MONDAY : DAY 1 SESSIONS

 

ELECTIVE 1

 

1.1 In The Deep End

David Price with Alexandra Howes

In this initial project delegates are 'dropped into the deep end' with informal learning, emulating as closely as possible the real-life learning practices of young, beginner popular musicians. Delegates will divide into groups and choose one contemporary rock song to learn.  Delegates will use their aural skills to achieve this task and then perform their song for the rest of the group.  

 

 

1.2 Quick and simple video and audio recording as a teaching tool

Keith Huxtable and Warrick Dowdy

How to harness today’s portable and affordable video and audio recording technology to capture student work, in-class presentations and school assembly items to stimulate creative learning, provide instant feedback, record progress, create digital portfolios and much more.

This is a practical workshop that will provide participants with the tools and ideas to put directly to use throughout the entire mtec2011 conference. You will be shown simple and instant recording techniques, how to store and manage your files, ideas on how to use and present or publish your videos and some tips on being a little creative. Participants are encouraged to bring along a notebook computer (Mac or PC) to work with a VadoHD pocket video camcorder.  Each participant* will be provided with a VadoHD pocket digital camcorder for use during the mtec2011 conference that will enable recording of HD video of conference events that can be stored directly to your notebook.  

*NOTE: VadoHD camcorders will be provided to 25 registered participants for this session although additional participants are welcome to attend. Camcorders must be returned or purchased (at special conference pricing) at the end of the mtec2011 conference. 

 

 

1.3 Making Music with Mobile Devices 

Michael Allen

Michael from Apple will take you on a quick tour of some of the amazing music apps for iPhone and iPad. Topics covered include: iPad instrument apps, music creation on iPad and iPhone, and connecting audio and MIDI devices to iPad.  iPads will be supplied for the duration of the session. (repeated 10.3)

 

 

1.4 Sibelius Basics

Amy Bennett

Learn how to get started with Sibelius the right way.  Set up a new score from scratch, discover the most effective ways to enter notes (with and without a MIDI keyboard) and learn quick copy and paste methods.  We’ll also cover entering lyrics and guitar chord symbols, repeat signs, dynamics, articulation, basic layout tips and methods for sharing your scores with non-Sibelius users such as students and other teachers. Suitable for beginners, and more experienced users will probably learn a few new tricks too! (repeated 6.4)

 

 

1.5 Professional Practices for Audio Projects in the Classroom

Andy Hagerman

In this session Andy Hagerman will focus on processes and practices that are used by professional Pro Tools users which can be implemented into your classroom/lab/studio. Regardless of whether you have a full multi-track studio, an Mbox or simple audio interface, you will be using busses, automation and sub-mixes in no time! Not only do these practices save you time, but you will impart good work-practice habits that your students can use during their school years and going forward into their professional life.

 

 

1.6 GarageBand in the General Music Classroom

George J. Hess

GarageBand is an easy to use, yet powerful digital audio workstation (DAW) that is great for teaching not only music production skills, but also general music concepts. This session will offer strategies for teaching musical concepts such as form, orchestration, melody, rhythm, musical styles including world music and improvisation. 

The advantages of using a DAW to teach music concepts to general music students are numerous. Constructivist learning theories suggest that students learn best when the learning occurs in realistic situations. By using a DAW to create music, students are active participants in learning and can be guided to construct their own meaning of the concepts. Another benefit is that the loop-based DAW lets them create music that is beyond their technical ability on an instrument, therefore allowing the class to cover more advanced concepts. 

The sample lesson plans are project-based. Most can be completed in one or two class periods, but can also be combined or modified to create larger projects. Assessment can be a combination of self-reflection, peer review and teacher guidance. Giving each student a blog or wiki page to post their materials along with reflections and comments can reinforce other important IT skills. 

Objectives

• At the conclusion of the session, participants will

• Know how to perform basic functions in GarageBand

• Understand the rationale for using music technology in the general music classroom. 

