Teaching with SOUND (in any class).

Chapter 1: Even with Sunglasses, the Sun is BRIGHT.

We try to fit the mold of education. Shades on, let it come. Administration making framework and guidelines. Parents having expectations that we can’t quite comprehend. It’s safe to dwell in a tinted land where we always look good and can look safely at the bright sun…yet we won’t take off the shades until we’re home.

What if I told you that by teaching with SOUND we might have to betray the “sunglass method?”

Shades are cool. .but why shield yourself of something that provides so much growth, brightness and light to so many beings? Yes, too much sun is bad for the complexion, and yes, we all need some cloudy overcast times once in a while. We are human, after all. Yet, in order to grow as healthy humans, we need to step out of our comfort zone. Embrace the realness.

Teaching with sound might just help you stretch and grow more than you know. Why is that? Because you grew up listening to music, hearing the sounds of breakfast in the morning, noticing when your dog barked or when your sister was in the bathroom brushing her teeth. Experiencing the verb of the venue at your first concert. Sound is an everyday element of great proportions…for your students. Why not embed it in your teaching?

For the past two years, I have taught digital music and sound art electives to middle school students and taught integrated sound to 1st graders. Out of left field, right? Yet, students thought abstractly and created “Audiobiographies,” music to fit the “mood” of their Main Street and created Foley sound effects to help personify the scene in their video. Students can grasp and understand the impact of sound when given the opportunity.

Here a some project examples created by 6th-graders and 1st-graders (Main Street Music):

6th-grade “Audiobiographies:” Project Overview, Student Examples

6th-grade Electives: Project Examples

1st-grade “Main Street Music” Integrated Social Studies Unit: Finished Project Example; Unit Overview (Detailed)

Chapter 2: I was Born Not a Musician, but an Enthusiast.

You most likely did not start learning an instrument at an early age. If you did, that’s legit. I sure did, and it changed my life (but it’s not the requirement of awesomeness).

How did music or sound effect you as a growing human? Did you have favorite songs, musical styles, bands, friends who liked certain bands? Did you find yourself changing moods when things got noisy…or too quiet? This all paints a picture of how sound fit into our individual mold as we grew.

Even if you never laid hands on a musical instrument, think for a second…HOW did sound transform your life?

Chapter 3: Bringing SOUND to the ADE Table.

I recently was accepted as an Apple Distinguished Educator, Class of 2019. Sweet! I attended the ADE Institute in Bethesda, MD a couple weeks ago and was BLOWN AWAY by the high level of talent and creative thinking all of the other ADE’s brought to the table. I REALLY want to help students connect globally and with empathy via sound. I had the amazing opportunity to present a two minute “pitch” to the 350-person crowd around an idea I’ve had for a while: “How might we develop students’ creative expression with sound and music to build empathy and global connections?” After the pitch, I met with a group of about 50 educators from the Americas to create practical ways of implementing this idea in the classroom. WOW was I amazed by the input/output of ideas.

Chapter 4: Summary of Crazy Cool Idea Formation.

I figure you probably want to see some of the ideas brought to the table. Here you go:

The top five ideas were marked from each group’s idea formation and I am so grateful for this group collaboration. After helping to facilitate this session, I am so glad I was able to bring a new way of thinking to lesson design.

Below is a rough list of many of the big ideas teachers developed. Oh, and by the way, most of these teachers have never taught with sound before. How might YOU use these sound-related ideas in your teaching?:

  • Audio journey of a typical day with sound effects and different voices

  • Share with world

  • Reflect on regional/cultural similarities and differences

  • Audiobiography + Visuals

  • Capturing community voices

    • Dialect

    • Phrases

    • Slang

  • Song collaboration (Carol Ann McGuire)

    • Each school/region adds a song section or instrument layer

  • Music pals (pen pals)

  • Interview musicians from different parts of the world via FaceTime

  • Students identify important songs from different countries

  • Record same phrase in different languages

  • Creating sounds for a story/character

  • How can we design music for people with “exceptionalities?”

  • Sounds/songs to math algorithms

  • Record a favorite book/chapter

  • Accessibility to Sound: visually, tactile, color of sound. “How do people experience sound (non-auditory)”

  • Sound reflections

  • Playlist of sounds organized/shared by creator- based on map locations?

