Application of ATL by Jim Yarnell

Timers!

2023-11-02 08:36:55 UTC

When students are rehearsing, have them set a timer to help them remember to take a video and when to tidy up.

Communicating with colleagues (students/teachers)

2023-11-02 08:37:36 UTC

Planning concerts and performance opportunities to enrich learning

Bandleader

2023-11-02 08:38:29 UTC

The students always pick a bandleader when rehearsing.

Creative Thinking-Generating Ideas

Anonymice12 — 2023-11-02 08:38:38 UTC

Using pitch in a simple way:

Introduce Natural Musical Alphabet
Continue with the English alphabet in columns under NMA pitches
Spell real words and connect them to musical pitches to generate compositional ideas (melody, each word implies a chord, etc)

Self made goals

2023-11-02 08:38:43 UTC

Get students to have short-term, mid-term and long-term goals from the outset. Something achievable to begin with, spanning to much larger ones. Set deadlines with these.

Group Work - Group agreements Protocol

2023-11-02 08:39:14 UTC

Group discussin at the beginning of the rehearsal period:

Icebreakers
What's the difference between an argument and debate?
What do you like about group work?
What do you hate about group work?

Write up a group agreement. Then when/if there is a problem refer to the group agreement.

Deadlines

2023-11-02 08:39:21 UTC

Students benefit from creating their own timeline throughout the course and for each component.

pre/post reflections

2023-11-02 08:39:29 UTC

What do we need to do today? What went well last time and what challenges did occur? how did/do we fix them?

Presentations

2023-11-02 08:39:33 UTC

An good topic for presentations is students choosing pieces that were put on the "Golden Records" and presenting their research to the class. This can be linked to AoIs and context as well.

Collecting thematic research

panderson139 — 2023-11-02 08:39:38 UTC

Modes

2023-11-02 08:40:08 UTC

Introduce modes and scales through their web addresses - w being a whole step, h - a half step. Thus, major's web address is wwhwwwh. Etc

Developing a range of questioning strategies

2023-11-02 08:40:08 UTC

including how, why, when, who, explain your decision, discuss in pairs, become the spokesperson for your group - deepening understanding and rationalising

Context Map

Anonymice12 — 2023-11-02 08:40:48 UTC

Students map music for themselves as each individual's context will be different

2023-11-02 08:40:59 UTC

Students plan their own concerts.

They also decide which parts of their arrangements they are going to play.

Composition target-setting

2023-11-02 08:41:00 UTC

At the beginning of the lesson, pupils state what they would like to achieve (writing a new section, adding chords to a melody, amending the piano writing), but also how it relates to their overall vision for the piece. At the end of the lesson, pupils will report back to say whether they achieved their targets, but also what barriers they faced, which helps both themselves and their peers to evaluate their learning

Repertoire planning

2023-11-02 08:41:19 UTC

Early in the course, students need to put together their intended repertoire - fully labelled with AoI, Context. Key, Tempo, Style etc. During the course, they refer back to it on a regular basis.

Non-school events

2023-11-02 08:41:19 UTC

Keep a list of upcoming gigs/concerts across all(?!) genres - rock, pop, jazz, classical that students may enjoy. Not all need to be a planned school event, though a termly Music dept (staff & students) outing is great!

Integrating context & AoI

2023-11-02 08:41:29 UTC

Using a standard format for all music that we study which clearly identifies the AoI and context at the start (context varying from student to student)

Melody!

2023-11-02 08:41:49 UTC

Brainstorm in a circle - everyone plays a small motif, sets of notes or rhythms. Improvisation and creating without putting it on the spot!

Discovering new music

2023-11-02 08:42:05 UTC

Spending time surfing the net finding new music and new composers to share with the students in class and outside the classroom.

Check out Christian Sinding's 1st symphony - it's fantastic!

Examples

2023-11-02 08:42:08 UTC

Students MUST see a really good example - actually seeing what a difference it makes if the musical examples are relevant and within the text.

Identifying common features in music across the world

2023-11-02 08:42:10 UTC

Through research students identify musical structures, rhythmical and melodic features, textures that are similar across different countries and try to explain how common elements are used differently.

