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Help

Overview

The 5–14 Music Modules site is a set of internet-based multimedia resources to support effective learning in and teaching of the 5–14 music curriculum. These resources are provided to support class teachers and music specialists working with children within the 5–14 music curriculum and comprise 42 modules covering all levels from pre-Level A to Level F. Each module is made up of music, text and image files, which provide activities covering all strands.

Each module is accessed through an original piece of music, or, an existing piece of music free from copyright restrictions. One or more of the 5–14 music strands act(s) as a central focus for the module and satellite activities are linked to it covering performing, inventing and listening. Musical examples exist in both audio and MIDI formats. The audio files allow teachers to download a recording of the piece to a computer and either to play it from there or to make a simple transfer to audio cassette for playback away from the computer. The teacher can download the MIDI files and play them back using the MIDI sounds built into the computer. More importantly, the MIDI files can be opened in a MIDI sequencing program; this allows the teacher to edit the music for accompanying a group performance using techniques such as muting, solo, cycle, tempo changes and volume changes. The program also allows the pupils themselves to explore further the concepts used in the piece.

Parts, full scores and performance plans are included where appropriate and these can be read on the screen or downloaded in Portable Document Format (PDF) that can be read by the programme Acrobat Reader. They can also be printed directly from the site or after downloading to the computer.

A concept map, indicating where in the piece the musical concepts appear, is included for each piece of music so that pupils can both listen to and see how concepts are deployed in the piece. There is also advice and ideas on how pupils might use these concepts in their own inventing, along with other composing techniques from the piece. There is a search function on the site, allowing teachers and pupils to access pieces containing particular concepts.

A series of links to other relevant sites is also included. As the internet grows and as more resources come on stream, these links will be updated to ensure that the modules keep up with future developments.

Navigation

There are four ‘ways in’ to access the 42 modules, accessible by clicking on the relevant heading on the left of the main page.

Grid

This takes you to a page where the 42 modules are presented in grid format, six modules for each level from pre-Level A through to levels E and F. Running the pointer over each title makes a sentence appear describing the contents of each module.

Concepts

This takes you to a searchable database where you can select a concept in the list provided to access not only a text definition of that concept, but also a list of all the modules on the site where that concept is deployed.

Strands

This takes you to another searchable database where you can access a list of modules containing activities for particular strands at particular levels.

Themes

This takes you to a page where you can access the modules by theme or topic. Certain themes have been identified and you can see which modules have materials connected to the chosen theme.

There is also a general ‘Links’ section taking you through to a list of websites relevant to music education in general.

However you access the modules, you will always start off by arriving at the overview of the module. This provides details of the activity provided for each strand, as well as links to other websites relevant to that particular module and a list of concepts used throughout that module. Clicking on the ‘Concept Used:’ link at the top of the concept list will take you through to a table detailing how the concept is used in that module.

One or more of the strands will have been identified as a main focus for the module and this is indicated by a green filled-in triangle to the left of the strand title.

All of the modules on the site are presented in the same manner and clicking on the strand title takes you through to the next level. Here you will find all the resources for the activity. Each activity has ‘Teaching Notes’, which can be read online or printed out. There are also parts and resources. The parts are musical scores and the resources might be work cards, diagrams or pictures. These parts and resources are in Portable Document Format (PDF), which can be displayed using a free program called Acrobat Reader. This program can be downloaded from here.

This program will most likely already be on your computer but if not, you should download it using the link provided.

The scores and resources can also be read online or printed out.

There are also MIDI files provided, which can be used as accompaniments to the pieces. If you click on the MIDI file name, a window appears and the accompaniment plays. You can see in the window that there is a marker that moves as the song plays. You can also stop and start the song by clicking on the box to the left of the marker. When the MIDI file is playing, the sounds you hear are not real, they are coming from the soundcard in your computer. It is the MIDI file that ‘plays’ these sounds.

If you have access to a MIDI sequencing programme such as Logic or Cubase then you can also download these MIDI files to your computer and open them up in these programmes. If you do not have a MIDI sequencing programme, you can download Logic Fun for free from here.

To download the MIDI file to your computer, you can drag the MIDI file title on to your desktop and then it will transfer the MIDI file from the website to your machine. When you import the MIDI file into your MIDI sequencing program, you can then manipulate the accompaniment, for example, to slow down the tempo.

Information on how to perform this and other functions using Logic Fun can be found here.

The audio files provided in the resources page are live recordings of the pieces. These should be used as a benchmark for the pupils to hear how the piece might sound.