Which AP classes overlap the most

Making music without the “right” instruments?

Music apps: Between the children's room and the classroom

It is clear that music apps also play a role in the children's room - to try them out and experience them individually. But how can apps find meaningful and educational uses in the classroom that support the goals of music teaching? You z. For example, using it as a substitute hour filler with the (documented) goal of using digital media in the classroom is certainly not enough. Even if most of them can be understood intuitively, the learning objective, methodology and didactics are missing. Whether an "expansion of aesthetic experience" or the "creative handling of sounds, tones and noises" is sufficient, I dare to doubt.

The challenge is, among other things. that most apps are designed for “private use” and are not prepared for teaching purposes for “learning music” with didactic and methodological thoughts. On the other hand, it is nothing more than when we prepare literature for German lessons or the recorder or boomwhackers for music lessons.

Using music apps in primary school: from trying to experimenting

Experimentation requires a comprehensible plan, a process that leads to a goal that was preceded by documented and successful testing. So pure trying leads to surprises, targeted experimentation requires previous knowledge and a "question" that is asked at the beginning. Two small, more general examples for which various apps can be used:

1. Set a story to music

There is a story that should be set to music, maybe a creepy one with howling wolves and a call in the dark ... Now the children try which of the effects, which melodies, which rhythms can fit. Perhaps you will find that small steps lead to tension, that a meter (as a constant measure) can sometimes be suspended in "sensitive story situations" and that rhythm components play an important role when a protagonist in the story, for example B. runs away, gets scared ...

2. Accompany a song

Take a song that the class sings together. The recording is now the basis for a self-made accompaniment, which we create with the help of a music app. To achieve this competence, it is - z. B. for a rhythmic accompaniment - it is necessary to know which beat the song is in, which rhythmic building blocks support the sung and not overlay and of course what the song wants to convey in terms of content. If you want to add guitar accompaniment, for example, the children can use the chord numbers above the notes in the songbook as a guide and assign the corresponding chords to their song.

In both cases, working with digital media is (actually) no different from working with “real” instruments and analog noise and sound generators, just with an additional, new and modern means.

Conclusion

At the moment the “mood” seems to be exclusively “digital”. But that doesn't mean that everything that has made music lessons so far will fall silent. If we make it clear that analog and digital are not mutually exclusive and that the flood of information can only be explained by the factor “This is new”, the step towards integrating (!) Digital media is no longer that difficult and only offers a meaningful enrichment and expansion of the teaching offer.

Of course, at this stage in the development of using digital media in the classroom, a certain amount of initiative is required - as always, because otherwise the drawers of teachers would not have been so richly filled for many decades. And as far as the “criticism of the new” is concerned, read the end of the conversation between the composer and the music director from the box above.

The example above ended with the fact that the new and the old can complement each other:

The composer said: “You are right: this method, without first tearing down the building, which is venerable due to its age, in order to put a new one in its place, rather modestly puts the newer and more timely building next to the old one. Anyone who does not yet understand the new type of designation, or does not want to understand it, will find the familiar older one undiminished, but for those who may use the advantages of the newer ...

And the music director replied: "My God! If only Handel, Bache and Graune had put one or two such numbers in front of their works: these would not be performed, desecrated or desecrated in the current times by so many of my colleagues in misunderstood, incorrect movements of time! "

Source for the dialogue: Gottfried Weber: "One more word about the musical chronometer or metronome" in: Allgemeine Musikische Zeitung 15, 27 (July, 1813)

For further reading

In the workshop booklet "swipe, tap, make music", read about six selected apps how they can be used in lessons and how students can use apps to invent, design and discover music.

Further links and sources

For the symposium "Media competence connects"

https://www.medienkompetenz-brandenburg.de/fileadmin/daten/netzwerkportal/Medienkompetenz_verbindet/2016/apps4music_Musikapps_im_Unterricht_LISUM2016a_MKrebs.pdf

Practical and informative information from Matthias Krebs

http://forschungsstelle.appmusik.de/unterrichtsideen/

http://musik-mit-apps.de/tapp-netzwerk/ (also belongs to the app music research center)

http://app2music.de/musikmachen-mit-apps-starthilfe/

Ulrich Tausend, sociologist and media education consultant at the JFF - Institute for Media Education

Very refreshing: Right at the beginning he differentiates between Apple and Android

https://tausend-medien.de/appmusik/

The public broadcasters also offer a lot that you can use in your lessons, e.g. B .:

https://www1.wdr.de/schule/digital/unterrichtsmaterial/webseite-onlinespiel-klangkiste-100.html

https://www.kinderfunkkolleg-musik.de/themen 

https://www.planet-schule.de/sf/spezial/grundschule/kunst_und_musik.php