Capital E SoundHouse NZ Curriculum Links
Links to the New Zealand Technology and Arts Curriculum
In direct relation to the Arts Curriculum, the aim of the Capital E SoundHouse New Zealand is to provide an experience that "enables students to develop literacy in music" and will "assist students to participate in and develop a lifelong interest in music". both listening and composing for enjoyment.
In this manner, we believe our LEOTC programmes will “enable all students to contribute to the cultural life of their schools, families and communities through making and sharing music.” Furthermore, “It also makes available to students a wide range of future opportunities in arts-related employment.”
During the visit to the studio students will experience:
- Use their creativity and imagination as they learn how to compose music using computers
- Further explore and manipulate computers, improving their skills in the use of a mouse,
menus, windows, etc. - Further develop their teamwork skills, especially active listening and co-operating.
- Develop and refine a piece of music to the final product stage, and be ready to play it
back to the class. - Make a CD of students’ work (to be sent to school).
- Further develop musical skills such as rhythm, tempo, musical improvisation, creating
melodies and harmonies, using mixing tools on screen, putting tracks together appropriately
and finally creating an interesting composition. - Develop knowledge of types of instruments and percussion and their usage in musical
compositions.
Relationship to Curriculum
Curriculum Framework
ARTS CURRICULUM IN NEW ZEALAND
The SoundHouse experience focuses on the Music Discipline, enhancing music literacy through an
exploration and use of the elements, conventions, processes, techniques and in particular, the technologies of Music. The programme encourages and provides a clear, achievable means for students to expand the ways they can express feelings, ideas, beliefs and values through music – and helps them understand those of others. The experience recognises the need for the strands within this discipline to be interlinked in order to provide a complete learning experience.
Strand: Developing Practical Knowledge in the Arts
Objectives:
- experiment with elements of music
Strand: Developing Ideas in the Arts
Objectives:
- compose and arrange music for a specific purpose
- develop and refine musical ideas
- develop and refine aural skills, imagination, knowledge of technologies to compose music
Strand: Communicating and Interpreting the Arts
Objective:
- prepare, refine and present musical pieces
- explore how technologies contribute to performance, and record their own performance
Strand: Understanding the Arts in Context
Objective:
- celebrate the multicultural musical heritage of New Zealand
- investigate production of contemporary music
TECHNOLOGY IN THE NEW ZEALAND CURRICULUM
In linking Technology Education with the Arts, the technology document suggests that students are
encouraged to use a range of media in presenting ideas, and to use aesthetic principles in developing and appraising ideas and products. (p. 21)
Capital E SoundHouse New Zealand musical experience links these two areas of the curriculum in a
unique manner, by offering children access to a level of technology that is often unavailable to them. More importantly, all the technological apparatus allows them to participate in a purposeful activity, to meet a specific need: The creation of an original digital recording. This thoroughly planned and well resourced programme is designed to develop both confidence and competence in using computer hardware and specifically tooled software to meet a specific need (eg., to add a musical score to a piece of film).
A number of the technological characteristics of technology education are reflected in the SoundHouse learning experience:
- students are encouraged to seek multiple solutions to meet an identified purpose;
- the immediacy of feedback during experimentation allows relevant failure analysis to take place in context;
- there is a tangible outcome/product of the experience: a completed CD recording;
- development of product is advanced by sharing ideas, both as a group and in collaborative production pairs;
- risk taking is encouraged, and the opportunity is provided for making choices;
- the experience includes access to specialist equipment and the specialist input of our highly qualified staff.
The primary technological area involved in this experience is Information and Communication Technology, and the technological context is primarily recreational. We recognise in the presentation of our programme that technological learning experiences should reflect the interlinking nature of the strands.
Curriculum References
From: Technology in the New Zealand Curriculum pp. 31-42
Strand A Technological Knowledge & Understanding
1. The use and operation of technologies
Focus: The composition and digital mastering of an original music work.
Strand B Technological Capability
With reference to an identified need and opportunity, students will:
6a. …generate possible options and strategies, and select, develop and adapt appropriate
solutions;
6b. …produce technological outcomes to agreed quality standards, managing time, and using
human and physical resources skillfully, safely and effectively;
6c. …present and promote ideas and outcomes throughout technological practice;
6d. …evaluate designs, strategies and outcomes throughout technological practice in relation to
their own activities and those of others.
Focus: Undertaking and completing the process of digital loop-based music production.
Strand C Technology and Society
7. Within the technological context of contemporary music production, students will develop their
awareness and understanding of the way individual and group values influence attitudes, and
promote technological development.
Focus: The fact that much contemporary popular music is composed and arranged using the exact
processes and technologies used by the students during the SoundHouse experience. This helps
motivate the students, and links the experience to a reality with which the students can easily
identify.
Teachers know best the needs and strengths of their pupils, so we encourage them to work beyond
the curriculum links we have included here, which are by no means exhaustive. For example,
there are links to social studies which could make up part of an integrated learning unit based
around contemporary music.