5.9 MAKE A MUSIC VIDEO: Understand structure, rhythm and duration through video editing (repeat of 4.9)

Oscar Partridge and Peter Mahony

This 100% practical workshop outlines an engaging classroom-ready learning program. The workshop delivers the resources, skills and confidence required to include this new rich learning opportunity into a music teaching program.

A range of web-based ‘legal’ content sources are identified, and use content license under the creative commons framework is practised.

Whilst this creative and fun workshop introduces Sony Vegas as a music learning tool, any available video editing software may be substituted.

The learner’s creative skill, application and musical understanding (particularly of concepts structure, rhythm, and duration) are assessed through the project work produced. Cross-curricula learning outcomes are noted.

 

 

7.1a A Day in the Life of A Sound Engineer for Film and TV

Brent Heber

A day in the life of A Sound Engineer for Film and TV: Brent Heber will discuss how he approaches the various projects he works on in his studio “Sumsound” in Sydney.  In particular Brent will discuss his involvement in the creative process behind capturing and developing the musical score for “Killing Time” a new Australian 10 part television series that began airing in February. This process includes developing musical ideas to support the picture and story, recording a barrage of acoustic  instruments and then complementing these with sounds from virtual instruments inside Pro Tools – both synthetic and symphonic.  This session will provide an insight on the workings of a unique Australian project.

 

7.2a ICT and student-centred learning in and through Music: Curriculum possibilities and issues

Helen Champion

Music Technology and other ICTS are key resources that schools can use to  develop flexible and engaging learning programs that cater for wide-ranging student interests and levels of knowledge and experience. Informal learning, differentiated instruction, collaborative and cross-curriculum learning projects or development of general capabilities are all enhanced by savvy use of digital resources.  But what about sequential, developmental music education?  Is this still a relevant goal? What does a curriculum continuum for a technology-rich music education look like? What is the role of the teacher and what are the criteria for program planning and evaluation? 

 

7.3a ProTools Accreditation: Giving Your Students the Edge

Andy Hagerman

Pro Tools certification is an industry accreditation that is recognised around the world by both professional organisations and tertiary institutions. As a part of Avid's education and training strategy, this accreditation is now available to secondary schools.  With accreditation paths relating to Music Production, Post Production, Game Sound Design and even Live Sound your students' preparation for their audio career can start now.

 

7.4a Professional Video Editing in Your Secondary School (Part 1)

Evan Boyd

Secondary school media departments around the country are introducing senior students to the software and skills used by local programs such as Master Chef Australia and Good News Week as well as international movie blockbusters, Transformers, Star Trek, and Quantum Of Solace. Give your students a head start on the software used by many tertiary institutions as they start the media careers. A new easy-to-use interface brings professional quality video editing processes and skill sets into the classroom.

7.5a Music Technology & the Music Classroom (Part 1)

Mick Coleman (College of Sound and Music Production)

 

The College of Sound and Music Production are specialists in vocational training for the Music industry, and have developed the most comprehensive teacher resources available. With a focus on music technology in VET in Schools programs, the resources reflect current techniques and trends in today’s Australian music industry such as online access to a range of teacher resources, materials categorised into logical “Program Areas” right across the scope of music and music technology, practical exercises in a range of DAW platforms, and AQTF compliant assessment tools

During this session, Mick Coleman will address the value of delivering the VET Music Industry Certificates (VET Music & Technical Production) as part of a secondary school music program.  Most schools delivering the Music Training Packages are auspiced by an RTO and Mick will identify exactly what schools should expect from their RTO and present the materials that the College of Sound & Music Production has developed to support teachers in the delivery, assessment and record-keeping components of the programs.

The session will also address the evolution of music technology and its place in the music classroom; meeting the learning needs of technology hungry music students with a taste for creativity. Music technology has blurred the line between composer and engineer/producer and has created a “hybrid skill set” that will be the staple of the next generation of Australia’s musicians, composers and producers.

