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Zoom (Rejoin at 5.15pm):

https://moe-singapore.zoom.us/j/83798453636

Meeting ID: 837 9845 3636

Passcode: CINLC2024

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Caryln Loh and Chen Yingqing (Pioneer Primary School): Boosting students' self-esteem & confidence in songwriting

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Caryln Loh and Chen Yingqing (Pioneer Primary School): Boosting students' self-esteem & confidence in songwriting

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Caryln and Yingqing - Boosting students' self-esteem and confidence in songwriting

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Tang Tai-Chi (Westwood Secondary School): Exploring the connection between advanced challenges and high student readiness engagement

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Tang Tai-Chi (Westwood Secondary School): Exploring the connection between advanced challenges and high student readiness engagement

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Tai-Chi - Exploring the connection between advanced challenges and high student readiness engagement

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Welzl Valentin & Alley Losey (Fengshan Primary School): The power of game-based learning

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Welzl Valentin & Alley Losey (Fengshan Primary School): The power of game-based learning

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Playful Learning 2: Welzl Valentin Xin Wei and Allen Losey (Fengshan Primary School)

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Stella Ng (Queenstown Secondary School): Using gamification and blended learning to engage students in playing the ukulele

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Stella Ng (Queenstown Secondary School): Using gamification and blended learning to engage students in playing the ukulele

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Playful Learning 3: Stella Ng (Queenstown Secondary School)

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Using gamification and blended learning to engage students in playing the ukulele

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Ng Ying Hui & Isaac Cheung (Beatty Secondary School): Performing Arts-based Learning (PABL): Igniting curiosity and deepening understanding of Chinese orchestra music

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Ng Ying Hui & Isaac Cheung (Beatty Secondary School): Performing Arts-based Learning (PABL): Igniting curiosity and deepening understanding of Chinese orchestra music

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Playful Processes 2: Ng Ying Hui and Isaac Cheung (Beatty Secondary School)

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Performing Arts-based Learning (PABL): Igniting curiosity and deepening understanding of Chinese orchestra music

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Chan Pei Gee (St Anthony's Canossian Primary School): How can a teacher facilitate a music lesson with movement and drama to enrich musical learning?

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Chan Pei Gee (St Anthony's Canossian Primary School): How can a teacher facilitate a music lesson with movement and drama to enrich musical learning?

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Playful Processes 3: Chan Pei Gee (St. Anthony's Canossian Primary School)

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How can a teacher facilitate a music lesson with movement and drama to enrich musical learning?

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Brenda Ng (White Sands Primary School), Marlene Tan (Tampines North Primary School), & Tan Pin Sing (Yu Neng Primary School): How can UDL principles be applied in music lessons to help pupils with needs better access the music curriculum and make meaningful connections into music activities?

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Brenda Ng (White Sands Primary School), Marlene Tan (Tampines North Primary School), & Tan Pin Sing (Yu Neng Primary School): How can UDL principles be applied in music lessons to help pupils with needs better access the music curriculum and make meaningful connections into music activities?

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Gracelyn Ong, Ahmad Musta'in, & Angeline Pang (Ngee Ann Primary School): Tiered approach: Learning ukulele

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Gracelyn Ong, Ahmad Musta'in, & Angeline Pang (Ngee Ann Primary School): Tiered approach: Learning ukulele

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Playfully Engaging Heterogenous Learners 2: Gracelyn Ong, Angeline Pang, Ahmad Musta'in (Ngee Ann Primary School)

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Goh Jing Yi (Wellington Primary School): "Umami" in teaching

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Goh Jing Yi (Wellington Primary School): "Umami" in teaching

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Ronald Lim & Lynn Ong (Pasir Ris Crest Secondary School): How can music generative artificial intelligence be applied in the music classroom? 

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Ronald Lim & Lynn Ong (Pasir Ris Crest Secondary School): How can music generative artificial intelligence be applied in the music classroom? 

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Playing with Technology: Lynn Ong and Ronald Lim (Pasir Crest Secondary School)

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Samantha Chan (CHIJ Secondary School): Employing technology to streamline melodic writing

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Samantha Chan (CHIJ Secondary School): Employing technology to streamline melodic writing

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Playing with Technology 3: Samantha Chan (CHIJ Secondary)

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Employing technology to streamline melodic writing

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Yeo Wee Kiong (Geylang Methodist School (Primary)): How can Garageband be used as an effective tool in teaching P4 students' music understanding of chords?