  • Global field recordings

  • eBook of home story/region story

  • Personal theme song

  • Sounds for colors: what sounds do they make?

  • Creating music for film/media

  • Study of multiple cultures/instruments

  • Coding music

  • Family-created songs/soundtracks

  • Collaborative music-making in class

  • Colors + sounds (Mr. Holland’s Opus)

  • Flipgrid exchanges

  • Collection/database of worldwide sounds/music

  • Different tones mean different things: crying babies

  • Silence: how does it effect each of us?

  • Sound/music connects us to different cultures

  • Audio Scavenger Hunt: record sounds at home: what sounds happy/funny/etc.: compile in Keynote or Pages

  • Caption This: creating emotional soundtrack for a video with sound removed

  • UN 17 Goals for Sustainability: creating a “song” for each goal

  • Telling another person’s story through sound/music

  • Look for “anti-empathy” in speeches/new stories/etc.

    • Use a T-chart to look at examples empathy vs. non-empathy

Chapter 5: What’s Next?

This school year, I am planning on teaching the following 6-8th grade electives (subject to change):

  1. Digital Music 

  2. iPad Orchestra

  3. Music for Movies

  4. Digital Storytelling

  5. Accessible Sound

  6. Songwriting

I am also planning on collaborating with Susan Maynor and Erika Moser on a 2nd-grade collaborative project this fall. More to come. Excited to share in the process!

How are YOU using sound in your teaching? Would LOVE to hear about it.

Twitter: @eh48

Insta: @soundteaching, @emmo48

"AudioBiography" Workshop CPE Fall Institute 2018

This post includes the slide deck and links to resources from the “AudioBiography” workshop as part of the Center for Progressive Education Conference 2018 in San Francisco. Follow my posts on Twitter at @eh48 or on Instragram @soundteaching for further insights!

Resources:

Hillbrook Sound Art 2018 (The Rundown)

Hey guys!  The Hillbrook Art Show 2018 is about to wrap up.  It's been quite the artistic year over here and I wanted to share with you some personal experiences with 6th grade Sound Art. 

As I mentioned in a previous post or two, I have been teaching a new 6th grade art class focusing on SOUND.  It's been a very fun and eye-opening experience for both the students and myself (being my first time teaching a class of my own outside of percussion ensemble) as a new medium for self expression and storytelling.

We created several small projects over the course of the class (I had 4 groups of 6th-grade students that rotated between 4 art classes throughout the year):

  • Sound Reflections (Listening for five minutes to a sound artifact and either writing or drawing their interpretation/story based on their connection with it.)
  • Soundscapes with LoopyHD (Students made observations in the form of writing and audio recording of sounds that encompass the area around them.  They then recreated the sounds they previously heard by recording new sounds in the LoopyHD app.)
  • Short Videos with Foley Sound Effects (Students got to meet and see a cool demo by a working Foley professional!  They also created their own 30-45 second video clips (or grabbed a licensed one from Vimeo) and recorded all of the sounds themselves!
  • AudioBiography Final Projects (Based on a chosen personal "theme," students composed their own audio (including Foley sound effects) to help embody that theme or idea.  A visual element was required in addition to sound.  Students used GarageBand, LoopyHD and iMaschine as primary audio creation tools and chose between iMove, Padlet, Thinglink or Scratch + MakeyMakey for their final presentation medium.  Check out all of the awesome student projects below (be ready for some interesting variety):

        Quarter 1: bit.ly/2ILnZRQ

        Quarter 2: bit.ly/2rHMOoe

        Quarter 3: bit.ly/2IlMguk

        Quarter 4: bit.ly/2II2CB8

For the Art Show this year, I made sure to take 360-degree images of each class.  Then, I uploaded either links to or the actual project to a hot spot under their picture.  I setup two iMacs at a table with links to the AudioBiographies (and other projects) already open in several tabs (on Thinglink).  I also laid out several pairs of headphones with headphone splitters so visitors could listen simultaneously (great way to connect with others in an abstract way!).  

All in all, this has been a fun and challenging year of stretching and discovering what students can create with sound.  Can't wait to teach this again next year!

#fyi I am always available for more information about any of the above-mentioned projects or any other thoughts or questions you may have.  