 

7.6a Creating Great Software Tutorials: Make Your Own Multimedia Learning Materials (Part 1)

Katie Wardrobe

This session will looks at some of the many ways you can create a bank of effective, simple how-to software tutorials once that students across multiple classes can refer to all year.   Tutorials in a variety of formats - including written, video and audio - can cater for different student learning styles and are ideal for students who were absent from class, have learning difficulties, learn via distance education, or just didn't listen when you explained it the first time!

Using a range of free and low-cost resources we'll make quick step-by-step written tutorials using images from your computer screen ("screencapture") and discuss layout tips and which information to include or leave out.  We'll then create our own video tutorials by recording mouse movements on the computer screen (screencasting) and learn how to create effective instructional voiceovers and even add subtitles.  

 

7.7a Copy What?! Copyright and Media Education (repeat of 5.7)

Elliot Bledsoe

Copyright will never be sexy, but for teachers wanting to create dynamic resources for students in a digital environment, copyright is more important than ever. While teachers my have wide scope within the classroom, students don't want to leave their content inside the institution's walls. As content moves out of the classroom onto the internet, how do teachers provide media AND rights literacy? This session will examine copyright law and Creative Commons. It will provide teachers with hand-on training in finding and reusing material licensed under Creative Commons.

 

7.8a Compositional Chairs Using Sonar Home Studio

Antony Hubmayer and Ray Partridge

Come along and enjoy a game of ‘Compositional Chairs’ using Sonar Home Studio.

Compositional Chairs is a short, themed composition activity designed to motivate students to practice and apply compositional devices and software skills in a creative manner.  The activity is framed as a game in which students and teacher create the context (the intention of the music), the rules (content criteria) and the conclusion (performance presentation).  In its most simple form, the process includes:

• A topic is discussed and musical criteria set.

• Student groups are formed.

• Each student within the group starts a composition and works independently for two minutes.

• Students shift to the next computer in their group and further develop that composition.

• There are generally six or seven rotations of this process.

• Then the composing time ends, each group discusses the compositions produced and identifies the best one. They then play it to the class, highlighting where they have used compositional devices and software skills. 

• The activity is intended to occupy a single 45-minute lesson.

 

7.9a AMEB Music Theory and Interactive Piano Materials: Online!

Bernard Depasquale

The Australian Music Examinations Board (AMEB) is paving the way with cutting-edge technology to offer online music theory courses and written exams, as well as interactive piano materials for young learners.

This session will give an overview of these new initiatives:

• Online courses are currently available for our popular Theory of Music syllabus. The courses are designed so that students can learn independently 

• Online exams cover Theory of Music, Musicianship and Music Craft and are an alternative to paper-based written exams. Online exams can be completed at any time or place where there is a computer and an internet connection. 

• P Plate Piano includes an interactive diary where students can record their progress and complete extension activities, a teacher and parent forum and the facility for videos of students to be uploaded through the AMEB Youtube channel.

• iTunes will be utilised for newly-released CDs, beginning with Piano for Leisure Series 3, so that parents and students can download individual tracks onto portable listening devices rather than purchase the whole CD. 

 

7.10a Performance, Conducting and Creativity With Notion Notation Software

Anthony Roach

New programs NOTION 3, PROGRESSION and NOTION Conducting are all proving very effective in the classroom covering different aspects of music creation for mixed ability and different styles of music.  Using new music technologies, NOTION is an effective performance programme, PROGRESSION can help you write pop tunes and NOTION Conducting encourages the development of students' conducting skills.  NOTION has also successfully assisted composition students with disabilities  http://www.youtube.com/watch?v=8Q2j2Da-G2c

 

ELECTIVE 7b

7.1b A Week as a Professional Film Editor: the Art of Telling The Story With Jason Ballantine

Jason Ballantine

Editing plays a vitally important part within filmmaking and its role has grown throughout the history of cinema. The very first examples of films used to be one-shot, unlike today's average Hollywood feature film which contains over 2000 shots. Each of these shots is edited together in some way whether it be using fades, wipes, dissolves or the standard cut. Editing decisions such as these can dramatically affect not only the look of the film, but the audience's experience and relationship to the story.  During this presentation Jason Ballantine (who's credits include Happy Feet, Star Wars II & III and Wolf Creek) will walk participants through the editing process as done in the industry, as well as clarify "who does what" in the movie-making process.  Jason will share his insights and observations on entering the production side of the industry.