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Yeo Wee Kiong (Geylang Methodist School (Primary)): How can Garageband be used as an effective tool in teaching P4 students' music understanding of chords?

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Wee Kiong - How can GarageBand be used as an effective tool in teaching P4 students' musical understanding of chords

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Celia Tan (West Spring Primary School): Exploring students' engagement in singing by extending their learning using the SLS platform and the 3-E Approach

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Celia Tan (West Spring Primary School): Exploring students' engagement in singing by extending their learning using the SLS platform and the 3-E Approach

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Celia - Exploring students' engagement in singing by extending their learning using sls platform under 3-e approach

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Carene Choy (South View Primary School), Jacqueline Chng (Kuo Chuan Presbyterian Primary School): How do game-based learning and gamification on recorder playing instructions impact lesson effectiveness and student engagement?

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Carene Choy (South View Primary School), Jacqueline Chng (Kuo Chuan Presbyterian Primary School): How do game-based learning and gamification on recorder playing instructions impact lesson effectiveness and student engagement?

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Nur Atika Binti Mohamed Naim (Victoria School): Record and Review: Supercharging students' creative space

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Nur Atika Binti Mohamed Naim (Victoria School): Record and Review: Supercharging students' creative space

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Atika - Record and review: Supercharging students' creative space

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Tan Wei Da (South View Primary School): How does the integration of digital tools in a music composition lesson affect Primary 4 students' understanding of assessment criteria and their ability to use self-assessment and peer feedback to improve their melodies?

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Tan Wei Da (South View Primary School): How does the integration of digital tools in a music composition lesson affect Primary 4 students' understanding of assessment criteria and their ability to use self-assessment and peer feedback to improve their melodies?

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Playful Assessments 3: Tan Wei Da (South View Primary School)

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How does the integration of digital tools in a music composition lesson affect Primary 4 students' understanding of assessment criteria and their ability to use self-assessment and peer feedback to improve their melodies?

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Teoh Jia Yan Diana (Fuhua Primary School): Enhancing student engagement and understanding of abstract musical elements through reflection and playful exploration

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Teoh Jia Yan Diana (Fuhua Primary School): Enhancing student engagement and understanding of abstract musical elements through reflection and playful exploration

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Diana - Enhancing Student Engagement and Understanding of Abstract Musical Elements through Reflection and Playful Exploration

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Chew Pei Xi & Chua Mashita (West Grove Primary School): Orff we go with the Gruffalo

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Chew Pei Xi & Chua Mashita (West Grove Primary School): Orff we go with the Gruffalo

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Playful Processes 4: Chew Pei Xi and Chua Mashita (West Grove Primary School)

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Task: Students create an improvisation/ new arrangement of 'Rasa Sayang' on GarageBand, with the use of at least 1 Chinese Orchestra instrument. (example of student work as shown in video)

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Playful Processes 5: Long Peizhen (Haig Girls' School), Allen Losey (Fengshan Pri), Jasmine Eng (Tanjong Katong Pri)

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Long Peizhen (Haig Girls' School), Allen Losey (Fengshan Primary School) and Jasmine Eng (Tanjong Katong Primary School) Promoting playful collaboration: Enhancing collaborative culture and play-based learning among primary school music teachers

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Long Peizhen (Haig Girls' School), Allen Losey (Fengshan Primary School) and Jasmine Eng (Tanjong Katong Primary School) Promoting playful collaboration: Enhancing collaborative culture and play-based learning among primary school music teachers

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https://tinyurl.com/cinlcpromoteplayful

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Playful Processes 5: Long Peizhen (Haig Girls' School), Allen Losey (Fengshan Pri), Jasmine Eng (Tanjong Katong Pri)

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Promoting playful collaboration: Enhancing collaborative culture and play-based learning among primary school music teachers

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Venue: Online
Date(s)/Time: 14 Oct 2022, 1430hrs - 1730hrs The Critical Inquiry mini-symposium features presentations by CI NLC participants who have completed their projects. The theme for 2022 is ‘Imagining Possibilities in Changing Times’. The mini-symposium features presentations by members o…

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To get a better idea of what we did, you can find the following in this google drive: Ukulele Playing Checklist for Students, Materials used in Tiers 2 and 3, Pre and Post Surveys, and our teachers' Observation Logs to this tiered approach: https://drive.google.com/drive/folders/1BPdYjz0fx5CcA8Aq0-8e9h_KmMtg7qzd?usp=sharing

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Jessica Chaw (Edgefield Primary School): Play in music

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Jessica Chaw (Edgefield Primary School): Play in music

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Playful Learning 4: Jessica Chaw (Edgefield Primary School)

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Hi Jessica, I can see from your videos that the students are highly engaged! Well Done!

