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"Increasing Students' Engagement in the Music-Making Process" by Cindy Goh Kiah Ling (Dunearn Secondary School)

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"Increasing Students' Engagement in the Music-Making Process" by Cindy Goh Kiah Ling (Dunearn Secondary School)

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https://vimeo.com/618508680/ead3d59a4b

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Cindy Goh: Increasing students' engagement in the music-making process

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Zoom (Rejoin at 5.15pm):
https://moe-singapore.zoom.us/j/84820726148
Meeting ID: 848 2072 6148
Passcode: cinlc2021

Pri:
https://go.gov.sg/musicci21pri

Sec: https://go.gov.sg/musicci21sec

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1) You could see the overview of the presentations in the attached.

2) As you watch the presentations, please post your comments/questions under the specific presenters' columns. Please watch and post responses to at least 5 presentations (Pri or Sec) by Fri, 15/10, 5.15pm.

3) Click on (+) to add a new comment/question, or (Add comment) to respond to an existing comment/question.

4) Please state your NAME and SCHOOL when posting. (See below for example)

5) Due to time constraints during the symposium, the presenters will respond to all questions by Fri, 22 Oct 5pm.

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Hi ABC, thank you for your presentation. I really enjoyed... I was wondering why/ how/ what...

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"Investigating how the use of music technology such as Bandlab impacts students' self-directed learning and enhances creativity in a pop song remix." by Lim Jia Jing (Springfield Secondary School)

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"Investigating how the use of music technology such as Bandlab impacts students' self-directed learning and enhances creativity in a pop song remix." by Lim Jia Jing (Springfield Secondary School)

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https://vimeo.com/624252895/1184d01dd6

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Lim Jia Jing: Investigating the impact of using Bandlab on students' self-directed learning and enhancing creativity

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"Investigating how students can be empowered to produce creative compositions by learning musical devices and basic compositional techniques." by Stella Ng (Clementi Town Secondary School)

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"Investigating how students can be empowered to produce creative compositions by learning musical devices and basic compositional techniques." by Stella Ng (Clementi Town Secondary School)

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https://vimeo.com/622040081/54639e28f3

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Stella Ng: Investigating how students can be empowered to produce creative compositions

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Investigating how students can be empowered to produce creative compositions by learning about musical devices and basic compositional techniques

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"Investigating how students experience an 'authentic learning' composition assignment through real-world scenarios." by Michael Cartwright (Yio Chu Kang Secondary School)

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"Investigating how students experience an 'authentic learning' composition assignment through real-world scenarios." by Michael Cartwright (Yio Chu Kang Secondary School)

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https://vimeo.com/627102160/b03c0ae50a

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Michael Cartwright: Investigating how students experience an composition assignment through real-world scenarios

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"Investigating the impact of improvisation on musical confidence and engagement of students." by Ng Eng Kee (Paya Lebar Methodist Girls' School (Secondary))

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"Investigating the impact of improvisation on musical confidence and engagement of students." by Ng Eng Kee (Paya Lebar Methodist Girls' School (Secondary))

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https://vimeo.com/622040451/c8ba0cbff9

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Ng Eng Kee: Investigating the impact of improvisation on musical confidence and engagement of students

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"Investigating the use of ICT to provide differentiated instructions to students in Music lessons." by Elena Thein (Admiralty Secondary School)

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"Investigating the use of ICT to provide differentiated instructions to students in Music lessons." by Elena Thein (Admiralty Secondary School)

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https://vimeo.com/627191629/114b9f324f

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Elena Thein: Investigating the use of ICT to provide differentiated instruction in music lessons

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"Developing social and emotional competencies through music listening." by Jasmine Peh (Pasir Ris Secondary School)

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"Developing social and emotional competencies through music listening." by Jasmine Peh (Pasir Ris Secondary School)

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https://vimeo.com/622017524/ba874a6368

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Jasmine Peh: Developing social and emotional competencies through music listening