 

7.2b Live Sampling

Michael White

In a lecture-style presentation, attendees will view and participate in a demonstration of how live sampling provides a simple and entertaining way to collaborate creatively with music using Reason 5. Suitable for both primary and secondary school students, live sampling engages all music ability levels, from the beginner to the seasoned professional. The workshop will demonstrate how music can be captured, created and developed using instruments, and any other object that can make a sound.

 

7.3b GarageBand and Musical Composition

Nelson Wu and Andrew Small

While there is no doubt GarageBand has revolutionised music classroom teaching over the past decade, this paper explores the possibility of using the software as a tool for learning basic musical elements such as rhythm, harmony, melody, texture and structure in greater depth.  Instead of using the existing loops to create a ‘song’, tasks have been designed so that students can focus on one particular component of musical composition.  This approach, therefore, aims to encourage critical listening and original composition.  It also provides a structured framework for students who want to take music as an elective.

7.5b Music Technology & the Music Classroom (Part 2)

Mick Coleman (College of Sound and Music Production)

The College of Sound and Music Production are specialists in vocational training for the Music industry, and have developed the most comprehensive teacher resources available. With a focus on music technology in VET in Schools programs, the resources reflect current techniques and trends in today’s Australian music industry such as online access to a range of teacher resources, materials categorised into logical “Program Areas” right across the scope of music and music technology, practical exercises in a range of DAW platforms, and AQTF compliant assessment tools

During this session, College of Sound & Music Production General Manager Kye Thomas will address the value of delivering the VET Music Industry Certificates (VET Music & Technical Production) as part of a secondary school music program.  Most schools delivering the Music Training Packages are auspiced by an RTO and Kye will identify exactly what schools should expect from their RTO and present the materials that the College of Sound & Music Production has developed to support teachers in the delivery, assessment and record-keeping components of the programs.

The session will also address the evolution of music technology and its place in the music classroom; meeting the learning needs of technology hungry music students with a taste for creativity. Music technology has blurred the line between composer and engineer/producer and has created a “hybrid skill set” that will be the staple of the next generation of Australia’s musicians, composers and producers.

 

7.6b Creating Great Software Tutorials: Make Your Own Multimedia Learning Materials (Part 2)

Katie Wardrobe

This session will looks at some of the many ways you can create a bank of effective, simple how-to software tutorials once that students across multiple classes can refer to all year.   Tutorials in a variety of formats - including written, video and audio - can cater for different student learning styles and are ideal for students who were absent from class, have learning difficulties, learn via distance education, or just didn't listen when you explained it the first time!

Using a range of free and low-cost resources we'll make quick step-by-step written tutorials using images from your computer screen ("screencapture") and discuss layout tips and which information to include or leave out.  We'll then create our own video tutorials by recording mouse movements on the computer screen (screencasting) and learn how to create effective instructional voiceovers and even add subtitles.  

7.7b Copy What?! Copyright and Media Education (repeat of 5.7)

Elliot Bledsoe

Copyright will never be sexy, but for teachers wanting to create dynamic resources for students in a digital environment, copyright is more important than ever. While teachers my have wide scope within the classroom, students don't want to leave their content inside the institution's walls. As content moves out of the classroom onto the internet, how do teachers provide media AND rights literacy? This session will examine copyright law and Creative Commons. It will provide teachers with hand-on training in finding and reusing material licensed under Creative Commons.