Q1. Can I check whether all students get to try out at all 9 stations or they only get to choose 3 out of 9?

Q2. Did you specify whether students need to use at least 1 instrument/ object apart from Body percussion?

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Hi Carene and Jacqueline, I like how you design games to teach breadth control. The games sounds fun. I also like the karate leader board score and the achievement ribbons. The score and achievement ribbons can give teachers a quick assessment of where and how they are progressing. I can also understand from the students’ point of view that some do not enjoy being too competitive and prefer more collaboration. May I suggest simple 2-part recorder playing in your worksheet and where a stronger student can partner with a weaker student where one can play the melody and one can play a simpler harmony. And then they can have ensemble game based learning. Cheers!

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I feel so inspired to watch a Chinese Orchestra concert after listening to your sharing. Thanks for sharing some useful resources that I can find online, such as the Battling Video between Chinese Music and Western Music as well as SLS package on Chinese Music. I can definitely show it to my Chinese Orchestra members!

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Hi Valentin and Allen,

Very nice touch on using digital affordances to enhance music note reading skills. This game-based learning does provide interactive and immediate feedback for students. May I ask how long it takes to design the game and is the design of this game transferrable to other musical concepts we would like to teach?

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Hi Stella, thank you for your presentation. I agree that students naturally feel more engaged when there's an element of competition. You mentioned the project took 10 weeks, with a Google site providing a repertoire of songs. Could you clarify the end goal? Do students choose their own song to perform, and is it done individually or in groups?

Also, the video introduction for the escape room had some issues—there was silence in the middle of the Vimeo video. Thanks again for sharing your ideas.

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Thanks to Carene and Jacqueline for sharing your wonderful lesson. As a fellow recorder teacher, I'm keen to try out the games mentioned to foster good breathing and blowing techniques. Students are usually eager to blow their recorder before they master the breathing and blowing techniques. With your games, I'm sure my students will be more excited to learn to play the recorder.

Could you share the sls lesson with me?

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I love the game designs. Dungeon crawl and space shooter are classics. Did you have to create from scratch or are there programme templates teachers can easily use? If you created from scratch, will you consider designing templates for all teachers to use? It’s awesome.

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Hi Valentin and Allen,

Thank you for such interesting ideas to engage students in note reading. May I know how do you design the game? Or is there any ready-made template we can use?

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Hi Carene and Jacqueline, I like the idea of using the games you shared to help students visualise and understand how to go about with breadth control. I am curious - do you have a module to teach students note reading? Or while teaching the recorder, you also expose the students to note reading, and hence that's how they are able to progress through the SLS package?

Can I also ask if you could share your SLS package too?

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Thank you for introducing the Doctormusik games; tried them out and they were really fun so I'm eager to incorporate them into my lessons too!

I also particularly appreciate how these games promote a growth mindset, and encouraged students to view 'failures' not as setbacks but as valuable opportunities for learning and growth. I believe this is really crucial in building their resilience and love for learning. Additionally. I also love how some parents are involved in the game practice, helping to strengthen the home-school connection and more importantly, having fun as a family.

Thank you for the sharing :)

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It is lovely to see the students so engaged in their learning and parents are also involved too!

I am also very interested to find out about the creation of the game template.

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Hey Carene and Jacqueline, I like the idea of having different activities to scaffold and engage students in the recorder playing (e.g. breathing activities and recorder karate programme). I'm wondering if it would help to reframe the students' perception from competing with others to being a better version of themselves each time as different people learn at different pace. I think this could help build a more encouraging class culture when the students do not feel less successful than their peers if they take a longer time to achieve what their peers could achieve in a shorter duration.

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Thoughts and 1 question by Candice, from Punggol Cove Primary School

Playful Processes 4:

Orff we go with the Gruffalo

Thank you for your lovely presentation!
I have not thought of using the maracas as one of the choice for a ‘smooth, gliding’ sound (for the snake), it has given me another perspective on instrument choices.