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"Investigating the importance of reflective learning in music teaching and learning." by Asaph Lee & Ang Xin Wei (Punggol Secondary School)

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"Investigating the importance of reflective learning in music teaching and learning." by Asaph Lee & Ang Xin Wei (Punggol Secondary School)

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https://vimeo.com/622016073/c6f254dd37

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Asaph Lee & Ang Xin Wei: Investigating the importance of reflective learning in music teaching and learning

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"Investigating how students' interest in Singapore Music are enhanced through a ukulele module." by Jermain Cho (Edgefield Secondary School)

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"Investigating how students' interest in Singapore Music are enhanced through a ukulele module." by Jermain Cho (Edgefield Secondary School)

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https://vimeo.com/622015975/98ff20f67f

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Jermain Cho: Investigating how students' interest in Singapore Music are enhanced through a ukulele module

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"Investigating how the use of ICT tools in music lessons engage and encourage students to be self-directed and motivated."

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"Investigating how the use of ICT tools in music lessons engage and encourage students to be self-directed and motivated."

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https://vimeo.com/622015639/ff80b4b6d2

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Vu Tien Dat: Investigating how the use of ICT tools in music engage and encourage students to be self-directed and motivated

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"The effects of peer teaching and using ICT tools in the classroom with a focus on learning the keyboard." by Grace Wong (West Spring Secondary School)

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"The effects of peer teaching and using ICT tools in the classroom with a focus on learning the keyboard." by Grace Wong (West Spring Secondary School)

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https://vimeo.com/627102459/5baafc86a3

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Grace Wong: The Effects of peer teaching and using ICT tools in the classroom with a focus on learning the keyboard

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"Investigating the effects of adopting the DI approach on students' motivation to learn in a keyboard module." by Jeremy Lim (Clementi Town Secondary School)

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"Investigating the effects of adopting the DI approach on students' motivation to learn in a keyboard module." by Jeremy Lim (Clementi Town Secondary School)

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https://vimeo.com/621992788/b0dcf293be

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Jeremy Lim: Investigating the effects of adopting the DI approach on students' motivation to learn in a keyboard module

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Click on the video link to watch part 4 (Teacher/students in action).

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Hi everyone, I'll share some screenshots of the job assignments if you want to take a closer look:

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This one was by far the most popular of the 10 to do. it seemed to hit the sweet spot between what some students found the most interesting and others easy

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Thank you for the insightful sharing. I am curious to find out if you will be expanding this programme to reach out to more students or will you just target a group of students recommended by AED(LBS)? Do you plan to follow up with these 6 students? When would you deem that they have graduated from your programme?

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Thank you for your sharing, Stella! So glad you took this on as a CI project! Would have loved to hear your students' works a bit longer! :)

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Thanks Jasmine! (: Your sharing is really inspiring and I think it's definitely something that I would like to try out with my students during morning FTs period. I'm just wondering did you introduce your chosen repertoire to students in advance? such that they know which piece they would like to listen to during the session. Also, I'm also curious to know your thought-process on how you narrow down to the final 8 pieces for your playlist.  Thank you!!

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Hi Jeremy,

Thank you for your sharing. The idea of the challenge card is very interesting and I think it also serves as a useful checklist for both the students and teacher.

I have a question - To what extent (and how) did you teach and emphasise proper keyboard playing techniques during your lessons? Appreciate your response!

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Thanks for your sharing on the keyboard module through DI. currently we are doing keyboard for sec2 as well. I do resonate students like a controlled freedom because they are a bit not too sure how 'creative' they could be when options are given during the performance task. I also like the keyboard score package (A/B set). Think the score really empower them indirectly . thanks so much for the sharing again !

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Thanks for the sharing Jeremy. Found it very useful and insightful. A couple of questions:
1. I was wondering how students decided on which challenge to do? Was it only based on their prior musical knowledge/training?
2. Also, did students have the chance to move between the Alpha & Beta challenge? Did any of them find that after selecting a particular challenge, they would prefer to switch over? Or they would just stick to one all the way.