Exploration Research Template

Anonymice12 — 2023-11-02 08:42:33 UTC

We use this as a summary of what the guide is asking to be able to know/understand about any music that a student will explore in their research

The daily "menu"

2023-11-02 08:42:38 UTC

Was a requirement at my last school, but I have continued to always put a list of the activities of the day on the board before students walk in. I think it's more comfortable for students to have a basic understanding of everything they will do that day on a regular basis.

1:1

2023-11-02 08:42:48 UTC

Very regular check ins with students- What is going well, where are you struggling, what is your most recent success...

Group Work - Group agreement Protocol Cont

2023-11-02 08:43:14 UTC

2023-11-02 08:43:18 UTC

When doing group work, the students decide who does what, based on what they are good at also sometimes what they need to work on.

Rotating discussion

2023-11-02 08:43:20 UTC

In analysis tasks (but others could work), using the speed-dating model (although I don't call it that....!) - pupils share ideas in pairs before one pupil rotates to the next pair to share ideas. The result is a really effective osmosis of ideas, and pupils get the opportunity to be both learners and teachers

Google Classroom

2023-11-02 08:43:28 UTC

Encouraging students to adding relevant sources to topics in google classroom in the comment section

Student reviews

2023-11-02 08:44:06 UTC

Small creating task (4 bars of a melody) The students creates it and then switches with each other. The students know have to analyze/comment/question each others work.

know your students

2023-11-02 08:44:48 UTC

Collaboration

panderson139 — 2023-11-02 08:44:49 UTC

Working with/alongside students

Small group collaborations, practical experimentations or research

2023-11-02 08:46:20 UTC

Group work is important in my classes, the students are encouraged to share and talk about their likes and dislikes—also the meaning of music to them.

Creating Classroom Culture

2023-11-02 08:46:22 UTC

In my MYP classes (Grades 6-8), I try to spend a lot of time creating a classroom culture of understanding and having students clearly define their comfort zones at the beginning of the semester.

I will often ask students to write in actionable language to describe what classroom behaviours/procedures they need to be successful. I will then generate a list of the top 5 behaviours and keep it visible throughout the semester.

Log

2023-11-02 08:47:19 UTC

I stole this from you Jim....

Small selection of a song

2023-11-02 08:48:58 UTC

Everyone must work with the same song. Divide students in to groups - someone works with melody, harmony, groove, etc. Joined analysis in class. Next time switch the focus for the groups.

Google Sites/Sharepoint

2023-11-02 08:49:00 UTC

I created/in the process of creating a google site for my entire curruiculm. All activites etc...Rather than endless keynotes or ppts.

Connect with local communities

2023-11-02 08:49:25 UTC

Encourage students to connect and collaborate with local musicians from their age. Visiting events that feature local music, dance, and art schools.

Global Jukebox

2023-11-02 08:50:02 UTC

Taking students on a virtual trip around the world - connecting the music with the geographical, cultural etc

Rehearsing with ATL skills in mind

2023-11-02 08:50:24 UTC

Often times in concert band rehearsals, I will say to students "I will start you and then stop conducting. Please continue to play." This forces students to actively listen and become more active in a large group rehearsal.

Guided listening / research

2023-11-02 08:51:39 UTC

Helpful to check out pieces, internet links and start the students off on a process of discovery with music outside their comfort zone. I've found it super beneficial to have them already well versed in what musical elements are and sufficiently well versed in music theory.

Directing them to certain areas that I had prepared they found really helpful.

I did once have a short 'foundation course' as I had a set which couldn't really read music with any speed or accuracy. This proved ultimately really useful but it took the entire course for many pennies to drop.

MYP music site

2023-11-02 09:19:32 UTC

These are still a work in progress

Exit and Entry Checks

2023-11-10 09:53:13 UTC

Have students leave exit tickets to track understanding.

Feedback

2023-11-10 09:54:04 UTC

Let students work around the feedback given and they can decide if they want to work harder on something.

Roles of the student in group work

2023-11-10 09:54:29 UTC

Like literature circles help define the roles each student takes.

Student as ensemble director

2023-11-24 09:42:00 UTC

Asking students to communicate specifically what they want from a rehearsal, from individuals and the ensemble as a whole. Verbal communication between playing, non-verbal whilst playing.

Analyse a piece of programmatic music

2023-11-24 09:42:37 UTC

Analysing how the piece communicates the programmatic elements,

Creative thinking skills

2023-11-24 09:42:47 UTC

Present your artistic choices and the creative ideas for your compositions or performances in written programme notes.

Improvisation

2023-11-24 09:43:26 UTC

Improvisation tasks within a structured framework

Working with an accompanist

2023-11-24 09:43:37 UTC

Preparing scores for accompanists, planning rehearsals, working on communication during rehearsals. Deciding on common goals and working towards them in the session.

Collaborative Communication

2023-11-24 09:44:17 UTC

Provide constructive feedback to your peers on their musical works.

Students present their own research to the class

2023-11-24 09:44:21 UTC

Peer evaluation of student performance/work

2023-11-24 09:45:04 UTC

Guided discussion around the protocol for peer evaluation/reflection/encouragement. What this achieves. How it can be received. How to successfully navigate it. And then practice.

Ensemble

2023-11-24 09:45:10 UTC

participation in events, such as a choir or band

Building contextual links

2023-11-24 09:45:24 UTC

Encouraging/guiding students within co-curricular to consider the context, style and features of a piece, and how it links to AOI.

Planning rehearsals

2023-11-24 09:45:48 UTC

Students take ownership of planning own rehearsals, working backwards from a given deadline which might be a concert/performance/event. Accountability is that they do it in small ensembles so if they don't turn up their ensemble are disappointed!

Repertoire and performance planning

2023-11-24 09:47:03 UTC

Students learn to plan their learning and polishing of works for presentation over time, planning practice performances.

Students collect program notes from performances they attend

2023-11-24 09:48:05 UTC

Student led-learning

2023-11-24 09:49:19 UTC

I will ask my students (when in the middle of a composition/arrangement/drafting a CMM video script) how I can help to support them. I find it helps for them to set their own goals, realise the timescales they work in, without prescribing how they go about a project.

State of Mind

2023-11-24 09:50:44 UTC

Remaining focussed during rehearsal/ practice time, setting clear attainable goals, breaking the music down into smaller manageable sections.

Continued Reference Document

2023-11-24 09:50:59 UTC

(HL CMM Project) Encourage students to have a central document in which they note any research, source used and date accessed.

Cross campus or country assignments

2024-02-23 08:41:03 UTC

Having students work with experts in other countries or creating works using digital tools to work with peers across the world.

Can also be linked to communication.

Performance for a celebration

2024-02-23 08:43:19 UTC

I had a great results when IB and IGCSE students worked on a successful performance for a school concert. Engaging with the community towards the same idea had great impact on learning and speaking from my side teaching.

Using peers as research

2024-02-23 08:48:08 UTC

Particularly great as an AOI 1 task. Discuss pupil's national anthems, the text, the composer, culture, what does the anthem mean to them? Some pupils have never lived in the country they affiliate with do they know about their anthem. Connects with Communication and Social Skills too.

AI

sihunkim1 — 2024-02-23 08:48:24 UTC

We should guide students how to research properly with different AI tools

Research an artist or a band

2024-02-23 08:48:56 UTC

Students are encouraged to research and artist or band and come up with a presenation. These presentations are shared with the class and later on the best three are scheduled as Corner Talks across different sections in the school.

Introducing Soundscapes and Foley Technique

mmarques45 — 2024-06-14 08:53:32 UTC

In my Film Music Unit, I have added the concept of Soundscapes and Foley Technique, the students love to create this environments and sounds, and learned how to understand sound and how to integrated their music with other sound components. They loved it.

Video Game Music limitations

2024-06-14 08:55:04 UTC

I set hard limits for their creating exercise when doing video game music. I insist they take the 8 bit approach, where composers were limited to 4 monophonic voices (one of them being percussion). This makes them think and question every note choice as notes are limited and spelling out the harmony plus melody and percussion becomes a lot harder.

This can also be used as an approach for other creating tasks. Later on, this creating exercise can be expanded, but this will ensure they have a very strong foundation.

Power of celebrating each other's effort as a starting point of sending and receiving peer feedback

2024-06-14 08:58:15 UTC

The majority of my G10 students were not experienced in instruments at all - we started to create a culture of performance being a celebration rather than a "scary moment" by being an active audience as if they were at a live concert of a band to really empower students to perform, and that actually led students in being more caring for each other and feeling at ease in delivering and recieving constructive criticism later on

School productions

2024-10-04 07:51:46 UTC

Participation in school shows - either as a member of the cast, orchestra or production team.

