Imthurn, Gabriel

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Imthurn
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Gabriel
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Imthurn, Gabriel

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20162
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Thema: Assessment × Thema: Musikunterricht ×

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  • Vorschaubild nicht verfügbar
    Publikation
    Feedback as a driving force behind a self-learning environment
    (07/2016) Imthurn, Gabriel
    Singing is an essential part of music teaching in most countries. Nevertheless, in many schools the singing does not take place or then with a poor quality. Martin Ashley locates in his new book «Singing in the Lower Secondary School» the reason in «lack of knowledge». That can not be seen only in England but also in Switzerland. In order to address this problem a (self-)learning environment for the subject singing will be developed. There are two main objectives. Teachers and pupils need to know more about the development of the youthful voice and singing in general. Three perspectives were taken to approach the singing: sound quality (voice change in puberty, articulation, vocal registers), singing melody lines (intonation, tonal imagination, sight-reading) and performance (singing alone or in a group, emotional singing). The second objective is the interaction in the classroom. Personal feedback and a more individualized approach seems to promise an improvement. A personal portfolio for each student provides the framework. The learning environment makes available knowledge in an easily and understandable manner, accessible to teachers and students. This leads to tasks which will be done either in the classroom, in groups or alone. The teacher's role is to schedule the tasks, to lead the class and to pay attention to the group dynamics. The pupils document the development of their voice in their personal portfolios. An object at the start could be a survey that produces a profile about singing and the recording of a simple tune. This might be the basis for the teacher to give personal feedback and to choose the appropriate secondary tasks for each student. One must keep in mind that the personal self-concept with respect to sing is a crucial factor for the success. We are already investigating several aspects in selected classes. One aspect is the use of recordings as a diagnostic tool. In an age of digital media, it is not a big effort to create recordings as homework. We found out, that these recordings lead to a different view and a better understanding for the teacher. It changes the way secondary tasks are chosen. The presentation lays a theoretical basis and shows parts of the learning environment and selected samples of a new feedback culture. This project is part of a project of the school of education of the University of Applied Sciences and Arts Northwestern Switzerland.
    06 - Präsentation
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    Publikation
    Improve musical learning using iPads in the music lesson
    (07/2016) Imthurn, Gabriel
    Do iPads help to improve the quality of music lessons? Do students have a benefit in terms of their musical learning? Two apps have been tested and were placed in relation to traditional teaching. The first test had a focus on reading skills. Pupils had to practice reading treble and bass clef in a short-term test situation. Between the pre- and post-test, the class was divided in two groups and did exercises either on the iPad (iOs app Tenuto) or with pen and paper. In both groups a significant improvement was achieved. However, the difference between the two groups could not be measured. An accompanying questionnaire could at least show that the use of iPads was a motivating factor. For the second test the app «Do Re Mi Voice Trainer» was used. It draws the melodic contour of a sung melody as a line directly on the display. Two groups were formed. The first group did exercises under the guidance of the teacher. The second group practiced on the iPad. The goal was a better quality in intonation. For the pre- and post-test a simple tune was recorded. The quality factor was calculated from the differences of the sung pitch to equal temperament. The training with the teacher did not change the quality in a statistically measurable way. The intonation of the group which practiced on the iPads was significantly better. Both tests must be repeated in a different environment to be able to generalize the statements. But some aspects seem to be obvious. The tests refer to different teaching situations. The first one shows the iPad as a replacement of an existing method. The iPad does not improve the result. It may possibly be more fun. For this setting, we must deny the initial question. The second one shows a different picture. The significant improvement of the intonation seems to be the result of the visual feedback. In this case we have an extension of the methodological repertoire. The iPad is the teacher's assistant and improves the quality of feedback and thus the quality of the lessons. This study was carried out as part of a project about self-learning environments. One focus in this project is on how feedback can be created automatically and can itself serve as a motivation for adjustment or as a basis for feedback between teacher and student.
    06 - Präsentation