 

7.8b Compositional Chairs Using ACID Music

Antony Hubmayer and Ray Partridge

Come along and enjoy a game of ‘Compositional Chairs’ using ACID Music.

Compositional Chairs is a short, themed composition activity designed to motivate students to practice and apply compositional devices and software skills in a creative manner.  The activity is framed as a game in which students and teacher create the context (the intention of the music), the rules (content criteria) and the conclusion (performance presentation).  In its most simple form, the process includes:

• A topic is discussed and musical criteria set.

• Student groups are formed.

• Each student within the group starts a composition and works independently for two minutes.

• Students shift to the next computer in their group and further develop that composition.

• There are generally six or seven rotations of this process.

• Then the composing time ends, each group discusses the compositions produced and identifies the best one. They then play it to the class, highlighting where they have used compositional devices and software skills. 

• The activity is intended to occupy a single 45-minute lesson.

 

7.9b Performance Library and Academic Library. Why the are so different and should be kept separate

Yvonne Lang

Performance libraries and academic libraries are often bundled together by the non-musician. This is where the problems begin. We will look at the reasons why performance libraries are specialised and need to be handled differently, reasons that they must be stored separately and how the music department needs to maintain their own resources in an specialised database. We will take a practical approach to looking at efficient storage and filing systems, which make the handling of music easy.

 

ELECTIVE 8

8.1 Musical Futures: Informal Learning with Other Musics

David Price with Alexandra Howes

This project draws on the practice of learning by listening and copying, but by using music that may lie outside students' immediate choice, and might not be familiar to them.  The rationale is to continue to adopt informal learning practices, but focuses on drawing students away from what they already know, into the wider world of music. This session will draw upon the techniques used in the "In the Deep End" session, using classical music as the focus. Each piece of music is broken down into simplified, separate audio tracks so that the melody and bass can be heard, copied and played along with separately. Delegates will divide into groups and focus on learning one classical song. Delegates are encouraged to choose an instrument that they are not familiar with so that they are given the opportunity to experience learning through the eyes of their students. 

 

8.2 Bringing Live to Life

Myke Ireland - Allans Music + Billy Hyde

Ableton’s Live Sequencing platform is arguably one of the most versatile software programs available today for music production. Live is a real-time loop based synthesizer, a multitrack recording platform and a suite of FX and virtual instruments all rolled into one attractive and easy to use interface. Better yet, using the industry standard “ReWire” protocol it can work in conjunction with most other software platforms you are already using.

This session will demonstrate the versatility of Ableton Live as a performance tool, as well as a traditional sequencer, and how well it fits into contemporary teaching styles as a source of instant inspiration to students.

 

8.3 The Jellybeans Interactive Music Classroom. Learning & performing with animated notation and multi-part song scores on the interactive whiteboard - the easy way!

Andrew Robertson

The multi-part song score format from the popular Jellybeans And Other Suites big book series is an established and popular model for whole-group music education in many classrooms today. With the recent transition of this content to Interactive Whiteboard format, participants in this session will discover the unique range of learning experiences that are now possible with this exciting new resource kit.  Key activities include:

• Setting up for classroom layout and automated, individualised student reporting - why? how?
• A quick look at multi-part songs and why they encourage progressive, individual learning in whole group settings.
• Learning to play the instruments  - check out an exciting library of video instrument tutorials.
• Playing with the ‘Cool Bits’ - based on an Orff system instructional style, explore built-in scaffolding for accelerated part learning. 
• Lets Play!!! - Rehearsing and performing songs with tuned and untuned instruments.
• Harnessing the easy to use, individualised reporting module to produce the most accurate picture of your students overall music development!
• Conductor techniques when using IWB software
• Explore criteria for classroom configuration styles (student led / teacher led)
• Gain valuable experience by playing more songs, more playing, and rehearsing advanced teaching techniques.