Thanks!

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Hi Elena, thanks so much for your sharing!

Regarding the survey question about more frequent assessment for low-progress learners:
1. Is this referring to theory or practical assessment?
2. Would this frequency of assessment only apply to low-progress learners or all learners?

Thanks!

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Hi Jeremy,

Thank you for your sharing! Though I am in a Primary School, we do have keyboard lessons and faced the same issue of having students with very varied musical backgrounds.

I would like to ask, how do you manage the "chaos" in a differentiated classroom? This is because if the students are playing different things at the same time, how do they listen and hear what they are playing?

Thank you!

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Hi Jeremy!

I like how you set your students up for success with the preparation of your materials. Must have taken quite a bit of time!

You mentioned that students have a shorter attention span these days. Should we then train them to have longer attention spans instead of pandering to their modus operandi?

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Hey Mr Cartwright,

Thank you so much for sharing this!

What I thought was genius is (1) on how you managed to allow students to see the relevance and link to daily life (i.e. creating Music for an authentic context/ allowing to see this as creating it for a job/ role play) (2) providing a genuine variety and diversity of choices (since student choice is always important in their learning process!)

Questions:

1. In each class, students will vary in Music ability and interest. I see that the works that you showed students being able to type in Garageband Music notes in the chinese instrument or flute parts - are all students able to do this? What is the strategy or secret here if it is? (:

2. How does the variation in standards look like? What about students who are highly motivated but are considered as low ability - What else did students struggle with in this assignment?

3. Are the groups pre-assigned or do they chose the groups themselves?

Sharing:
What works for me here for my LM students is to show a sincere interest to get to know them, speak to them, as well as the topics that interest them a lot and link it to what they do.

So for my sec 2s - they are given a bandlab assignment where they have to create tracks. For some LM students, I know that they were really into this game called 'Genshin Impact' - and I said why not try to use that as a starting point/inspiration. In the end, the final product was quite good!

Enjoy CI and your classroom, thanks for the sharing!!

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Hi Grace,

Thank you for your sharing. Personally, I’m also in favour of giving students the freedom to choose the songs that they wish to work on, as they would probably be more motivated to hone their craft.

In terms of learning and assessment objectives, could I find out more about what each student is ideally expected to achieve, at the end of the module? Appreciate your response!

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Thank you Eng Kee for sharing insights on how improvisation can be taught and used in the music classroom with world music pieces. I think it is wonderful in how you infuse the learning of world music to improvisatory skills. May I find out more on how you decide on the repertoire to use for improvisation purposes?

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Hi Mr Cartwright,

Thank you so much for the inspiring work! I am particularly impressed with the tasks that reflected authenticity. There was very thorough and well-considered scaffolding for students. It was very helpful to provide choices for students in terms of the end product. Prompts provided and checklists were very helpful! Role modelling was also there to inspire students =)

May I ask whether the works that you have shown were mainly loops-based or composed using midi-devices?

Bravo!

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Wow I always thought teaching Singapore music would be tough!

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Great work here Jermain! (: I agree with zonggeng that I tend to find it's challenging to introduce Singapore music to students...but through incorporating pop songs+ informal learning methods, I can see your students are having fun and it greatly motivates them (: Keep up the good work!!

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I thoroughly enjoyed your sharing. I wonder how long did the students take to learn how to create live loops. How long did it take for the students to create the 30-sec commercials?

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Thanks Michael! Yes, I too find it more engaging when the tasks are more authentic.

How might you teach students to be more tasteful in the selection of loops?

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Hi Jia Jing,

Thank you so much for your sharing! =) It is indeed not easy to harness BandLab as a pedagogical tool with connectivity issues. I loved the way you garnered feedback from your students (Wish, thoughts, knowledge; Feeling, learning, Social Media; Effects, Sounds, Rhythms, Outside). It is interesting as most of us tend to be more "structured" when we want to garner student's feedback! Appreciative for the new perspectives! =)

May I ask how are your lessons structured for this module?

