In September 2018 we began our new “GCSE Music Production Via Technology” course. Students are still entered for AQA GCSE Music 8271 in the same way as our traditional course, but they learn and study music in a completely different way. The difference in teaching on this new course is fascinating and has required me to be more open-minded than ever in my approach to planning.
Already the amount of progress for the tech students has been vast. There is greater control in performance, further understanding of details in notation and more confidence in composition than expected at this stage.
The cohort is predominantly made up of students who don’t play an instrument, but who are passionate about music. There are also two electric guitarists, a classical guitarist and a pianist.
It has been possible for technology or DJing to be used within the AQA GCSE course for quite a few years, but few schools take that option. We haven’t chosen that route ourselves before due to the extra expense of having to buy equipment and to pay extra teachers with specific knowledge. It also seemed in the past that it would be difficult for students to access the full range of marks as there was little information published about that type of assessment.
At the start of 2018, a meeting with a principal music examiner and several other heads of music in London changed everything. We discovered that there was now sufficient focus for technology in the GCSE Music (examination from 2018) to enable all learners to access to full range of marks. Furthermore, there was sufficient rigour in the mark scheme to demand a very high quality product to achieve the top marks, just as in the traditional course.
As they learned of my meeting, there was just enough time for three of my traditional 2018 exam cohort to opt for ‘Performance Via Technology’ as their ensemble performances. The work of those three young men has established an amazing new approach to understanding music in our department. They didn’t all achieve the top mark for PvT, but their understanding of the music was greatly deepened and this period of learning was fundamental in them being able to achieve their two ‘9’s and ‘8’ overall.
Most excitingly, this new pathway for GCSE Music has emerged at a time when portable technology and free music apps have developed sufficiently to allow the user to create a musical product with the required level of control of each element. Already in this first term, we’ve found that students are far more creative as they can make their music whenever and wherever they like. They are no longer having to wait for the class time or extra curricular club in the music room. They can compose music anywhere and at any time. Once they’ve created something, they post it securely to me using Showbie and I can listen and instantly give feedback, which creates a great sense of momentum for them in their learning.
The KS3 national curriculum requirements to perform, listen, review and evaluate, are intrinsically linked to everything students will do to create a quality music product. In fact, more than ever, each individual student now has a personal, instantly accessible resource to learn with. We’ve begun to re-write our KS3 curriculum as the iPad technology is having such a profound, positive effect on learning. For example, many students find ‘texture’ and ‘structure’ difficult concepts to understand. In one year 7 lesson in December, all students composed and recorded an 8-bar, 5-part, rhythmic ostinato from scratch. All developed their work by editing textural and structural aspects. In the same lesson, students mixed-down their piece and uploaded to Showbie allowing us to collectively listen and evaluate the outcomes of each one. There was no homework set from that lesson, but some students chose to continue their development and re-posted new work later that evening. This is how music education should be!
For students (and teachers) with instrumental skills, it’s possible to connect a USB keyboard/piano to the iPad and it’s now possible to record with zero-latency. In fact, I was without an accompanist in our ‘Nine Lessons and Carols’ at York Minster earlier this month so pre-recorded the piano part for the recessional to allow me to conduct. I recorded the piano into GarageBand on the iPad, which then even had sufficient control of EQ to adjust the frequency response as was needed for the Minster acoustics.
My initial thought on beginning this work was that technology would make music accessible to students without an instrument. In reality, it’s far more exciting than that! It’s inspiring instrumentalists and vocalists to play and sing more, it’s inspiring students without an instrument to learn to play instruments and it’s creating a way that every single individual young person can understand and make music. That is awesome!
More to follow…