I am heartened to see how the students decide which instrument to use by the group-voting system, then they also rationalise with the animals’ habitats, background, and other information (inter-disciplinary: not just English and Music, but Science, general knowledge etc.)

My favourite part was how your students were clear about their soundscapes, based on their verbal explanations and their planning fr the written scripts.

Quick question: How do you ‘rate’ your students based on your rubrics in their Soundscape creations?

Thank you 😊

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Hi Valentin and Allen,

I really agree with this idea of using game-based to enhance students' learning. I enjoyed it very much when I was a student myself too. But it seems like the design of this game will require some form of expertise?

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Hi Atika, your CI is very inspiring to see your students taking ownership of their learning. I could see your purposeful crafted questions to really make your students think and reflect on their works. I would love to try this out ! Thank you!

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Hi Stella, thank you for your sharing! Will definitely like to try this idea for my keyboard lessons with my students too.

You mentioned that your students had difficulty navigating the Escape Room. How did they overcome this difficulty in the end?

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Thank you Ying Hui for your interesting project. May I know what do the students do with the video on the Battle of the orchestra? and The composition task is done individually or in groups.

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Interesting lesson Looks like the kids really enjoy themselves.

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Caryln and Yingqing,

I love how detailed your research is and how you beautifully weaved e21cc into the task. May I know what approach was taken to help students who might face difficulties in composing the melody?

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Really appreciated how you distinguished between game-based learning and 'gamification'—it helped clarify the nuances between the two approaches. The focus on the effectiveness of game-based learning for teaching note-reading and rhythmic notation was insightful. Am excited to see how this method could enhance learning in my music classroom. Also, thank you for providing the resource 'Staff Dungeon'—it looks like a fantastic tool toe xplore.

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Hi Atika,

I love how you've incorporated what you and your students like into a learning process with them. Recording themselves really allows for them to be critical thinkers as they need to analyze their work. Putting in a feedback loop (with your feedback or their peers) would be a great way to help keep them on track while they are working to refine their project. Thank you for sharing.

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Hi Wee Kiong, thank you for your presentation. I enjoyed listening to your sharing about how you incorporate the use of Garage Band in a primary school setting.

As I teach in a secondary school, the students have their own PLDs, and as you were sharing about the considerations and constraints section, it got me reflecting about how it I took it for granted that my students have easy access to their iPads. So one of the concerns that you brought up about looking after the iPads, it must be more challenging on your end because iPads are provided by the school. Whereas for me, the students do naturally look after the iPads well as it belongs to them.

However, I do face similar challenges as you, there are times where the students do come into class with an iPad that has no battery. And the classroom management have to include focused use of their iPads as they tend to toggle to other apps.

To make muisc learning accessible to all, starting with a technology tool is something more uniformed and of course I agree with you that it is not the same as playing on the actual instrument, but it is always a good place to spark interest : )

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Hi, Diana, I like your idea of allowing the students to express their thoughts through abstract drawings, to determine the music elements of the song. Do you need to spend a lot of time to have conversations with your students to find out in details what and how they are expressing themselves in their drawings?

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Hi Celia! Thank you for your presentation. Really enjoy how you put the 3Es into your lessons and how engaging the students are. I like how their family members are involved in singing with actions and games. I would like to find out how would you further encourage your students to respond in SLS, gaining high participation rate in SLS.

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Hi Weida,

Thank you for your sharing. I think it's awesome to co-create rubrics with your P4 students so that they have a better understanding of the success criterions. Having an app that can be embedded into SLS is also a great idea. I'm really curious about the Trinklet.io, how do your students input the notes into the app?

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Tai Chi thank you for marvellous sharing.

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Thanks for sharing the games. I just played rhythm galaxy and it is so fun that I do not want to stop. Great choice on the games as they definitely helped the students to hone their note reading and rhythm skills.

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Hi Stella, thank you for your sharing! :) I'm keen to try out Gamification for students too. With the project spanning 10 weeks, were there checkpoints that you put in to ensure students remain engaged? I think with mobile guardian down, one of my concerns will be students losing engagement and going to other websites, were there any strategies that you did to overcome this issue?