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Hello! Thank you for the sharing. Just a suggestion, maybe students can play on real instruments and record their playing in Bandlab. My students does that, they enjoyed it (able to play on real instruments and be skilled in using DAW). :)

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Hello! Thanks for the very detailed sharing, with so many personal anecdotes and a strong conviction to why you decided to redesign this ukulele module (and explore it as part of CI!)

This is something I would love to incorporate in my music curriculum in the near future; knowing that it worked for you is definitely very reassuring :)

I have a question: do you have student groups who asked to work on Majulah Singapura (national anthem)? Do you dissuade them, or let them go ahead? I can imagine some of my students wanting to choose 'Majulah Singapura'.

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Hi Jermain,

As I watched your sharing, I was inspired by how you were able to encourage your students to explore “unfamiliar” musical territory – your findings most certainly show the positive impact of your work! In recent years, I think many of our local artistes have released amazing songs, and these would really benefit from greater exposure, which could in turn inspire our younger generation to create their own works. Thanks for sharing!

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Wow! Innovative and great sharing here Cindy (: Love how you start and end your presentation differently with a parody of songs! You've great vocals (:

I'm just wondering there must be a lot of prep work involved in order to realize the multiple assessment modes for different classes? How do you cope with it? Does this meaning you will also have to prepare many different rubrics to assess the classes?

I'm also curious to know how did class 2A musical idea go! It sounds interesting and fun...so do they present their songwriting works through acting?

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Thanks Asaph and Xin Wei! Good to know that your students are reflecting on their learning along the way.

Is there a point where the students get fatigued by answering questionnaire after questionnaire?

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Thank you for this sharing. It was enjoyable listening to the students' work. How long did the students take to complete the project and was it mainly done during lesson time?

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Thank you for your sharing, Grace! I do agree that giving students more choices in terms of repertoire, how they learn the music (through staff notation or through video tutorial) and how they want to perform the task (pair or individually) will help them learn in their most preferred way.

I noticed from the compilation of the results from classes that classes 2A and 2B had a higher percentage of students using ICT tools, while classes 2C to 2E had a smaller percentage (you also mentioned that not much peer learning was carried out in class 2D). Will be interesting to find out why so (did these 3 classes still prefer using staff notation?).

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Thanks for sharing, I believe the students enjoyed themselves. I'm so happy to see that the students are progressing well with the support. It's good that they experience the taste of success! :)

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Dear Grace,
Thank you for your sharing. Keyboard is really not easy to teach as there are so many other skill that they need prior to learning how to play the song. But giving your students choice in terms of learning a song, with their friend, would definitely make the learning process more enjoyable.

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Thanks for the sharing . We are doing guitar for LLP and I do see the sls package could help students with the Playing skills .currently we have not infused iCT into guitar lessons but I do consider it now . I do feel the students are empowered by the sls and of course the package designed by you . Thanks for the sharing .

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Hi Mr Cartwright, thanks for sharing the very authentic learning experiences! Your students have strong music background based on the student examples that you shared. May I know how you helped students who created an arrangement that did not sound very musically appropriate for the job assignment? And do you assess students based on a rubric with numerical or non-numerical grades?

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Thank you Jia Ling for sharing with us your thoughts and findings! I agree with Jeremy as well as it's not easy to harness BandLab as a tech tool at times...and yes when students don't bring their PLDs, it's sooo troublesome ><

I really like how you used penzu to track students' learning progress and their reflection processes in an organized manner! (:

I'm just wondering there's a lot of work involved at your end?...especially for the feedback part...as there are many different song choices and of different genres/ styles?

I'm also curious to know what scaffolding did you give your students prior to them working on their pop song arrangement? (e.g. how do they know what kind of accompaniment to use etc?)

