Hopscotch_Instruments

Coding Music Instrument Apps in Hopscotch

Why should we bring coding into the music room?

Because not only is it cross curricular and ticking the STEAM methodology of teaching, it is also asking our students to think about the fundamentals of music. What is it we need to consider when making an instrument? Pitch, melody, and/or beat, rhythm, tempo and tone colour.

hopscotchThe best iPad app I found for coding music is Hopscotch. While it does not have as much scope as the Scratch coding program on a computer, it still gives enough scope to create both a melodic and percussion musical instrument and an authentic unit of work covering these objectives:

Knowledge: Musical instruments are invented and designed to play the pitch, melody, and/or beat, rhythm, tempo, tone colour.

Skills: Code a music instrument which, when tapped, changes its look in some shape or form and includes more than one sound/tone/note.

Summative Task 1:

Play Twinkle Twinkle Little Star together as a class, each student playing on a correctly coded melodic instrument matching the Boomwhacker notes and colours.

Boomwhacker Piano

https://c.gethopscotch.com/p/xy3g0pu9q

Boomwhacker Spin Piano Note Names

https://c.gethopscotch.com/p/xyxy4anpx

Summative Task 2:

In groups, arrange a composition to perform a simple song using your own coded musical instrument app in an iPad Band.

Hot Cross Buns_4 part arrangement_Sample

class_snapshot

Here is an example from my students.

Check out some Hopscotch instrument apps my students have created and yours can too!

Piano and Percussion App

Tap the squares to play the piano, tap the circles to play percussion/abstract sounds (N.B. this project is best played in the iPad app as it does not play so well in a web browser due to its complexity)

https://c.gethopscotch.com/p/xvtzpj372

 

Sound Effects Pad App

IMG_1289

Tap the emoji images to play the abstract percussion sounds (plays fine in a browser)

https://c.gethopscotch.com/p/xstfaq6r6

Drag to Play App

IMG_1287

Drag the parrot on top of images to play sounds (plays fine in a browser)

https://c.gethopscotch.com/p/xtt56eofh

folder_download_100Purchase this Unit of Work from my

Music Room Tech series

Includes:

  • IB Unit of Inquiry
  • Australian Curriculum links
  • Step by step visual instructions
  • Charts
  • Scores
  • Arrangement worksheets

What is Hopscotch?

Hopscotch is a coding app designed for students to learn to code by creating their own games.

Website: www.gethopscotch.com

It uses a simple jigsaw puzzle method of dragging blocks of code into the window to create an instruction for your character to do, eg move or play a sound.

This slideshow requires JavaScript.

It has multiple coding fundamentals including, conditionals, variables, loops and many more.

Hopscotch works with an online account, students need a username and a password, but they do not need to put in an email address.

While it is online, you can choose to publish your work in the Hopscotch community or just keep them as drafts.

As drafts, students can not share their project with you, you will need to view it on their iPad.

My students publish their work, copy the weblink, and send me a message in Showbie with the link for me to view. I can then save their project as a draft to my account.

Have a go at coding instruments in your music classroom.

 DSC_2173_round

Teach to transform!

Cheryl

 

 

folder_download_100Purchase this Unit of Work from my

Music Room Tech series

Includes:

  • IB Unit of Inquiry
  • Australian Curriculum links
  • Step by step visual instructions
  • Charts
  • Scores
  • Arrangement worksheets
WLPS Music 6_7 Overview 2014

Part 2: Planning IB PYP in the Specialist / Single Subject Classroom 2014 Overview

I have had some great feedback on my initial post about specialist/single subject music planning in an IB school. Apologies for not writing this one sooner.

This post is a wrap up of my programming in my 3rd year of teaching in an IB school. Please note I still see myself on a learning journey in my IB planning and each year I change it slightly as I begin to understand the inquiry method better, through professional conversations with people in my workplace and at conferences.

In 2014 I continued to plan linked UOI only where I saw an authentic link and the rest of my program was covered by the Stand Alone UOI running over the whole year.

There are units that went well and units that didn’t, as I’m sure occurs in your classroom too.

2014 was the first year I took part in Exhibition.

While there wasn’t an authentic link with the Central Idea or Lines of Inquiry, I helped my students to create one of their presentation pieces to show their learning over the Exhibition.

Music-Room-Book-7_COVERTo show what the students had learnt through Exhibition they rewrote the lyrics of the song Putting It Out There to reflect their understanding of the CI & LOI. The they arranged, played  and recorded all parts of the song into GarageBand, presenting this at their exhibition stalls on their iPads. We used an app called Explain Everything to create a Digital Portfolio, where the parents were able to read the lyrics, see a screen shot of their GarageBand project and play the song at the same time. The song is from Fairbairn, Leehy & O’Mara, 2011, Music Room: A developmental classroom music program, Book 7 –Upper Primary, Bushfire Press   

Here is an example of the project. 

IMG_0969

To learn more about Digital Portfolios view my Digital Portfolios blog post.

My units are available for download below. Feel free to use them as a basis to help you plan.

A step by step guide to the Exhibition project is in the pipeline for publishing with Bushfire Press, stay tuned.

I will follow this post in a few weeks with a wrap up of 2015.

DSC_2173_round

 

Teach to transform!

Cheryl

 


WLPS Reception PYP Music Overview 2014

WLPS Reception PYP Music Overview 2014

WLPS_Music_UOI_Beat_Reception2014

WLPS_Music_UOI_dynamics_Reception2014

WLPS_Music_UOI_Pitch_Reception2014

WLPS_Music_UOI_Recycling_Reception2014

WLPS_Music_UOI_Tempo_Reception2014

WLPS_Music_UOI_WordsAndActions_Reception2014


 

WLPS Music Year 1 Overview 2014_Page_1

WLPS Music Year 1 Overview 2014

WLPS_Music_UOI_StoryThroughMusic_Y1_2014

WLPS_Music_UOI_Beat&Rhyth_Y1&2_2014

WLPS_Music_UOI_dynamics_Y1&2_2014

WLPS_Music_UOI_FormTexTonCol_Y1_2014

WLPS_Music_UOI_Pitch&Mel_Y1&2_2014

WLPS_Music_UOI_tempo_Y1&2_2014


WLPS Music 2 Overview 2014_Page_1

WLPS Music 2 Overview 2014

WLPS_Music_UOI_Families_Y2_2014

WLPS_Music_UOI_FormTexTonCol_Y2_2014

WLPS_Music_UOI_MusicSymbols_Y2_2014


WLPS Music 3_4_5 Overview 2014

WLPS Music 3_4_5 Overview 2014

WLPS_Music_UOI_Beat&Rhyth_yr345_2014

WLPS_Music_UOI_dynamicsTemp&Form_4_5

WLPS_Music_UOI_Eras_yr345_2014

WLPS_Music_UOI_Pitch&Mel&Har_4_5


WLPS Music 6_7 Overview 2014

WLPS Music 6_7 Overview 2014

WLPS_Music_UOI_Beat&Rhyth&tempo_6_7_2014

WLPS_Music_UOI_BodyMusic_6_7_2014

WLPS_Music_UOI_dynamicsToneColour_6_7_2014

WLPS_Music_UOI_ExpressYourself_6_7_2014

WLPS_Music_UOI_Form & Style_6_7_2014

WLPS_Music_UOI_Pitch&Mel&Har_6_7_2014