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Hi Jessica, thank you for sharing how you scaffolded the lessons, allowing students to explore various aspects of music creation and storytelling through soundscape. It was inspiring to see how engaged the students were, and how they were confident in exploring and expressing their creativity.

May I know if students were required to do a graphic notation of their performance before/after the performance? Thank you in advance!

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Hi Ying Hui and Isaac, thank you for the informative presentation and detailed planning. The bumblebee video was interesting too! Your presentation gave me a good scare of how much I need to prepare for my school's first PABL experience next year.

Moving forward, will you retain all 7 activities for future PABL, know that you have information of which ones were more engaging? I can understand why students enjoyed the battling activities due to the gamification element (I just watched Stella’s presentation). However, I found the SLS more thorough, though students may not want to read everything. Since limited time was mentioned as a challenge, would streamlining the activities help students retain the information better?

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Hi Carene and Jacqueline, thank you for your presentation! I was very intrigued by the use of game activities to exercise skills required for effective playing, as well as the concept of coloured ribbons to motivate pupils to achieve success!

Having been exposed to Doctor Musik's apps and games by Valentin, here is an interactive virtual recorder that may help pupils learn how to play the various notes, or use as a replacement in the event of them not having any instrument:

https://www.doctormusik.com/apps-and-games/virtual-recorder/

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Doctor Musik: apps, games and music for the music room!

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Play the recorder and watch the robot’s fingering!

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Thank you Samantha for your wonderful sharing

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Hi Pei Gee, thanks for sharing your lessons. It looks very fun. Thanks for reminding us the importance of activating the students’ schema and encouraging movement and drama to enrich musical learning. This is very good to help them understand classical music and make classical music more digestible and fun. Cheers!

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Thank you Ronald and Lynn for the rich and inspiring insights on using generative AI for music creation! I've always been eager to incorporate AI tools into my songwriting process, but I often feel lost. Your presentation provided me with some good ideas (:

I have a few questions:

1. Have you encountered situations where students are satisfied with the lyrics generated by AI and feel that further changes aren’t necessary? Do they believe they can’t improve upon the AI's output?

2. How do you scaffold students in writing around 200 words of analysis on musical features? I find this challenging, as students tend to provide very brief responses and often lack the musical vocabulary to express their thoughts effectively.

3. Regarding assessment, how do you approach grading in this context compared to traditional songwriting module?

4. I understand there's a need for an account for the use of Suno...do all students create one account each?

Thank you again for your valuable insights!

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Hi, Diana, I like the way you allow your students to express the music elements through drawings. I am just wondering, do you need to spend a lot of time to check with the individual students to find out why/what/how they draw in certain way?

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Hi Valentin and Allen,

Thank you for sharing this game as it will be useful for building a strong foundation for upper sec NT music students with little background in music theory. The game can be used to reinforce their learning (e.g. listening / note reading skills) or help to assess their learning. :) Many of the educators have also mentioned that designed it may take time so it could be an opportunity to collaborate with other department (e.g. Art/ ICT) to create a similar resource for other topics in future.

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Dear Jessica,

Thank you for your wonderful sharing. I love how engaged your students are. The very fact that they get the choice to move through the stations through the tic tac toe worksheet is a brillant idea. I also love the fact that they are able to collaborate in a natural yet inventive way in creating their soundscapes to your story. I would love to try that out as well. Many thanks, Allen

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Thank you Allen, Peizhen and Jasmine for your sharing. The narrative style of presentation of your CI is heartwarming. It highlights (i)the collaborative power of learning, (ii) that each one of you take inspiration from each other and (ii) enjoying the playful nature of the process of teaching and learning (for both students and teachers).

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How does the integration of digital tools in a music composition lesson affect Primary 4 students' understanding of assessment criteria and their ability to use self-assessment and peer feedback to improve their melodies?

[Looking at real classroom experiences and whether or not they are worth using.]

Thank you for your presentation, I enjoyed watching all of it.

My favourite part was how your students feel more empowered as they know the indicators of good work, through the usage of their rubrics.

May I find out from you if you had tried this for P5 and/or P6 students too? (Especially since they had already tried this for P4)

My question is due to how short the P5/P6 Music lessons are, and using digital tools might be an excellent platform for the upper primary students to complete in their free time, so that lesson time can be used more productively.

