Whole class music-making has long been a significant part of music learning from Orff to Suzuki and beyond. Programmes such as whole class ensemble tuition – also known as WCET, first access and, previously, Wider Opportunities – and Musical Futures’ Just Play, are good examples of methods which are approach-based or resource-led. There have always been common aims threaded throughout ensemble practice: to learn to play a musical instrument and to learn through playing a musical instrument.
While most resources come at a cost, some approaches rely on paying to train teachers to deliver music learning. However, as much of the success of whole class music learning depends on the teacher, the extent to which technology can play a supporting role in the delivery of whole class ensemble teaching and beyond depends on the context in which the teacher is working and the needs of the students they are working with.
The ideas below suggest a few ways that technology can be used to support key areas of whole class ensemble teaching.
It is worth noting that issues of licensing and copyright should be taken into consideration when creating any resources that are based on existing pieces of music, in line with your school's or organisation's policy. If you feel like getting creative and making your own music, then there are no restrictions on how you might develop and personalise these for the groups you are working with!
Differentiation
- Arrange, notate and print parts for your players using an online notation platform such as Musescore or Noteflight
- Record backing tracks for students to play along with using an online music studio such as Soundtrap, Garageband, or O Generator
- Use the mute/volume function within platforms to add or take out supporting material as needed by the group.
Train the whole musician
In addition to learning to play a musical instrument, there are other key musical skills that can be nurtured through large group music-making:
- Use a beat maker such as Splice or Looplab to create patterns for students to rap, improvise and practise keeping a pulse
- Get the group singing to nurture listening skills, responding, taking it in turns, working as an ensemble and building confidence – Sing Up's digital resource library provides up to ten free downloads to get you started
- Explore free apps such as Mussila that introduce simple theoretical concepts and recognition of musical instruments and notations through the gamification of basic music theory
- Encourage wider listening, for example through ABRSM's digital resource Classical 100
- Download an app that turns your phone or tablet into a metronome and experiment with playing along at different tempos.
Encourage creativity
Covering composing, improvising and creating and manipulating sounds in whole-class tuition is a challenge when time is short. Older students can access free online music studios, such as Soundtrap, that allow them to collaborate in groups on their own compositions or Garageband and Bandlab, which have free access levels. These can build on the enthusiasm students get from playing music together in class to spill over into creative responses outside the classroom
Practice at home
Exam boards like ABRSM and Trinity College London have apps to support practice at home. Although these come with additional cost – if your instrumental programme is linked to an exam or certificate – and even if your learners don't have access to an instrument at home, they can still use these apps to build their musical skills in other ways and get used to the concept of practising between lessons.
Perform and share
Engaging school leadership and parents with glimpses into lessons shared online is a good way to fill time between performances. Platforms like SeeSaw are safe educational spaces to share recordings or video (if the school allows). Soundtrap has a podcasting function for students to reflect on their learning and capture feedback as their work develops.
There are plenty of free and easy-to-use tech solutions that can help to push whole class ensemble teaching beyond the performance. The suggestions here are just the start for how technology might be used to support large group music-making and could be adapted for secondary music lessons – or, indeed, for ensembles of any kind, in any setting.