• Know how to create and implement project-based lesson plans

 

 

 

 

 

1.7 Working with student laptops in the Music Classroom (Part 1)

Shane Tooley

This session will focus on teaching in the music classroom with students who have their own school-issued laptop. The first section will explore the implications for teaching pedagogy, learning experiences, software, hardware, connectivity, musical instruments and alike. Practical examples will be drawn from the presenter's own classroom and experience implementing a laptop program for the first time in 2010. The second session will be a hands-on session for participants to start work on their own units, exploring a full example unit complete with all associated digital resources. The participants will explore the use of OneNote, notation software, recording software and hardware. The goal for the second session is for each participant to have a collection of learning experiences and ideas to take back to their classroom.  This is a 2-part session (each part is 90 minutes)

 

 

1.8 An Introduction to Setting up A Music Lab (repeated 4.8)

 

Music curricula around the country can vary greatly in their aims and outcomes and are largely dependent on the resources available to the teacher. Before setting up a music/computer lab it is important to understand what your goals are and how you could go about achieving them using a lab.  

Identifying your students strengths and weaknesses and which software platform is best suited to their needs is very important. This session will look at the three main options available to you – sequencing, notation, and loop based drag and drop software.  Develop an understanding for the differences between MIDI and Audio and how you and your students can use them. What is a MIDI interface and what is an Audio interface and why do you need them?  Are your student’s better performers than they are readers or vice versa? We'll look at how different applications can suit every student.  Software covered in this session will be Sonar XI, the Finale family and Acid Music Studio 8.0. 

 

 

 

James Frankel (moderator) plus others

This panel session discussion will examine the latest trends in music technology labs at both the K-12 and university level, and will focus on mobile and permanent lab environments.  Led by Dr James Frankel (USA) panel members will include local secondary and tertiary music teachers.

 

 

2.2 Contemporary Performance: New Technologies for the Classroom

Alexandra Howes

In this session, we'll look at three innovative technologies for teaching contemporary performance:

Gigajam is a computer-based, rigorous, rock tuition program with downloadable student notes, video-ed instrumental tutorials (that include exercises and demonstrate playing techniques), play-along files, performance analysis and graded lessons, all of which enable students to learn band parts and play contemporary original songs together. There are also great possibilities for vocal and instrumental improvisation, using Gigajam backing tracks.  The video lessons cleverly link the notation with instrumental instruction. After each lesson, all students have learnt their parts to the one song and can play together.

Show Me How to Play (3 Fire Music) allows students to learn from, and play with, a pop band. 3 Fire Music is Live Streaming and uses known songs showing the drums, bass, piano and guitar in separate windows. Students can solo by isolating each part as well as zooming in to get a better view. When they feel confident, students can mute the part they are learning and have the experience of playing as part of the band. There are three additional audio tracks for extra production components such as metronome, vocals and more.

Drum Tutor DT HD-1 is remarkably simple software by Roland. It has an ingenious switchable screen that toggles between ‘drum kit hero’-style graphics and traditional drum notation. Students play with the backing tracks in their preferred score style.

 

 

2.3 Paper: The changing use of technology in the delivery of listening lists for music history classes in the private tertiary music sector

David Cashman

The creation and delivery of listening lists have been a part of tertiary music history classes for generations.  As technologies and styles of learning have changed, so have methods of delivery.  From records to cassettes, mp3s to streaming technologies, audio to video, new delivery technologies attempt to engage the student and make learning easier.

This paper synthesises current research into this area and outlines varying methods of delivery that have been utilised by the Australian Institute of Music in the delivery of its tertiary courses, with an emphasis on the Critical Studies courses.  Several delivery methods will be discussed along with student appraisals and results

 

 

2.4 Technophobe? Everything you need to know if you know nothing - for absolute beginners. (Mac users. Repeated 4.7 for PC users)

James Humberstone

For those of you who have come to MTEC to find out about how technology can be used in music education but have very low (or even no) technical literacy, this hands-on session will introduce you to the terminology you're going to hear around the conference. For absolute beginners, you'll learn the difference between MIDI and Audio, how computers connect to musical gear and how to troubleshoot common problems. What kinds of cables plug into what, where, how and why. And why not!

We will look at where your students can begin with music technology and learn a natural progression to more complex tech which will suit your curriculum and stretch your students. We'll look at where you can get help for free on the web. You'll even learn how to learn more and network effectively at the conference by using Twitter to keep up with the back channel. And what the back channel is! This session will be presented twice, once with a focus on Windows computers, and once with a focus on Macs.

 

 

2.5 Pro Tools Made Easy

Peter Wardrobe

Have you been interested in learning about Pro Tools, but felt that the program was just too big and complex?  Pro Tools has long been the recording and composing solution of choice for industry, professionals and hobbyists alike.  From the basic, yet powerful Pro Tools Starter Edition (SE) that ships free with specific interfaces, through to the fully-featured Pro Tools 9 which no longer requires an Mbox to run, there is a Pro Tools solution for you regardless of budget or experience.  During this hands-on session, Peter Wardrobe will guide you through the different types of Pro Tools editions, introduce you to the basics, and discuss the use of Pro Tools in education.   

 

 

2.6 Songwriting Made Simple

Marcel Pusey

This session is a guide to putting together a simple song-writing project. 

Using a variety of technology, this session will show you how to get the whole class composing no matter what the musical ability. Students explore and learn the fundamentals in music creation. We will show ways of stimulating song-writing ideas, learn how to create a backing-track by composing simple musical sequences (rhythms and melodies), learn to export audio files, and arrange music in the most popular sequencers (such as Acid and Garageband). We'll look at ways of simplify the options for students and use the pre-sample loops in sequencers effectively. Less is more!  We'll show different techniques for helping students write lyrics, then learn how to practise singing to backing tracks and record vocals. We will discuss the basic technology set-up required to allow song writing and music creation in the classroom. 

 

 

2.7 Working with student laptops in the Music Classroom (Part 2)

Shane Tooley

This session will focus on teaching in the music classroom with students who have their own school-issued laptop. The first section will explore the implications for teaching pedagogy, learning experiences, software, hardware, connectivity, musical instruments and alike. Practical examples will be drawn from the presenter's own classroom and experience implementing a laptop program for the first time in 2010. The second session will be a hands-on session for participants to start work on their own units, exploring a full example unit complete with all associated digital resources. The participants will explore the use of OneNote, notation software, recording software and hardware. The goal for the second session is for each participant to have a collection of learning experiences and ideas to take back to their classroom.  This is a 2-part session (each part is 90 minutes)

 

 

2.8 Acid Music Studio in the Classroom

Dave Rogers

ACID Music Studio 8 is a complete MIDI and audio production suite that is an easy to use and a cost-effective tool in the general music classroom.  In this session, we will cover the basics of ACID Music Studio by learning how to create music quickly and easily using pre-recorded loops.    Participants will work through a number of classroom-style activities including creating an audio sound story and adding sound effects and music to a video project.

 

 

2.9 Notation in the Classroom - Using Finale to Create Worksheets, Tasks and Resources

Attila Szlay

Finale 2011 has added some great benefits for teachers, including built-in worksheets and intuitive drum notation. See and hear why Finale is still the world's top selling notation program, and how anyone can have a notation program on their computer on a shoestring budget. This session will address the needs of Primary and Secondary school teachers. 

Explore the inexpensive Finale NotePad and find out how you can incorporate music notation into your curriculum on a budget. Finale NotePad is a powerful notation program which will now be included on the NSW Digital Education Revolution laptops. 

Learn about the power that notation software can bring to your classroom. Discover the basics of setting up your score. Explore the various note entry methods available; connect a MIDI keyboard to your laptop or use the QWERTY keyboard for step entry. Learn about the flexibility and power that makes Finale an easy to use software program for educators.

The session will look at creating flash cards and musical games that are appropriate to Primary level as well as some of the more advanced features for Secondary and instrumental teachers. Create arrangements for your ensembles in seconds using Finale’s composing and arranging tools.

 

 

2.10 Using Visual Feedback of Voice Acoustics To Improve Singing Skills: Sing and See

Dr William Thorpe

 

Sing & See is a computer program that embodies acoustic analysis technology to directly visualise aspects of the voice such as its pitch, loudness and timbre. This direct visual feedback complements the verbal feedback that teachers provide, and allows singers to immediately see information about their singing that they may otherwise be unable to perceive.  This workshop will cover the theory and practice of using visual feedback technology in singing training. Find out how Sing & See can be effectively utilised for enhancing vocal skills development.

 

 

 

 

 

 

 

3.1a Drum Lab for Non-Drummers (repeated 3.1b)

Gary France

Silent Lessons, Silent Band and Silent Practice! Music lessons, and in particular, drums lessons, are commonly associated with noise and disruption. The Roland V-Drum laboratory enables group teaching with minimal noise. Different students learn at different rates, in different ways and enjoy different things, but one common overriding factor is that no matter what they’re doing – it’s more fun with a friend! Drummers of different levels can be in the same group, playing the same song at the same time, with the better players working on a more advanced version.  Perhaps the most amazing part of the Roland V-Drum lab is that it allows nearly anyone to teach the basics of rhythm and timing. By utilising the ‘Show Me How To Play’ and Roland ‘Drum Tutor’ software, a teacher can take on an encouraging role similar to that of a coach.  When working with an individual student, others can keep practicing with headphones, so there are no interruptions or distractions to the teacher.  In this action packed session, we will show you how to teach drums in a group environment where each student has his or her own kit.  Non-drummers will especially benefit from the teaching and instructional methods displayed in this session. 