 

 

 

 

Audio App-titude: Enhancing Learning with Audio (CUE 2018 Resources)

Yesterday, +Christy P. Novack and I presented a session on integrating audio into student projects and your overall teaching.  It was super fun and was great to give teachers new ideas to bring back to their classrooms!  In case you missed it, below is the session description and a link to the presentation slides (with many resources included).

To connect with Hillbrook teachers about audio-integrated projects we have done or are in the process of doing, fill out this form.  We would love to talk to you and provide more information about these projects!

Description from our "Audio App-titude" session at CUE 2018:

"Is music just for music class? Is sound something you hear, but never write about? Incorporating a multi-sensory experience is instrumental in designing a more differentiated learning environment. This session will highlight a few audio apps and tools that can bring a new level of engagement to the (non-music) classroom. "


As Aliens Leave and Peace is Restored.

"Calm, relaxed, I imagine a water droplet dripping. Sitting at edge of a lake, eyes closed, relaxed. Quiet suspense building, then lake quavers. Let’s out vibrations. Suddenly, it’s like a purge, and humans are being hunted. I hear voices, warnings, as they get closer. It settles, and I hear more voices, fading off. I start running, and reach a rural town. It’s run down, and I start hearing things, from people. Good, bad, all of it. It settles, as aliens leave, and peace is restored."
--Varun (6th grade student)


This year I was tasked to design an art course for 6th grade students at Hillbrook. The class was to be focused on Sound (my specialty and personal passion) and have an overarching theme of "Self Portrait." All four 6th grade art classes would share the same portrait theme. This has been a very fun and challenging project! I will most likely make several posts around designing and teaching this class, as I have many insights, "learns" and cool experiences to share.

This post, however, is dedicated to introducing you to the pure power of SOUND REFLECTION. This is not to be confused with meditation, musicology, music theory or acoustic building design. This, my friends, is a powerful gateway to the mindful observation of space, mood, internal dialogue and storytelling. It is only a part of the larger "sound art" class, but such a key element in opening these students' ears, minds and souls to the strength of sound.

To facilitate a "sound reflection" experience (either by yourself or with a group of students/peers), follow these steps:

1. Choose a track to play. This can be instrumental or with vocals, but instrumental tracks tend to be more evocative and leave room for creativity in reflection. It helps helps to choose a track that is 5 min. or less (if possible).
2. Provide guidelines for listening. Before the first sound reflection, have a conversation around how to listen with a mindful focus. Key things to think about are: What imagery does this sound bring to mind? Should I write something or draw an illustration? Will it be a story or a list of whatever descriptives come to mind? Talk with your students about all the ways and mediums with which they can reflect. There is no "right or wrong" way to reflect.
3. Provide a workflow/template. It helps to provide students with a central place to document these reflections. I decided to make a Google Doc template titled "Sound Reflection Whiteboard," where they can write entries for each reflection. I assigned it via Google Classroom and gave each student a copy. It is expected that every reflection is in some way inserted into the document. If they choose to draw a picture, they can take a photo of the drawing and include it in the document.
4. Find a good time. In my class, I decided to do these reflections almost every time we meet, and always at the very beginning of the class period. It brings calm, focus and good discussion afterwards, leading to more mindful learning for that hour, not to mention the fact that deep listening and discussion can strengthen community in the classroom.
5. Share and discuss. Have 3-4 students share each time. Make it optional. Over time, more students will feel compelled to share, based on their relation to the particular track that day. You may be surprised at the deep insight and emotional intelligence that can come to the surface when stimulated by sound.

Refer to the slides in my previous post (Bridge 2 Tech) for links to other student Sound Reflection examples.

Any questions or insights from your own teaching experience? Let me know in the comments, or feel free to reach out via Twitter at @eh48 or email at ehendricks@hillbrook.org.


Fall CUE 2017 AudioBiography Resources!




(Click on image for presentation slides.)


Apps:

GarageBand (All-around "home base" for audio production)
iMaschine (Cool digital drum machine/looper)
LoopyHD (Basic live recording and looping)

Thinglink (Regular and 360 images + audio tags)

Padlet (Padlet Backpack is great for schools)

Other Links:




Contact Emily:


Twitter (@eh48)

Emily's Sound Projects: