two-year project was one of four awarded Nationwide. After a quick celebration, the real work began; creat- ing the curriculum to be implemented in six short weeks. Additionally, the class schedule at Lincoln Middle School also changed in mid-July. General music class was going to be offered to all students in grades six to eight beginning in September, instead of our previous format of grade six only. August was a whirlwind of research and writing of curriculum in preparation for the implementation of an iPad based curriculum in all grades.
The first iPad arrived by Mid-August. I must admit, for the first day or two it was a new toy. It seemed that the world of music was, quite literally, at my fingertips. But I quickly discovered the daunting task of creating authentic learning experiences using the iPad might not be a simple as I had imagined. From a practical standpoint, managing the software licenses for thirteen iPad computers was difficult. Some programs in- cluded licenses for five iPads, others two, others one, and still others; all thirteen. It took me several days to just organize the iPads and purchase software and licenses. in place I was excited to begin.
September arrived quickly, but a basic curriculum
Reality hit. Balancing traditional instructional time with the hands-on based iPad curriculum became a strug- gle. It seemed like I had so many ideas and options, that I had difficulty finding a starting point. I wanted my students to see the iPad as an educational tool and as a musical instrument, not just a toy loaded with fun games. Students were given time to explore the software and experiment with new sounds and electronic in- struments. They were able to “play” along with the Classical Masters and research composers while listening to their musical compositions, but I worried that they were not getting the foundation they needed on which to build their musical minds. So, I pulled back from the curriculum for a short time to review “the basics.” Much to my surprise, students had been learning the entire time I thought they were playing.
The first semester of this year has been a learning experience for me as much as for my students. I am learning to teach my classes through daily mini-lessons at the start of class with a greater emphasis on student explora- tion and application for the remainder of each class period. Students appear to be excited to come to music class and equally open to sharing their songs and research. I’m sure the second semester will bring changes to my classroom and curriculum as a new set of students begin their music study. Thankfully, I saved some money from the grant to supplement additional software purchases throughout the year as I learn what pro- grams work well and what other programs provide fewer learning opportunities.
But I must say, overall the project is going well. Students are showing academic growth as well as improved composition and performance skills. My worry that students would not learn the basics has been proven wrong and I am excited to continue working on changes to the curriculum to increase student growth, but overall I am pleased with the results. I look forward to continued work with McCarthey-Dressman as we plan to purchase additional iPad computers and software in year two of the grant. One item I will add next year will be quality headphones. Fifteen students composing or performing on the “burp and fart” piano can be quite overwhelming to the ear. But I have learned to love the sound, because I know that those fifteen middle school students are reading notation, practicing performance skills, learning to work together as an ensemble and smiling the entire time.
Bethany Kirkpatrick, MS.ed lit., is the Choral director/ classroom music educator at Lincoln Middle School in Portland. You can contact Bethany at
kirkpb@portlandschools.org.
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