 

 

3.2a Three ways for music teachers to use technology, Part 1: Create your own Professional Development

Craig Dabelstein

Maintaining teacher registration in some states of Australia involves participating in many hours of professional development. But great teachers don’t use government requirements as a reason to improve their teaching practice. Being an effective teacher means keeping up with the technology your students are using and keeping up with the best practises of the teaching profession. In this session, Craig will show you how to embrace technology to create your own PLN (Personal Learning Network). Everyone uses email, but do you use it to your advantage? Have you ever tried to contact a famous composer or conductor directly? Have you explored how you can use Facebook and Twitter as tools to increase your engagement with other music teachers and organisations? By using social media you can interact with experts or novices in any field, regardless of distance, and you will learn more in an hour than you will in a week of school-provided PD sessions. What about YouTube? Twenty-four hours of video is uploaded to YouTube every minute! With a little searching and some tips to cut through the millions of unrelated videos, Craig will show you how to find videos and audio recordings that are relevant to you as a teacher, and resources that can engage and excite your students. How about using Skype to have a face-to-face meeting with a conductor or music teacher in another country? There are endless ways you can become a better teacher through using technology.

 

 

3.3a Using IWB’s in Music – Quality Resources for Junior Secondary Classes

Ian Burke

This presentation unpacks a suite of IWB resources which have been written specifically for Smartboard IWBs and designed for use by music teachers. (Much of the material however can be presented effectively on other IWB platforms.)

Smart's Notebook 10 software contains many interactive components which can be exploited by music teachers to enhance delivery of music content. There will be opportunities to see how effective integration of audio, notation and the interactive functions of Notebook 10 can produce fun, engaging and student focused learning materials. The session will also explore the underlying pedagogy which helps make these resources effective tools in the junior music classroom.

 

 

3.4a Easy Interactive Websites (Part 1)

Samuel Wright

Creating an interactive website using multimedia tools can be a great way for students to submit assessment tasks.  Using the free website tool Wix.com students can immerse themselves in a topic more than ever before by integrating sound, video and images into an easily-manipulated environment.  Teachers can also use the tool to create multimedia classroom resources. 

This session will demonstrate ways you can use wix.com with students to create interactive websites that reinforce studies on Instruments of the Orchestra (examples: http://bit.ly/b0ejTu or http://bit.ly/9hylu5) or World Music (examples: http://bit.ly/cA3tbr or http://bit.ly/9iZUFr) 

We'll start with a demonstration of past student tasks and show the exemplary student work that followed.  We'll discuss why wix.com was chosen and how audio, visual and text components were brought together to help students make authentic learning experiences.  Participants will then learn how to get started with Wix and discover the ways in which the interface can be manipulated for various assessment tasks.  Participants will then log onto Wix, create free accounts and undertake either the Instruments of the Orchestra or World Music task.

Outcomes covered in this session: NSW Syllabus - 4/5.7, 4/5.8, 4/5.10 then P/H 8, P/H 9 and Topics 

 

 

3.5a An Introduction to Auralia and Musition – Ear Training and Music Theory

Peter Lee

The award-winning Auralia 4 and Musition 4 are held in high regard by music educators.  This session is a general introduction to the amazing ear training and music theory software programs.

With support for various state curriciulum, band programs and jazz education, courses to guide students through the drills and lessons and sophisticated record keeping, assessment and administration features, Auralia and Musition offer a complete ear training and music theory package.

 

 

3.6a Using Reason for Live Sampling (Part 1)

Michael White

In a hands-on lab session, participants will learn the basics of live sampling using Reason 5 and will discover how this software program will support and capture the spontaneous nature of musical inspiration. The workshop is ideal for teachers who want to encourage their students to create their own music without having to constantly help them through the process. Reason 5 provides an open-ended approach to writing music that is suitable for all ability levels.

 

 

3.7a A Studio in Your Pocket

Myke Ireland - Allans Music + Billy Hyde

How often have you missed that one off student performance in a lesson that was so perfect and so inspirational and you fear you can never get it back? Or how many times you do wish you could lay something down for your student at the drop of a hat, and have it on a USB stick and on their computer 16 seconds later?

