Whilst planning for the new Music (General) unit of Narratives I noticed that video games are listed as one of the genres students must study to understand how music can create a narrative. Despite teaching similar units before I haven’t thought about how the music in games is created. As it is another form of popular culture, I thought I would share the research I have found on this topic. So, do we need to teach different skills for composing for video games?

Why Gaming?

Gaming is an important part of popular culture (Sweet, 2014) and using it as part of the curriculum helps motivate and engage students in their learning (Brown, 2016) and gives teachers the chance to help them read and critique these different texts (Alvermann, Moon, Hagwood, & Hagood, 2018). Unfortunately, there has been a slow acceptance of teaching the required skills for game composition due to many different reasons such as unfamiliarity, lack of resources, and because it is part of the popular culture and thought to be not suited to the curriculum (Brown, 2016). Despite these hesitations, there are many reasons why we should be teaching the skills of gaming composition to our students.

The Importance of Music in Gaming

In the past, music in games has been quite repetitive due to lack of skill (as it may have been written by the programmer), the high effort in the coding, or because of the lack of space on some gaming machines (Collins, 2008). With technology evolving it has become much more attainable to have music that interacts with what is happening on screen (Collins, 2008). There are now many resources available, including different programs, which can assist teachers and students learn and implement the skills relevant to game music composition (Brown, 2016).

Music now plays a significant role in video games (Brown, 2016) as the experience can be enhanced through its interactivity, helping to tell the story (Sweet, 2014). Many different sounds and music clips are used within a game to enhance the emotion and create more depth to what is happening (Brown, 2016). Of course, before choosing games to analyse and compose for, it is important to know your students so that the stimulus is relevant for them (Alvermann et al., 2018).

Why do we need to teach it?

Teaching composition for gaming gives students an authentic experience that will prepare them for their future careers (Brown, 2016). The skills and thinking required to write for different games links with the 21^st Century Skills that are a part of the new Queensland Senior Curriculum as it encourages critical thinking, creative thinking, communication of ideas, collaboration and teamwork with game developers, personal and social skills such as adaptability, and ICT skills. These skills prepare students for the future in the world they live in.

How is it different?

The music in games is a form of storytelling which is similar to the compositions from other genres such as films, opera and ballet (Golding, 2019). It is, however, completely different as it is created in a non-linear way (Kaae, 2008; Sweet, 2014; Brown 2016) despite this the user must hear the music in a seamless linear fashion (Kaae, 2008). The music in games needs to be more than sound in the background, it matches the action (Golding, 2019) so composers in this genre need to consider how their music will adapt to the player interactively (Sweet, 2014) whilst not distracting the players from the gaming experience (Brown, 2016).

Composing music that is interactive and appropriate for the game has meant that composers need to think about music in a different way (Kaae, 2008), understanding the audience, meaning, and narrative of the game, as well as the game’s overall structure (Collins, 2008; Kaae, 2008) in order to compose music effectively.

There are two different ways that gaming music matches what the game player is doing. The music can be written to be adaptive, so that at different points and with different moves the music changes immediately (Collins, 2008; Kaae, 2008). Then there is variability, where the composer writes music that can be sequenced randomly by the computer to ensure the music is not repetitive (Collins, 2008). These different sections (small or large) need to link together seamlessly irrespective of which path the gamer takes (Sweet, 2014) otherwise the music wouldn’t be cohesive nor effective.

Conclusion

Composing music for video games is a complex task and completely different to writing for any other genre, having to write in smaller sections with different variables is a different way to think about music. With new technology and the support of others, it is something that I believe needs to be implemented into our curriculum. Understanding how it all works will prepare our future composers to be more versatile in their field, as the popular culture of gaming is here to stay.

References

Alvermann, D. E., Moon, J. S., Hagwood, M. C. & Hagood, M. C. (2018). Popular culture in the classroom: Teaching and researching critical media literacy [eBook edition]. https://doi.org/10.4324/9781315059327

Brown, A. (2016). Game technology in the music classroom: A platform for the design of music and sound. In A. King & E. Himonides (Eds.), Music, Technology, and Education: Critical Perspectives. Retrieved from https://www-taylorfrancis-com.ezp01.library.qut.edu.au/books/e/9781315596945

Collins, K. (2008). Introduction. In K. Collins (Ed.), From Pac-Man to pop music: interactive audio in games and new media (pp. 1-10). Retrieved from https://ebookcentral.proquest.com/lib/qut/detail.action?docID=623979

Golding, D. (2019). Music that you help make: Composition for video gaming draws on tradition and tech. Retrieved from https://theconversation.com/music-that-you-help-make-composition-for-video-gaming-draws-on-tradition-and-tech-124282

Kaae, J. (2008). Theoretical approaches to composing dynamic music for video games. In K. Collins (Ed.), From Pac-Man to pop music: interactive audio in games and new media (pp. 75-92). Retrieved from https://ebookcentral.proquest.com/lib/qut/detail.action?docID=623979

Queensland Curriculum and Assessment Authority. (n.d.). 21^st century skills: Preparing students for a changing world. Retrieved from https://www.qcaa.qld.edu.au/downloads/senior/snr_syll_redev_21st_century_skills_preparing_students.pdf

Sweet, M. (2014). Writing Interactive Music for Video Games:  A Composer’s Guide (1st edition). Addison-Wesley Professional. Retrieved from https://learning.oreilly.com/library/view/writing-interactive-music/9780133563528/

Being new to blog posting has made me think about ways to utilise this participatory culture in my own classes. I’m currently starting to teach the new year 12 syllabus for the first time as Queensland has implemented a new curriculum for senior students at the start of 2019 which has brought with it more recent ideas and different learning experiences. The Music Extension (General) syllabuses which will be implemented for the first time in 2020, have been updated from the older 2008 document to a syllabus that has more ideas suited to our current students.

This new syllabus (page 27) has included the importance of supporting evidence which includes reflective practice documentation which can be completed in different ways to suit the student which includes the use of a blog. These reflections are not assessed on their own but should be used to inform their reflective statements in their IA3 (third internal assessment). When I read this part of the document I realised that using blogs as part of their reflective process could be good to explore.

So, what is a blog exactly? A blog is a website that provides regular content to its readers where people can comment on what is written and originally was something used as a journal or diary (Gensler, n.d.) which suits the reflective process required in these tasks. As technology has evolved it is only logical that journaling move to an online medium, which is how the blogging idea first began (Muncy, 2014). Posts written on blogs can be about anything: personal interests, hobbies, passions, etc, and can be used to express creativity (Gensler, n.d.) which will help students reflect on their own and others’ work to improve their own practice.

Reflective journaling and now blogging is a successful way for humans to reflect on anything they wish and can be an effective way for students to apply what they have learned at school with their own experiences (Muncy, 2014). Reflection is a great way to look at what we need to improve by focussing on our mistakes. In the world of music there is always room for improvement as, being a creative subject, there are no specific answers. When analysing performances and compositions errors should be looked at in a positive way to help in the learning process and to foster a growth mindset (Davis, 2016). By focussing on these mistakes, students will be able to isolate what they need to do in their focussed time, mastering what they need to rather than just practicing what they already know (Davis, 2016).

Implementing the supporting evidence and reflection as outlined in the new syllabus as a blog is a logical course of action, with students’ own work and practice sessions as the stimulus. As it is a more personal account students may wish for their teachers to be the only audience to be able to comment, however, there can also be learning experiences where the class is able to comment on certain posts. The most important thing is to ensure we don’t expect that students know what to do, that we actually teach them the skills for reflection and blogging. Students should understand why the blogging and reflection process is important and understand what the teacher’s expectations are so they are not doing too much or just being descriptive (Muncy, 2014). Questions that encourage metacognition should be used as prompts for students so that they are able to think about what they need to do and to find solutions to grow further as musicians (Davis, 2016).

Blogging is clearly an effective tool in the music classroom, and it shouldn’t be limited to only the senior students as it is a skill that all students should be learning to inform their preparation and practice (Davis, 2016). Now that I have a better understanding of how blogging can be useful for students the next step will be embedding these ideas into the rest of our music curriculum.

References

Davis, V. W. (2016). Error reflection: Embracing growth mindset in the general music classroom. General Music Today, 30(2), 11-17. doi: 10.1177/104871316667160

Gensler, T. (n.d.). What is a blog? (5 common types of blogs and what you need to know before starting a blog. Retrieved from https://www.angiegensler.com/what-is-a-blog/

Muncy, J. (2014). Blogging for reflection: The use of online journals to engage students in reflective learning. Marketing Education Review, 24(2), 101-114. doi: 10.2753/MER1052-8008240202

The internet has enabled us to create communities across the world which we can interact with and learn from without a physical presence (Waldron, 2012). The video sharing service, YouTube, was created in 2005 and since then it has become one of the most popular websites that people access which offers a participatory culture that stretches worldwide (Waldron, 2012). YouTube and other digital technologies have been a big part of our lives, including how we engage with and learn music (Hanson, 2018). YouTube is now the main way that people access music (Hanson, 2018) so it is only logical that is used within the classroom environment.

Many schools and governing bodies block YouTube access which is the case for the Queensland Department of Education, which is usually a way of protecting students from its content (Kruse & Veblen, 2012). This is unfortunate as YouTube offers many benefits for students, especially in the secondary music classroom.

Using YouTube in the classroom

There are many ways that students and teachers can use YouTube to improve their learning in a music classroom. It is an effective way to bring experts and other professionals into the classroom (Kruse & Veblen, 2012) through videos of interviews and documentaries to offer a different explanation, or it can be used to teach different concepts and musical ideas. It offers teachers a way to present richer lessons that are more engaging for their students (Kruse & Veblen, 2012) by including clips that don’t just describe but actually show what is going on.