Thank you 😊

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Hi Weida,

Your detailed activity on co-creating the rubric with the class was truly impressive, as it not only engaged students in critical thinking and collaboration but also fostered essential 21st Century Competencies like communication, self-directed learning, and responsibility. It’s a fantastic way to empower learners by giving them ownership in the assessment process while building key skills for the future.

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Hi Ying Hui and Isaac, thank you so much for your sharing - it's A LOT of work put in on your part to pique your students' interest and curiosity on CO Instruments!

Wanted to ask how much of the pre-concert lesson scaffolds were provided by SCO, and which were the ones you both had to create to complement SCO's resources? Thank you!

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Hi Diana,

Thanks for your sharing. I like how you were very intentional in utilizing different learning styles in your project to cater to all students. It definitely involved a lot of work but it was nice to see that all students are able to approach your lesson with a mode of learning that is more comfortable to them.

I'm also curious about how you might go about assessment. Would you do summative assessment for this module, and if so, would you give each student in different learning styles categories a different set of rubrics? Or perhaps give students different rubrics to choose from? Just thinking out loud here.

Thanks again for your sharing!

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It's great to see how interesting music lessons at secondary schools are now panning out with the inclusion of the use of AI! Personally, I've learnt new things (using SUNO) from your project - and i love how music is so readily available for anybody to dabble in now. It is also refreshing how you guys empowered the students by allowing them to own their generated music by giving them bonus tasks like performing them. I really can't believe the two girls performing their song has no musical experiences beyond school.

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Hi Tai-Chi, thank you for sharing your presentation. I was interested because I often have students with high readiness too. I loved seeing how your students enjoyed singing and experimenting with different strumming patterns.

I agree, high-readiness groups can get easily distracted. And I’ve found that video tutorials help keep them more engaged, especially when teaching instruments like keyboard, guitar, or ukulele. I hope this approach will work well for you too! Cheers!

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Hi, I like your tiered approach on learning the ukulele.

I would like to find out, as the students are using ipad to help them with their playing, how do you manage the music play from the ipad to be audible and there are different songs played by different group.

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Thank you Samantha for your presentation! HookPad is indeed a useful way to scaffold melody writing with immediate playback within the context of rhythm and harmony!

Using the same proprietary software, there's HookTheory's TheoryTab, which has a large database of existing songs / pieces across genres / styles, which can provide examples to help students visualise exisiting songs:

https://www.hooktheory.com/theorytab/view/the-axis-of-awesome/four-chord-songs

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Four Chord Songs by The Axis Of Awesome Chords, Melody, and Music Theory Analysis - Hooktheory

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Chords, melody, and music theory analysis of Four Chord Songs by The Axis Of Awesome.

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Dear Atika, thank you for sharing. I loved how you set an example and role model for your students in the tik tok recording. Your scaffolding is detailed enough for beginners to follow and that’s the 1st step to creativity. Cheers!

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Thanks Samantha for your wonderful sharing! It's great to see how HookTheory has developed and improved their website to include this fun and interactive way to help students using HookPad to scaffold writing a melody - definitely a gamechanger especially for students with no music background!

Any idea if HookPad is suitable for use on the iPads? Thanks in advance!

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Thank you for your insightful presentation. Are all the students engaged fully?

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Hi Ronald and Lynn,

Thank you so much for your sharing.

I have been very keen on the topic of AI and I love how you explore and incorporate it in your songwriting lessons. It has given me ideas on how else I can tap on these tools effectively for my school's songwriting module.

I enjoyed listening to the snippets of the songs, and how the new lingo (skibidi, etc.) was nicely formed into a song! : )

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Hi Ying Hui & Isaac,

Thank you for your sharing! I really appreciate the detailed planning and liked that students can experience real instruments and empowering CO students to demonstrate/ share about their instruments. I would think that there's a lot of backend coordination and planning to do! Kudos to both of you! I'm curious about the Post PABL lesson idea where they create an improvisation/ new arrangement of 'Rasa Sayang'. Was there any prior knowledge that students had on the iPad? How much time were they given to complete the task and were there instrumental scores/ midi stems given for students to work with? It's great that you can incorporate assessments inspired/ feeding on PABL experience. :)

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Hi Carene and Jacqueline, I thought it is interesting for students to blow bubbles, blow tissue to teach breath control. In fact, I usually jump in to teach fingering and remove their mouthpiece to play. Thank you for the wonderful sharing. I also tried using Karate achievement ribbons in my music class. May I know how long it takes for you to listen to group by group? For me, I struggled to monitor their Karate achievement ribbons. So wondering how do you all do it? Where can I purchase the " I am a recorder player"? That's really a motivation for students to learn!