Portable recording has come a long way from the old high speed dub tape recorders and most portable recorders are about the same size of an electric razor nowadays! They’re quick and easy to use and some of them provide a recording quality comparable to some of the most expensive recording devices on the market!

This session will walk you through a range of portable recording options and more importantly what to do with those recordings to make them sound as good as they possibly can.

 

 

Robert Gavin and Joan Thorp

This session is presented in conjunction with The Music Arrangers’ Guild of Australia (MAGA) Incorporated. The Guild is the Australian entity that represents the interests and work standards of its elite professional membership. Membership entry to the Guild is assessed on an individual basis via testing procedures in the professional skills of arranging, electronic arranging and copying. With a practical hands-on approach, two eminent arranger/copyists (Robert Gavin and Joan Thorp) will work through the requirements and common pit-falls of the Guild’s current testing procedures, concurrently using both Finale and Sibelius music software.  This is an ideal opportunity for participants to hone their music software, arranging and type-setting skills under guidance from some of Australia’s recognised music industry yard-stick professionals.  Don’t miss this opportunity for a rare glimpse into the enigmatic world of music arranging/orchestration and music copying/type-setting. Not to be missed!

 

 

3.9a From Albinoni to Animoto: Use of Web 2.0 in the Music Classroom and beyond (Part 1)

Nicholas Cowall

Web 2.0 technologies in the music classroom offer powerful and diverse options for learners to interact, create content, and assess the outcomes of the learning process. Blended learning environments which combine online as well as face-to-face instructional settings can provide more differentiated learning opportunities as well as rich options for assessment and performance. 

This workshop will introduce participants to a number web 2.0 technologies that can be used in music classrooms, ensembles or in the general promotion of your music department within the school and wider community. 

Some of the tools to be covered include: Kukuklok.com, Classtools.net (fruit machine- random name generator), tinyurl.com, Drop.io (allows sharing of large files), Jingproject.com (screen capture and video tutorials) Wordle.net, Fodey.com/generators/newspaper, Kafafa.com (website builder with no advertising), Royaltyfreemusic.com, Rememberthemilk.com (allows you to share tasks, homework reminders), Voo2do.com (range of collaborative activities), Chatmaker.net (allows you to choose who you want, collaboratively), Yarp.com and surveymonkey.com  survey creators, Prezi.com (presentation tool), Jaycut.com (video editing online), Animoto.com (create presentations), Voicethread.com (upload images or video so that students can respond to them using text/audio), Zamzar.com (a file conversion tool), Noteflight.com (music notation), inudge.net (loop-based music creation) and free PD via musicpln.org, or twitter.com.

 

 

3.10a An Introduction to Video Editing

Evan Boyd

Shooting the scenes is only half the fun (and process) of film and video production.  Whether the project is for television, cinema, website or even mobile phones, editing is the part of the timeline where the footage is collected, the story is assembled, clips arranged in the desired order and then refined to become the finished product. Take a guided tour of Media Composer - the industry preferred tool - with Evan Boyd.  In this session Evan Boyd will draw on his experience as an editor (he even edited Hi 5 for a while) to discuss the way that Media Composer works, and why it’s the tool used around the world . Evan will also touch on issues that need to be considered when working on digital film projects such as data size, data management and how this all fits together, the process known in the industry as “Work flow”.

 

 

 

 

 

 

 

 

 

3.1b Drum Lab for Non-Drummers (repeat of 3.1a)

Gary France

Silent Lessons, Silent Band and Silent Practice! Music lessons, and in particular, drums lessons, are commonly associated with noise and disruption. The Roland V-Drum laboratory enables group teaching with minimal noise. Different students learn at different rates, in different ways and enjoy different things, but one common overriding factor is that no matter what they’re doing – it’s more fun with a friend! Drummers of different levels can be in the same group, playing the same song at the same time, with the better players working on a more advanced version.  Perhaps the most amazing part of the Roland V-Drum lab is that it allows nearly anyone to teach the basics of rhythm and timing. By utilising the ‘Show Me How To Play’ and Roland ‘Drum Tutor’ software, a teacher can take on an encouraging role similar to that of a coach.  When working with an individual student, others can keep practicing with headphones, so there are no interruptions or distractions to the teacher.  In this action packed session, we will show you how to teach drums in a group environment where each student has his or her own kit.  Non-drummers will especially benefit from the teaching and instructional methods displayed in this session. 