 

8.4 Scoring for Guitar in Sibelius 6 & other Guitar Software

Samuel Wright

This session is ideal for teachers who have guitarists in their class who need to create scores with notation that is specific to the guitar.  It will consist of  3 parts: notating guitar parts in Sibelius 6, a hands-on score activity, then an extension activity in Guitar Pro 6 (neck diagrams, pro and MIDI guitar, integrating with skills learnt in Sibelius 6)

Part 1: using Sibelius 6, we'll learn how to create classical/acoustic/electric guitar parts for HSC assessments with guitar bends, slides, tablature, voicing parts, chord symbols, scales, fingering and harmonics (natural, artificial).  We'll also look at ensemble works for guitar, ukulele or classroom groups with part writing, printing, and adding tablature parts.

Part 2: participants will then engage in recreating a guitar score in Sibelius 6 with the required articulations, voicing etc with a handout containing directions/shortcuts.

Part 3: the last section will involve alternate methods for composing guitar/classroom arrangements in Guitar Pro 6 (which can then be imported to Sibelius 6 as MIDI), and drawing neck diagrams for bands and class performances using Neck Diagrams Pro.  The session will finish with a live demonstration of the capabilities of a MIDI Guitar interface and how it can notate in Sibelius 6 or Guitar Pro 6.

Outcomes covered in this session include: NSW Syllabus for Composition and Technology P7, P8, H7, H8

 

8.5 Teaching high school composition with Sibelius

James Humberstone

Included in Sibelius 6 is a set of Transformations plug-ins to make it easy for beginning compositions students to imitate the kind of motivic and thematic development that they will find in model compositions. This session looks at how these can be used to introduce compositional concepts to your students, together with extended use of the Ideas Hub (Sibelius 5 onward) as a scrapbook of ideas and the new Versions feature to create a composition diary.

 

8.6 Exploring Music Creation Using GarageBand: Guided Instruction and Skills Development for Music ICT

Antony Hubmayer

Participants will explore the activity resources ‘Music Creation’. They will be guided through five structured projects that will develop musical and software specific technical skills using Audio and MIDI concepts which are then applied to song creation, soundtrack composition, loop creation and podcasting.  A range of teaching strategies and assessment models will be presented.  

 

8.7 Sibelius Advanced: Formatting and Layout Tips and Tricks

Amy Bennett

Take your Sibelius skills to the next level with this workshop for advanced users.  Discover the best ways to layout and format your score whilst harnessing Sibelius’s powerful inbuilt formatting features.  Learn about House Styles, how to create your own manuscript templates and discover tips for working with instrumental parts.  We’ll also look at playback tricks, setting up your own shortcuts, filtering, and time-saving plugins.

 

8.8 Notation Software: Turning Thoughts into Reality (repeat of 6.8)

Andy Firth

Successful performer, educator and composer Andy Firth will demonstrate methods for using notation software to transform ideas into that which is “physical, printable, transposable, orchestratable and shareable”. In this hands-on session, Andy will take a simple motif and discuss the ways in which he uses Finale to transform that motif into a complete musical work, exploring simple compositional and arranging techniques along the way.  Suitable for composers, educators and arrangers who would like to use notation software to expedite and enrich their experience of composition or arranging. 

8.9 Podcasting in the Music Classroom

Attila Szlay

Podcasting is not a fad that will come and go. It is here to stay and is a continually developing technology that more and more schools and students are implementing. In this session find out what a podcast is, how it can be of benefit to your students and how it can be a vehicle for your curriculum. Students will learn to structure their ideas into small segments, get involved and evaluate their work.  Podcasts give students the power to communicate to the world.   

Using programs like Acid Music Studio you can easily create professional sounding Podcasts of your students work. Are you ready for the revolution?

 

8.10 Moving To Logic: Taking Your GarageBand Songs To The Next Level

Michael Allen

Starting with a short GarageBand project, we will explore developing the piece, using notation and audio processing.  We will look at pitch and rhythm correction in both GarageBand and Logic as well as transposition, splitting chords into separate parts and specialist notation functions.