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

Meeting ID: 837 9845 3636

Passcode: CINLC2024

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

4) Due to time constraints during the symposium, the presenters will respond to all questions by Fri, 18 Oct 5pm.

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?

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?

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.

Could you share the sls lesson with me?

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?

Can I also ask if you could share your SLS package 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 :)

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

 
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 😊

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?

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

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?

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.

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 : )

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?

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

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?

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/

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!

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.

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

[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 😊

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.

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!

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!

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!

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.

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

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

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! : )

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. :)

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

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.

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!

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.

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!

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 :)

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.

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?

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?

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?

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!

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!

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!

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.

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?

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!

The strategies mentioned, including alternative forms of presenting content, providing student choice and multiple modalities of submission are definitely still applicable in the Secondary classroom.

What a splendid representation of self-directed learning and manifestation of e21cc(communication & collaboration). I like how students get to pace their learning and be decide on how to help them learn better. I love the 2 groups that merged and split up the chords before attempting to play all the chords together. Great work!

Just curious: were the groups given the freedom to choose their own performance songs, or is there a list of songs for them to choose from?

Thank you for your sharing! I am excited to try out tiered approach for instrumental learning in lower sec. I really like the idea of fluid groupings as students can break out of their cliques and learn how to work with different groups of students. They will also experience different approaches to learning and take ownership of their learning. Thank you! :D

I found the Creatnitive cycle particularly insightful, as it reflects the cyclical nature of the acquisition of musical understanding and technical skills, as well as the transition from authenticity towards originality (learn the conventions and expectations first, and then incorporate own creativity) as the loop deepen / expands!

I also appreciate the self-regulation factor when students review their own recording. Perhaps it can even incorporate some of the gamification and / or social elements explored by the other presenters too!

P.s. Wednesday's Dance Dance Dance -> XD emoji

Thank you for your sharing. Your "tiered approach" for the learning of the ukulele is one that I would like to try as well. It is so interesting to see how when given the flexibility and choice, our students will make the best decision for themselves by using different strategies that we didn't think of in the first place.

Thank you for sharing how game-based learning is used in your lessons. When you did the flipped classroom approach, you made use of class dojo, do you use class dojo for every music class? How do you make use of class dojo in your class as a music teacher?

Thanks for sharing a refreshing songwriting approach! I'm learning so much, especially how you incorporate the literary aspects & musical aspects. The module is really systematic and support students with limited vocabulary to ease into lyric writing. It's a useful resource to expose students to different genres of music too! Maybe you can do an audio library, similar to gallery walk but in a virtual space such as a playlist on soundcloud) so they can listen to different works, at the end of the module! :) Then use it as examples for listening practice in upper sec (NT music), where students could justify which parts of the song makes it fit in particular genres. :D

Thank you for your sharing. Just wondering how do you support the low progress learners on SLS? Also, do they sing in the same key when submitting their work?

Thank you for your sharing on the different tiers.

I am keen to try it out with my students and hopefully this would allow more meaningful learning for them as they learn the ukulele!

Thank you again!

I concur that when teachers show enthusiasm in listening to students' voices, walking alongside them as they discover the answers together, and are courageous to show the genuine happiness from finding out the answers, or even the frustration from not being able to, teachers become companions of learning.

As we moved from teacher-centred learning towards being a facilitator/designer of learning, we now have another perspective of being a participant in our own classrooms, to role-model curiosity, enthusiasm of exploration, and navigating the different emotions such as joy, disappointment, frustration etc. Most importantly, being present in enjoying the time we spend with our students!