclusion is used in a wide variety of contexts. For some it focuses on social inclusion, or on equal opportunities in all areas of life, whilst for others it underpins the need to overcome inequities such as the digital divide. In the context of physical, sensory or cognitive disabilities, it is closely connected with issues of equal access, while for minority ethnic groups, inclusion is interconnected with concepts of diversity. In all these contexts ICT can support both individuals and groups, and break down some of the barriers that lead to educational exclusion, disaffection and under-achievement. ICT can be both a medium and a powerful tool in supporting inclusive practice.
There is wide-ranging evidence of technology supporting inclusion at a system and institutional level. The process of assessing needs, providing personalised learning programmes and recording progress and achievement are some of the essential tools for the creation of the inclusive learning institution. ICT makes the regular assessment of learners manageable to the teacher and accessible across the institution and beyond. Providing each learner with a profile to let them safely access their personal learning space which is set up to recognise their particular requirements, including their access needs. The Becta publication 'Extending the boundaries of learning' provides good examples of such practice, of schools providing secure access for pupils to also learn at home and of initiatives to supporting the education of mobile learners such as Gypsies and Travellers. However, the provision of technology alone will never fully capitalise on the opportunity ICT offers without the understanding and skill of the teachers in planning its implementation. There is a need for a clear understanding of those working in lifelong learning, at all levels. All initiatives seeking to extend the use of ICT in education now recognise that the teacher needs to be competent and confident in the use of technology, that the technology needs to be robust and sufficiently powerful to do the job, and that high-quality content should be available.
It is likely that you will be teaching a diverse group of students, from various backgrounds, with differing levels of prior learning and expectations, as well as different learning needs. Taking an inclusive approach when teaching will help to ensure that your teaching meets everyone’s need enabling students to learn effectively. As a result students will feel that they belong in the classroom. In recording and production the learner will be able to progress at their own pace and software has capacity to be set up in different languages to facilitate ethnic and cultural diversity.
Producing music and video's in popular culture and would be a desirable way to self express. In utilising popular social networking sites these products can be shared instantly. The technical requirements of such activity will place language and numeracy skills high on the agenda to facilitate the production.
Legal requirements to respect protected characteristics pertaining to; age, gender, ethnicity, sexual orientation and ability, outlined by the 2010 Equality Act, should be supported by an emergent agreement, within the group dynamic, of what is and is not considered acceptable behaviour. This type of activity will develop ICT skills and numeracy giving a desirable application of language and numeracy that will develop employment skills and increase self confidence.
Equality Act 2010 Home office
The inclusive learning and teaching handbook 2010
- H. Gardener Frames of Mind 1983
Karla D. Carmichael, Debra Hairston Atchinson MUSIC IN PLAY THERAPY: PLAYING MY FEELINGS (1997)
Orjan de Manzano, Tores Theorell, Laszlo, Harmat
Fredrik Ullen: The Psychophysiology of Flow During Piano Playing (2010)