A.I.!?!?

2024-10-04 07:53:01 UTC

How to ensure students use 'A.I.' as inspiration rather than as a 'crutch' or 'crib...'

Research

2024-10-04 07:53:11 UTC

Gave a song under Explore to do research - Coltrane Giant Steps. Student figured the Coltrane changes and came back with a document notated and worded. It was amazing what our students can do.

Dedicated "Team"

2024-10-04 07:53:31 UTC

Having a central location where all things can be shared - where students can comment on pieces of work, performances etc but also where deadlines can be shared. I use Teams and Padlet.

Learning Wall

2024-10-04 07:54:29 UTC

With questions that they have about things. They can answer for one another and if they don't know, they can find out by researching or asking me.

Add to Playlist!

kyates54_1 — 2024-10-04 07:54:36 UTC

Based on the podcast, students collaborate to create their own class playlist. Teacher to start with a piece of music (eg. Stravinsky Rite of Spring) and students take it in turn each lesson to add a song to the playlist that is linked to the previous piece in some way (eg. same key, structure, instrumentation etc). The students can then link it to their global, local and personal contexts and is an effective way to develop wider listening.

Devil's Advocate

2024-10-04 07:56:20 UTC

I like to set one of my pupils up with a contentious or controversial viewpoint, from which they have to debate with other pupils in the class. Topics have included the supremacy of composers from certain countries or backgrounds, why brass players are always male, and how singing hymns in schools is important regardless of faith or religious standpoint. It makes pupils think about and research topics in advance of the lesson regardless of their side of the argument.

AI's impact on creativity

estrassmayer1 — 2024-10-04 08:03:30 UTC

Several musical artists have voiced concerns https://www.youtube.com/watch?v=iGJcF4bLKd4

Worth discussing among IB Music educators and students

Rehearsal Strategies

lauraburns4 — 2025-01-17 09:40:01 UTC

Teach students to identify what needs to be worked on during a rehearsal (solo or ensemble) and give them the tools to be able to work on that element/area whether it be a tempo issue, or lack of dynamics etc. They will become more independent and get more out of their rehearsal time.

Collaboration

2025-01-17 09:41:02 UTC

Partnering with local elementary and middle school programs to create engaging performances. Students perform music of similar genre/style and learn the history. They then perform this music to demonstrate mastery.

2025-01-17 09:41:10 UTC

Use connection diagrams (such as this one from "The School of Rock") to help students to get away from their set in stone path.

Song of the week

2025-01-17 09:42:29 UTC

Music of the week: Present your latest music examples every week (even "embarrassing" pieces!) and open a window for students to present their music preferences. Works fine!

The Annual School Musical

2025-01-17 09:42:45 UTC

When working on the musical, we have the DP students working with the music director and helping with sectionals and playing.

Thinking IN music

2025-01-17 09:43:34 UTC

I like to explore what it means with my students to think IN music as well as thinking ABOUT music and how this can ben just as valuable and allow them to demonstrate their understanding.

Checking validity of Stylistic features

2025-02-18 09:12:59 UTC

Check with students how accurate their knowledge about music styles is. Ask them to research and give music example to support their argument. I find this very important to address the differences in Western Classical Music and Jazz, for example.

Concerts - Connection to DP Course

2025-02-18 09:13:42 UTC

We hold several school concerts every year and use this as a chance for DP students to take a leadership role to get some "real world experience". This has included DP Students collaborating with younger students and leading the rehearsal process, taking assistant director roles within choirs or getting involved with the sound engineering side of things to help build an AOI4 skillset.

Personalised Component Mapping

2025-02-18 09:15:06 UTC

Give the chance to every student to start the IB course by selecting the most appropriate component (e.g. Exploring, Experimenting), rather than the teacher following the designated 2 year curriculum plan for the whole class.

Songwriting "Retreat"

2025-02-18 09:18:15 UTC

Yearly songwriting trip which spans a weekend. Workshops with teachers/guests in the morning, then free time until an evening performance. Students are encouraged to present an original song of some kind and learn to balance their time and expectations with committing to ideas and working to a deadline.