 

 

3.2b Three ways for music teachers to use technology, Part 2: Make your life easier, for no cost

Craig Dabelstein

So you want to cut down on the time you spend at your desk and more time working with your students. You want to do some work at home but all your files are on the work computer. You’re considering buying an iPhone but don’t know if it’s worth it. You’re trying to share some pictures of the school band with students and parents but can’t work out a way to do it. You want to make a recording but can’t afford it. You want to set up a website that students and parents can access. You want to increase the level of engagement with you co-curricular instrumental students. You want to make a video. Do any of these scenarios sound familiar? In this session Craig Dabelstein will show you ways to achieve all these things and more and most suggestions won’t cost a cent. The advent of cloud computing and Web 2.0 technologies means there are hundreds of free resources for the average music teacher to take advantage of and make the myriad tasks we do in a day just a bit easier and faster, so you have more time for the important things.

 

 

 

3.3b The Interactive Music Room, Book 2 (lower primary)

Kevin O'Mara

Kevin O’Mara, will present a hands-on demonstration of the newly released "The Interactive Music Room – book 2 (lower primary)". This is the second of a 7 level classroom interactive music program that will cover the primary years. Inspired by the popular Music Room series, this new interactive software has been adapted and designed by South Australian teacher and accredited Easiteach® presenter Cheryl Burgemeister.

At the session participants will touch the screen to animate characters, touch and reveal, drag & drop, start & stop music, play virtual sounds and music, write and draw on-screen with finger or pen. Kevin will show how simple and easy it is to use “The Interactive Music Room”.

The Interactive Music Room contains 30 Easiteach® lessons (up to 5 activities each), audio & video files embedded in the lessons, Easiteach® Player software (with software licence), a music player with pause and search functions, visual images, animations, large lyrics, BLMs for assessment, worked solutions & examples, teacher notes, a teacher manual and an instructional DVD. It is the first interactive developmental music program in the world. It is physically and mentally interactive, engaging aural and visual areas of the brain (brain-based learning). 

If you haven’t seen this program in action, come and touch the screen at Kevin’s demonstration. He will give you an overview of the easy navigation and content of the program and, some of the basic functions of the Easiteach software. 

 

3.4b Easy Interactive Websites (Part 2)

Samuel Wright

Creating an interactive website using multimedia tools can be a great way for students to submit assessment tasks.  Using the free website tool Wix.com students can immerse themselves in a topic more than ever before by integrating sound, video and images into an easily-manipulated environment.  Teachers can also use the tool to create multimedia classroom resources. 

This session will demonstrate ways you can use wix.com with students to create interactive websites that reinforce studies on Instruments of the Orchestra (examples: http://bit.ly/b0ejTu or http://bit.ly/9hylu5) or World Music (examples: http://bit.ly/cA3tbr or http://bit.ly/9iZUFr) 

We'll start with a demonstration of past student tasks and show the exemplary student work that followed.  We'll discuss why wix.com was chosen and how audio, visual and text components were brought together to help students make authentic learning experiences.  Participants will then learn how to get started with Wix and discover the ways in which the interface can be manipulated for various assessment tasks.  Participants will then log onto Wix, create free accounts and undertake either the Instruments of the Orchestra or World Music task.

Outcomes covered in this session: NSW Syllabus - 4/5.7, 4/5.8, 4/5.10 then P/H 8, P/H 9 and Topics 

 

 

3.5b Effective Audio and Video Technology Solutions for Education

Peter Wardrobe

Avid is a world leader when it comes to technology in the media production industry, but how does that relate to education? Avid’s focus is firmly planted on education and with providing students skills that will see them pursue their audio career, using solutions such as the new Pro Tools Starter Edition, the Keystudio 49i keyboard and the academic edition of Media Composer video editing software.  Led by Peter Wardrobe, this session is an open discussion where participants can get hands-on with each item, ask the questions they always wanted to ask, and discover how they can be applied in an education setting.

 

 

 

3.6b Using Reason for Live Sampling (Part 2)

Michael White

In a hands-on lab session, participants will learn the basics of live sampling using Reason 5 and will discover how this software program will support and capture the spontaneous nature of musical inspiration. The workshop is ideal for teachers who want to encourage their students to create their own music without having to constantly help them through the process. Reason 5 provides an open-ended approach to writing music that is suitable for all ability levels.

 

 

 

3.7b Ear Training and Music Theory in your classroom with Auralia and Musition

Peter Lee

Auralia and Musition are perfect for ear training and music theory in your classroom.  In this session you will learn how these amazing programs can easily improve your student’s scores and make your teaching time more enjoyable and effective.  With 75 topics, thousands of questions, and carefully graded levels, Auralia and Musition are suitable for students of all ability levels and genres.  This session will specifically cover aural and theory content, record keeping, assessment and student tracking.  We'll also look at the syllabus support for various state curricula, band programs and jazz education.

 

 

 

Robert Gavin and Joan Thorp

This session is presented in conjunction with The Music Arrangers’ Guild of Australia (MAGA) Incorporated. The Guild is the Australian entity that represents the interests and work standards of its elite professional membership. Membership entry to the Guild is assessed on an individual basis via testing procedures in the professional skills of arranging, electronic arranging and copying. With a practical hands-on approach, two eminent arranger/copyists (Robert Gavin and Joan Thorp) will work through the requirements and common pit-falls of the Guild’s current testing procedures, concurrently using both Finale and Sibelius music software.  This is an ideal opportunity for participants to hone their music software, arranging and type-setting skills under guidance from some of Australia’s recognised music industry yard-stick professionals.  Don’t miss this opportunity for a rare glimpse into the enigmatic world of music arranging/orchestration and music copying/type-setting. Not to be missed!

 

 

 

3.9b From Albinoni to Animoto: Use of Web 2.0 in the Music Classroom and beyond (Part 2)

Nicholas Cowall

Web 2.0 technologies in the music classroom offer powerful and diverse options for learners to interact, create content, and assess the outcomes of the learning process. Blended learning environments which combine online as well as face-to-face instructional settings can provide more differentiated learning opportunities as well as rich options for assessment and performance. 

This workshop will introduce participants to a number web 2.0 technologies that can be used in music classrooms, ensembles or in the general promotion of your music department within the school and wider community. 

Some of the tools to be covered include: Kukuklok.com, Classtools.net (fruit machine- random name generator), tinyurl.com, Drop.io (allows sharing of large files), Jingproject.com (screen capture and video tutorials) Wordle.net, Fodey.com/generators/newspaper, Kafafa.com (website builder with no advertising), Royaltyfreemusic.com, Rememberthemilk.com (allows you to share tasks, homework reminders), Voo2do.com (range of collaborative activities), Chatmaker.net (allows you to choose who you want, collaboratively), Yarp.com and surveymonkey.com  survey creators, Prezi.com (presentation tool), Jaycut.com (video editing online), Animoto.com (create presentations), Voicethread.com (upload images or video so that students can respond to them using text/audio), Zamzar.com (a file conversion tool), Noteflight.com (music notation), inudge.net (loop-based music creation) and free PD via musicpln.org, or twitter.com.

 

 

 

3.10b Digital recording, rehearsal and practice tracks made easy with Superscope

Len Henderson

The new range of Superscope portable music practice and digital recorders is now available in Australia, adding SD card and USB interfaces to Superscope’s renowned ease-of-use educator tools.  In this session we will demonstrate how to set up in seconds and make a high quality recording of lessons, rehearsals and performances without a computer in sight. Learn how you can easily capture professional quality recordings for any occasion, make rehearsal tracks, change key and tempo of any audio CD, reduce lead vocals, and make copies to give to your students for further study and practice. This session is suitable for all teachers - bring your instrument to this session and take home a quality audio recording.

 

 

 

 

 

 

 

 

 

 

 

 

 

4.1

 

4.2 Mastering the School PA

Myke Ireland - Allans Music + Billy Hyde

Most schools have an old PA sitting around or a perfectly functional PA that might not be getting all the use it can. A PA can make a performance sound utterly fantastic and bring the best out of any ensemble, or they can be the death of many months hard work and practice.

This session will demonstrate some basic rules in the correct setup, tuning and operation of a basic school PA, types of cable to choose, microphone choice and placement for particular instruments and styles, speaker placement and direction and probably most important of all how to manage gain structure, volume settings and effective mixes whilst trying to keep 300 students under control.

We’ll show you how to set up, plug in, turn on and keep control of what can sometimes come across as a daunting task.

 

 

4.3 Technological improvements: teaching and assessing made easy with technology

Kate Thompson

Incorporating technology into your music classroom need not be an expensive or complex task.  This workshop will outline a variety of ways in which classroom music teachers of all year levels can integrate simple and inexpensive technologies that will improve their teaching and aid with the assessment of students.

 

 

4.4 Groovy Music in the Primary Classroom

Amy Bennett

Groovy is a bright, attractive set of 3 programs designed for Prep-Grade 6 students, which allows you to incorporate technology into your primary music classes in a fun and engaging way.  The series complements your current singing, moving and playing activities and it’s designed to work on an interactive whiteboard, in a computer lab or in a one-computer classroom.  In this session, we’ll cover at the basics of using Groovy in your music classes, incorporating both the “Create” composition section and the step-by-step progressive musical exercises in the “Explore” section.  We’ll look at the provided topic-related lesson plans and copyright-free resources that cater for non-specialist music teachers, and we’ll also explore ways in which specialist music teachers can extend their use of the program by incorporating their own content. 

 

 

4.5 Kung Fu Panda Score Writing with Garageband

Samuel Wright

Discover how to create your own soundtrack for the animated film Kung Fu Panda.  

Participants will learn how grab a video clip, remove the audio and compose their own original soundtrack/film score 

This 3-part session will begin with a handout and brief explanation of the features in GarageBand 09 that allows one to write music to video using loops, MIDI sequencing or live recording.

Part One: How to rip or grab a clip from a DVD or YouTube, then import to Garageband and remove the audio ready for composing new layers of sound

Part Two: Past student tasks and exemplary work showing various methods/features of scoring in GarageBand (incl. Mindmapping Score in Mindnode).  Learn about hit points, manipulation of audio, voice overs, software instruments, copying and splicing as well as using existing MIDI files for inspiration

Part Three: Hands-on composition work resulting in participants exporting own creations to video files and demonstrating them to the group.

Outcomes covered in this session: NSW Syllabus - 4/5.4, 4/5.6, 4/5.7, 4/5.10 - P/H 3, P/H 4, P/H 7, P/H 8 

 

 

4.6 Sibelius Advanced: Drum Set and Percussion Notation Made Easy

Katie Wardrobe

Creating clear, easy-to-read drum and percussion parts is one of the more complex tasks faced by arrangers and composers, especially if you are not a drummer or percussionist yourself.  This session will answer all your burning questions about drum set notation, including: which part of the drum kit goes on each line or space? Which notehead to should I use? How do I notate common drum patterns like basic rock, jazz/swing, disco, samba, bossa and country?  What are the steps for working with two voices on one stave and how do I avoid strange stem alignment issues?    We'll discover the ways to make your score playback correctly (at the right tempo and with the right "feel") and discuss drum notation conventions such as repeat bar signs, numbering, and different styles of drum notation.  We'll also cover notation of other orchestral percussion instruments and use Sibelius's Ideas window to store your drum patterns for future use in any score.

 

 

4.7 Technophobe? Everything you need to know if you know nothing - for absolute beginners. (PC users. Repeat of 2.4)

James Humberstone

For those of you who have come to MTEC to find out about how technology can be used in music education but have very low (or even no) technical literacy, this hands-on session will introduce you to the terminology you're going to hear around the conference. For absolute beginners, you'll learn the difference between MIDI and Audio, how computers connect to musical gear and how to troubleshoot common problems. What kinds of cables plug into what, where, how and why. And why not!

We will look at where your students can begin with music technology and learn a natural progression to more complex tech which will suit your curriculum and stretch your students. We'll look at where you can get help for free on the web. You'll even learn how to learn more and network effectively at the conference by using Twitter to keep up with the back channel. And what the back channel is! This session will be presented twice, once with a focus on Windows computers, and once with a focus on Macs.

 

 

 

4.8 An Introduction to Setting up A Music Lab (repeat of 1.8)

 

Music curricula around the country can vary greatly in their aims and outcomes and are largely dependent on the resources available to the teacher. Before setting up a music/computer lab it is important to understand what your goals are and how you could go about achieving them using a lab.  

Identifying your students strengths and weaknesses and which software platform is best suited to their needs is very important. This session will look at the three main options available to you – sequencing, notation, and loop based drag and drop software.  Develop an understanding for the differences between MIDI and Audio and how you and your students can use them. What is a MIDI interface and what is an Audio interface and why do you need them?  Are your student’s better performers than they are readers or vice versa? We'll look at how different applications can suit every student.  Software covered in this session will be Sonar XI, the Finale family and Acid Music Studio 8.0.