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Thank you for your sharing Jeremy! I've liked the idea of of the challenge card as it allows students to have autonomy in their learning and be self-directed learners. I think it is something that I would like to try out too for my primary school students!

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Hello Jasmine! That's a wonderful and thought provoking sharing! Your research reminds me of 'music therapy' and how you have used music to invoke emotions from the students. Now I want to try with my students next year haha.
For this workshop to happen, may I know how you have prepared yourself and get ready for the various possible scenarios? Also, do you have any advice to teachers who wish to try out this idea? :D

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Hey Elena. Thank you for sharing. Very detailed presentation and nice that you're giving the students the opportunity to share their thoughts on the lessons. Nearing to the end of the video, where you shared the video on unstructured observation, I saw the students helping one another to learn the guitar (strumming patterns), it's nice to see that they are helping one another through your lesson!

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Hi Jasmine! Thank you for your sharing! It is encouraging to see that music can be used to help students develop social and emotional competencies in Secondary Schools. I would like to ask if you have any suggestions on how this can be simplified or adapted for students in the primary school? Another question that I would like to ask is, instead of it being a session for an individual, do you see the possibility of it being carried out to a whole class of students? Thank you!

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Dear Jermain,
Thank you for your rich sharing. I am really inspired that you were able to make a connection with your students through your love of Singapore music. Like you, I had introduced Singapore music to my primary school kids and they were not that interested initially, till they did their own research on different local artistes and realized that we do have a very talented pool of musician here. Keep up the excellent work.

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Hi Eng Kee, thanks for sharing how you made musical improvisation accessible to all students regardless of their music background. May I know if you will extend melodic musical improvisation to improvising the accompaniment of a song as well?

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Thank you Jeremy for the sharing! Your research has brought some light to my keyboard teaching darkness as I just did my first keyboard module with my Sec 1 this year. The struggles I've faced were pretty terrifying haha. I love the personalized challenge card too!
I have a question which is how did you manage students who are not participative in the lessons? Did you create another set of activities for those students?

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Hi Stella, thank you for sharing the various worksheets and activities you use to scaffold for the students in understanding the concepts of musical devices. I find the worksheets and activities very meaningful and engaging. :)

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Thx so much today for letting me think to explore local music soundscapes for our students :!)

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Hi Jasmine,

Thank you for your sharing. It’s inspiring how you’ve managed to help your students to develop a greater awareness of self and make sense of different emotions, which can be quite abstract and subjective.

Some interesting characteristics that you highlighted for Theme 2. I was wondering what are your thoughts on this - if a teacher would actually choose to introduce suitable songs with lyrics at some point, as there might be opportunities to discuss/unpack the contents of the songs in greater detail, and less “subjectively”, to glean specific learning points. Appreciate your response!

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It was great to see the benefit that student got from viewing their own performances and then being given the opportunity to improve on their performances with another round.

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Hello Asaph and Xin Wei! Thank you for your wonderful sharing! Sometimes music lessons can fly by so fast, we forgot about our own teaching and students' learning and with this reflection, it consistently reminds both the students and ourselves to slow down slightly and reflect the successes and areas for improvement :D

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Thanks Jermain for the sharing! Really engaging sharing and also many pedagogical concepts that can be applied to other contexts as well. Good food for thought on how we can apply some of these into the classroom :)

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Hi Jeremy, just want to say the resources are so detailed and forms a really good checklist / check points for the students. Thank you for the generous sharing! (:

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Hi Jermain! Congrats and well done on this sharing! Great ideas on music and infusing Singapore Music in the curriculum! Indeed, anything that is created by Singapore students = Singapore Music. Will be pondering on some points that you shared.
Great questions to keep us reflecting on our journey and purpose in classes as well! Thank you! (:

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Hi Jasmine - thank you for your sharing! This is truly inspiring how music is used in your intervention and mentoring sessions, in your capacity of yearhead, while leveraging on what you can offer! I am keen to try this out with my HNS as well in the capacity of FT/ CCA teacher.