Identity Playlist

nlong46 — 2025-02-18 09:18:22 UTC

Students create a short music playlist that represents their life in various categories. Then they apply 2 compositional elements to each song and learn through the music they have chosen. Final step is presenting one song to the class, explaining what they learned and why the song is meaningful and represents them.

Functional and Non-Functional Harmony!

2025-02-18 09:19:02 UTC

Throughout various studies of Music, ask students to reflect and elaborate on how harmony functions with respect to their understanding of harmony.

teach 12 tone music using the

2025-09-19 07:49:46 UTC

Critical Listening

2025-09-19 07:50:34 UTC

When listening to an extract, display 20 analytical statements of which only 8 apply. Students work through the statements and justify how they know which ones are true by expanding on the statement based on what they hear. Extension: write a false statement and a true statement (make the false statement convincing!)

4:33 John Cage

gdaws — 2025-09-19 07:50:45 UTC

Encouraging students to question and listen to the sound found in silence.

- Build further with Foley, Sampling - NATURAL WORLD

Debate Tasks

2025-09-19 07:51:53 UTC

E.g. a Haydn symphony: "this house believes the piece is dull due to its monothematicism” - students debate this.

Applying articulations to music (band)

2025-09-19 07:52:33 UTC

Transfer the knowledge of what we do in the fundamentals part of rehearsal to the actual music in the rehearsal, then talk about WHY it is that way.

For example: in our fundamentals we may play certain notes detached and with emphasis. As we transition to our music (a March for example) we begin transferring what we did in fundamentals into the music we are doing. Then we take it a step further and connect it to why a March sounds that way. Its connection to the military, keeping people in step, keeping up morale in times of war, etc.

Layers

gdaws — 2025-09-19 07:53:04 UTC

Students have 1 minute to add a layer to a piece of music, typically using Logic/Ableton. Goes around the room until everyone has contributed a musical layer.

I use the students councils activities for IBDP concerts and CMM

2025-09-19 07:53:27 UTC

Song of the week (political)

2025-09-19 07:54:04 UTC

Every week a student presents a song/piece which had an impact in the world - rebellious punk music, critical lyrics about regimes, pieces that were far ahead of their time - the students share new songs and pieces to the class but also engage in the importance of music and its meaning today

School bands orchestras, conservatory function as a pool for collaborative projects

2025-09-19 07:55:44 UTC

Creating a Feedback Culture for Fastest Learning

pdiaz139 — 2025-09-19 07:55:55 UTC

Students give feedback and coaching to each other, in pairs. Feedback is about the past: what happened, what worked, what did not. Coaching is about the future: what they can try to create new results, an experiment, a small shift.

This can be applied to every are of the work.

Research Matrix

2025-09-19 07:57:04 UTC

Embedded specification guidance within a table which means students direct their thinking into justifying their Experiment projects (shared as a OneNote page for them to complete). Many students use it as a multi-media platform to embed YouTube videos, reading etc.

Music with Glass/Pencil

gdaws — 2025-09-19 07:57:40 UTC

Sampling a Glass Cup/Bottle?

Small composition only using Glass
Unlimited access to plugins
Must contain Melody/Harmony/Rhythm.

Pentatonic scales are the essence of IBDP music course

2025-09-19 07:58:04 UTC

Open House

2025-09-19 07:58:37 UTC

All student in-progress compositions are shared on screen, everyone listens and looks - only 'what I liked about this' comments from students.

Effective way to share progress, normalise incomplete or imperfect work, have students hear and see positive feelings about their work. Students able to borrow and collaborate from each others ideas, directions and experiences.

Introducing small amounts of feeling uncomfortable as a community to foster growth.

Opportunities for further reading / listening

2025-09-19 07:59:04 UTC

After each lesson or embedded into each assignment (homework)

Graphic Score

gdaws — 2025-09-19 07:59:27 UTC

Students compose using a graphic score; others must perform this. Without any boundaries, the results are a little crazy.

Repertoire Practice

2025-09-19 08:01:58 UTC

Students identify excerpts in their music that are problematic for them and learn how to practice in small sections, sometimes one measure at a time. Once each measure or small section is mastered, only then should they play the entire excerpt.

Students record each small section along with the final excerpt.