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Hi Brenda, Marlene and Pin Sing,

Thank you for such an in-depth planning in using UDL for inclusive classrooms. Lots of HEART work into this CI. Cheers, Jessica.

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I have yet to try integrating soundscape with readers theatre and your sharing has inspired me to give it a go! I think through this integration, the students will not see music as a stand alone subject.

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Dear Brenda, Marlene and Pin Sing,

Thank you for your sharing. It is so heart warming to see how you were able to use the UDL principles to make T&L more inclusive in your music classrooms. We all know how challenging it is to have students with added needs in our classrooms and to engage them meaningfully through music is so meaningful and enriching. Thank you.

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What an insightful presentation! I have been thinking for quite awhile on incorporating AI into my music lessons. After hearing your sharing, it further strengthens my resolve to implement it next year.

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Hi Samantha, thank you for sharing your insights on using HookPad in songwriting! I’ve encountered similar challenges in teaching melody creation, so I really appreciate your perspectives on overcoming them (:

From your experience as a teacher, are there any limitations you've found with HookPad? Do you have any recordings of students' work created with HookPad that you could share? It would be great to hear how their compositions sound! Thank you!

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Hi Jing Yi, may I clarify that all students went through 5 modules in 6 sessions of they choose the tasks to complete?

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Dear Pei Xi & Mashita,

Your students can really explain their ideas very well! It is definitely a good idea to have interdisciplinary learning across different subjects.

Just wondering if your school will be using the topic on Gruffalo every year?

For my school, we find it tough to find suitable or appropriate learning journey for my P1 & P2.

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Hi Ronald and Lynn,

I really enjoyed the refreshing start to your presentation with the music—it brought a smile to my face.

I appreciated the detailed explanation of your process, especially using prompts for effective lyrics and getting students to respond via Padlet, along with the examples of song structure and prosody.

I found the affordances of SUNO interesting, particularly how it exposes students to different styles and genres. However, I do wonder if the song truly feels like their own when SUNO generates so much of it. That said, it’s still a great tool for students who lack a strong understanding of chord progressions or melody writing, as you both mentioned—a creativity boost.

Going forward, I agree with the idea of using a hybrid approach. SUNO could definitely serve as a "creativity boost" to help students get started. Cheers!

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Record and Review: Supercharging students' creative space

Atika, you have such a beautiful voice! Your students are so lucky to have you! Thank you for your inspirational sharing!

For the ‘creative space’ part, whereby you pointed out the ‘mixed results, with creativity expanded for some, but others faced challenges balancing technical focus with creative exploration’, would it, in a way, ‘solve’ this issue if students have the option of either playing live with their piano/keyboards, versus a preset chord / loop in the live playing?

It may be quite challenging for those with a limited piano background, as the focus would indeed be in nailing down the accuracy of the chord progression, no more room for creativity…

The loop / chord / arpeggiation might be easier so that these students can mix and match the possibility of having a chord, notes / combination etc.?  Or, maybe they only ‘record and review’ something else, say, the left hand part only, no need right hand? Seems fair if they don’t play the piano.  Alternatively, they remix the same song, but maybe with another instrument – say, a complete drumset? This is to level the playing field, especially, if there are struggling pianists.

That said, I really like this ‘continuous creative growth’ that you mentioned, I am reminded that of myself too, as a music teacher. Thank you :)

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Hi Atika, thank you for your sharing! I'm inspired to by how your boys can actually exercise their creativity in keyboard playing through the R&R process - something I will try when teaching my Sec 1s keyboard next year to challenge them to be adventurous and explore different accompaniment patterns on the keyboard.

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Thanks to Wee Kiong for your honest review of using the iPad to teach chords. I like how you adapted your lessons to cater to the different learning dispositions of your students.

For my P4 students, they used smart keyboard / guitar to perform Singapore Town in class. We used chords C, F and G. Like you, I gave them the full score with notes and lyrics only to realise the score was not helping them. They preferred the simplified version of lyrics with the chord names. The students recorded their playing for practice before performing live in groups.

