Phase 1

The initial phase of learning is familiarising students with traditional

musical notation through exposure to appropriate theory. This will not be a
particularly long phased and will only require relatively basic technologies
such as websites and music theory programs like musictheory.com,
Musition 5, and OneMinuteMusicLesson.com. These websites speed up
students understanding of music theory and knowledge of how to ready
music modifying what is possible within timeframes; Modification level of
the SAMR Model (Schrock, 2013). Once students have attained or
regained knowledge required to understand the task, demonstrate using a
simple melody how popular musical notation is applied to a simple
melody. Move on to translate the song into a different form of notation
with explanation of how it works; Graphic notation, Kepatihan notation,
Surakarta method or Svara notation for example.
Phase 2a
It is at this point that students should be made aware that they will be
translating a simple melody into one of the music notations that they are
about to analyse. Picking a suitable method of notating music is
necessary; certain free jazz notations may not be suitable. In phase 2
students will begin to break down a different musical notation method.
This should be done alongside choosing and analysing a simple melody
within this genre; Gamelan and Kepatihan notation, Indian Raga and
Svara, Traditional African Music.
Phase 2b
Students are to notate one of these melodies using a traditional notation
programs; Sibelius and Finale for example. This will be a challenge as
aspects of certain genres do not translate into popular musical notation
and students will have to adapt to make it functional. The aim is to make
the notated music sound as much like the original song as possible with
use of the Sibelius playback feature. Using these technologies in these
ways provides an opportunity for students to demonstrate knowledge of
the software as well as the musical theory they have learnt in phase 1.
Use of these programs allows this process to be sped up and listen to
therefore redefining learning process and providing a Redefinition level
technology specific to this task (Schrock, 2013).
Phase 3
In phase 3 Students will translate a simple melody of the teachers
choosing into their researched format. Students will provide a Prezi
presentation explaining how the format they researched translated into
the melody. This will be done using a picture of their translated melody
with windows that pop up to explain the different aspects that make up
the notation and how they apply to the melody. The use of technology in
this way allows students a very visual presentation that easily links all
aspects of the notation method to the simple melody. If used correctly this
will redefine the presentation and demonstrate higher understanding;
Redefinition of technology (Schrock, 2013).
Reference
Schrock, K. (2013). SAMR and Blooms. Retrieved on 21th April, 2017, from
http://www.schrockguide.net/samr.html