Get out of school

2025-09-19 08:02:16 UTC

Instead of visiting big concerts, which need lots of planing and being away from school - look for small concerts/rehearsals in your local area.

A church choir who has practice, ask the local organist at a church, maybe there are jazz concerts or rehearsals or a brass band just around the corner from you.

Expose students (and yourself) to new music not too far away from you

Learning a "song of the week" and learning to improvise and jam over it

2025-09-19 08:02:42 UTC

Students learn a song using a simple number system for the key. In order: 1. Melody, 2. Bass root notes, 3. chord tones + specific scales, 4. Improvisation + call & response. Ex: Stevie Wonder - Isn't She Lovely (arr. in Bb)

Collaborative skills: work in groups, and evaluate the outcomes.

2026-02-10 09:01:17 UTC

Students work on tasks meeting the deadlines.

2026-02-10 09:02:04 UTC

Students work on unfamiliar music, doing research and analyse music.

2026-02-10 09:02:47 UTC

Brainstorm, thinking of the 4 AOIs and start to write ideas into the journal.

2026-02-10 09:05:12 UTC

Use the school events and clubs to enhance the connection between the IBDP Music and CAS

2026-02-10 09:07:32 UTC

We have a tropical band at our school that participates in various school events. The preparation process for these performances is now connected to CAS, enabling students to lead projects during rehearsals as part of Creativity, Activity, and Service. As a result, next year, DP Year 1 students can begin their CAS projects by engaging younger students in the club and preparing performances for the school.

2026-03-26 09:01:35 UTC

Test

Inclusion in music and choir

2026-03-27 07:15:47 UTC

Having students with different cultural and educational backgrounds but also different musical understanding levels participate in choirs. Choir is a perfect environment for students to feel included, work together well and also make music without necassarily having perfected playing an instrument, as the instrument here is the voice. One key factor here is always allowing everyone to come and sing and not to audition for the member to join. Practice makes perfect and sure enough, most if not all choirists will become proper singers.

students share their individual research and recordings by posting tags on a thinglink pad

2026-03-27 07:16:58 UTC

Keeping organized Music journals

2026-03-27 07:17:11 UTC

Journals help students discover their musical identities

Concert discussion

2026-03-27 07:17:13 UTC

Students go to a concert eg Beethoven sonatas and then discuss about them (eg music analysis, performance characteristics, themes, tempo, character, harmonies etc)

Using mixed-level groups collaboration to ensure every student contributes . Empowers advanced students to act as effective peer mentors and prevents lower don’t feel sidelined

2026-03-27 07:21:36 UTC

Social Action & Outreach Collaboration with Institutions (Nursing Homes, Orphanages)

2026-03-27 07:21:42 UTC

Visits by musical ensembles to entertain residents, enhancing students' social empathy. Collaboration with external choirs & ensembles. Artistic Exchange, Large-Scale Productions, Networking

Podcasting

sophialevandis — 2026-03-27 07:26:15 UTC

Combining podcasting with music helps students develop their communication skills

Mentoring younger students

sophialevandis — 2026-03-27 07:30:04 UTC

DP Music students can mentor younger grade students by performing together

Emotional Connection to Pieces

2026-05-29 08:06:02 UTC

Student-led conversations about their emotional context to the text or message within the choral piece being performed.

Choral Warm Ups Using Pop Pieces

2026-05-29 08:10:44 UTC

I like to write 8-16 bar warm up/tuning exercises for my students, but THEY have to suggest the tune and give rationale as to why it makes sense in a choral ensemble. Some pop pieces work better than others, and it's their job to find out why.

Graphic/Visual Scores

deveneymalcolm — 2026-05-29 08:11:10 UTC

Have students create their own graphic/visual score. Then, have students swap scores and perform for each other. This was an effective exercise in my classroom where students not only had to consider how they were going to represent different elements of music, but there was also an element of deeper thinking and connection when students heard other interpretations of what they've composed.

Presentation - "Postcard"

2026-05-29 08:14:25 UTC

As an icebreaker activity or back-to-school, students create a short presentation "Postcard from your vacation" in a style of their choice and present it to peers: slides, poster, soundtrack with voice-over, live performance etc. Using music/sounds that reflect their activities or songs they have heard throughout that time.