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Dear Ronald & Lynn,

Thank you for the wonderful sharing. I always wanted to try AI in my music classroom but I do not really know how and where to start. I like how you tap on SUNO where music are readily available for anybody to use.

Just wondering, how do you provide feedback to the groups if they are working in pairs? Do you have 40 students in a classroom setting?

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Hi Carene and Jacqueline, you've shown us very clearly the difference between game-based lessons and the use of gamification. I love the activities you have done with the kids in your game-based learning sessions (I thought it can also apply to so many other areas e.g. CCAs like choir and the wind sections of the orchestra!) I also fully agree with you that even in gamification we will need to strike a balance between students who are motivated through competition and also those who are not.

After giving this some thought, maybe to prevent the others who are not moving up on the achievement ribbon levels to lose motivation, we can intermittently inject some activities that can focus more on collaboration over competition. e.g. the white ribbons can play a simple bordun to accompany the green ribbons playing the melody, then celebrate everyone's success that way. What do you think? Do you guys have any other way to help us all strike this balance too?

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Hi Atika,

I enjoyed your sharing and like the keyboard tutorial where you include the lyrics, chords and a moving guidance of when to change chord. Could I know which app did you use to create this resource? It's also a well-designed assignment for students with different learning abilities so great example of DI! :) It's a brilliant idea to use bandlab for individual recording to stir clear from lagging/ saving issues so I may try out a similar approach for future instrumental modules. Was it challenging to check in student's progress because it's all on their on PLD? Do they need to submit during week 3 just to ensure they were focused on the task?

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Hi Jing Yi,

Thank you for your presentation!

It was heartening to see how the students indicated that they enjoyed the lessons.

Also, thank you for introducing Teacher GAIA.

As I have not explored Teacher GAIA before, I would like to find out if there are any limitations that you experience with Teacher GAIA?

thank you!

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Dear Jessica,

Thanks for your sharing. Yes i agree, it takes careful and meticulous planning for the lesson. But your success doesn't just lie in the planning. I love your gentle and calm tone while talking to your class. It really adds to the positive and safe environment for students to explore and create. The survey results are the proof that kids love your lessons!

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Thank you for your marvellous sharing. Indeed it is hearteningly to know that some students make so much effort to record so many times.

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Dear Gracelyn, Mus and Angeline,

Thank you for sharing your work. It's nice to see your efforts in implementating differentiation and the tiered structure pay off. It must have required a lot of planning.

I really like and was enlightened by the idea of fluid groupings. It seems to have allowed the students to discover and figure out for themselves what's the best way for them to learn to achieve success. I personally think that it is quite an important aspect to learning, especially in the long term when they grow older and are provided less hand-holding. It was also nicely supported by carefully crafted questions to get students thinking.

With so many iPads and different groups practicing at their own pace, did you have students coming up to you with concerns like "too much noise, I can't hear myself" etc? Were there strategies you used to manage the overall noise level?

Another thought that came to mind was a conern that students may feel demotivated being stuck in tier 1, thereby resulting in the opposite of your intended effect (to improve engagement). Were the tiering entirely decided by the teachers, or were the students perhaps given some say in this?

Thank you once again and appreciate your sharing!

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Dear Jing Yi,

Thank you for your wonderful sharing. I find having padlet also enables them to keep track of their own learning. It's a most curious thing isn't it; when I first introduced GarageBand to my students, they said it the best, but eventually, they want to move back to real instruments because of the acoustics and touch of real instruments. May I know how do you access the TeacherGAIA app? Many thanks.

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Dear Atika,

I like how you gave that space for your students to explore and try out and after which getting them to reflect and be self-aware. You managed the space well with the scaffolds so it's like a structured space for them to explore.

But I also have some questions:

1) Are the students generally self-directed and motivated do this record and review diligently?

2) Do any of them at any point feel that they are not able to accomplish the task? If yes, how do encourage them?

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Hi Samantha, thank you for your presentation.

I’ve also struggled with melody writing and used both Hookpad and BandLab in my songwriting module this year. Hookpad was especially useful for students with a classical background—the visual melody shape was a great help. However, I faced challenges with students who couldn’t easily change rhythms and notes.

As you mentioned wanting to try recording next, I suggested to my struggling students that they try BandLab to record themselves singing or rapping their lyrics. This approach seemed to engage them more, and their lyrics felt more natural. I hope this helps!