YouTube has many excellent videos that help students understand music better (Kruse & Veblen, 2012). There are clips that show the way music graphically evolves which helps students understand the melodic and harmonic shape, and the texture of the music.

Students can learn to follow traditional music notation and scores on YouTube, with many examples of music (both Western Art Music and popular music). These clips have the notation scrolling along while the audio is playing in the background.

YouTube for tuition

YouTube videos are not just a supplementary tool in the music classroom, they should also be used to help teach students different concepts and how to play different instruments (Handon, 2018) as online learning can be just as effective as a face-to-face tutor (Loeckx, 2015). Musicians are more than happy to help others understand and learn music (Waldron, 2012) so you will find many videos on YouTube that show how to play different musical instruments which takes down the barriers some students face such as geographical or socio-economic restrictions (Kruse & Veblen, 2012). These clips vary in how they are presented from a tutor delivering a face-to-face lesson online to a visual lesson on keyboard with graphic notation (similar to that seen on a video game), to linking the notation with the piano playing (see examples below).

Conclusions

As music teachers we underutilise the technology available to be able to facilitate music learning (Waldron, 2012) and we should be promoting the use of this technology and its ability to enhance student learning (Kruse & Veblen, 2012). Students are able to access these YouTube videos at anytime, anywhere, and are able to repeat them to help learn a concept which supports learning outside of the classroom (Hanson, 2018). Participatory culture like YouTube and other social media should be encouraged as it offers a sense of community and a place for showcasing their work and learning from others (Loeckx, 2015).

There are many positives to this popular culture, however, there are also some issues to consider when choosing YouTube clips as part of lessons and instrument instruction. There is an inconsistency of quality and validity within the videos (Hanson, 2018) as YouTube doesn’t check that all the information uploaded is true and correct. It is also important to check for appropriateness of content before using in a teaching context.

YouTube is an excellent source of information for music teachers and students alike. Using videos within the classroom helps students engage more and gives them an opportunity for deeper and more accessible learning. YouTube is very useful and there should be ways for students can access this resource within the classroom setting.

References

Hanson, J. (2018). Assessing the Educational Value of YouTube Videos for Beginning Instrumental Music. Contributions to Music Education, 43, 137–157. Retrieved from http://search.proquest.com/docview/2101885362/

Kruse, N. B., & Veblen, K. K. (2012). Music teaching and learning online: Considering YouTube instructional videos. Journal of Music, Technology & Education, 5(1), 77-87. doi: 10.1386/jmte.5.1.77_1

Loeckx, J. (2015). Learning Music Online. In L. Steels (Ed.), Music learning with massive open online courses (MOOCs) (pp. 21-38). doi: 10.3233/978-1-61499-593-7-21

Waldron, J. (2012). YouTube, fanvids, forums, vlogs and blogs: Informal music learning in a convergent on-and offline music community. International Journal of Music Education, 31(1), 91-105. doi: 10.1177/0255761411434861

There are varying opinions on whether mobile phones, a part of popular culture, should be used within the curriculum or be banned at school. Recently there have been posts on Facebook about the banning mobile phones in UK schools, stating that students are “more engaged and concentrating in lessons and learning” when they do not have the distraction of their mobile phones.

This same concept is going to be started at the beginning of 2020 in Victoria as announced in a press release by the Premier in June. Again, the reasoning is to reduce distractions in the classroom and improve the overall results of students. The rule for Victoria does have exceptions, for those with health needs and for certain activities in the classroom where the teachers state the technology is required.

There are issues that need to be addressed before using this technology within the classroom. Cyberbullying has become an issue as it is easy to be anonymous and to make messages go viral, and quickly (Keengwe et al., 2014; O’Bannon & Thomas, 2014). Students also can be disrupted by these devices when they ring or even vibrate during their classes, they can easily access inappropriate content either online or through their peers, and can easily engage in cheating with such wide access these devices offer (Keengwe et al., 2014; O’Bannon & Thomas, 2014).  

For some schools the easiest way to stop this from happening is to ban mobile phones altogether (Gabor & Peter). This is an easy solution and has had positive affects in some schools such as those reported in the UK, but does not help students become responsible with the technology. Part of a teacher’s responsibility is to equip students with the skills to be ready to be a part of the world we live in (Keengwe et al., 2014) and by banning these devices teachers are not helping improve student digital citizenship, a critical 21^st century skill (Keengwe et al., 2014).

Is this the best way to increase student engagement? Are there ways to utilise this technology to improve student learning?

Smart phones have rapidly become more powerful (Gabor & Peter, 2015) and offer more opportunities than ever, with their cameras, applications (apps), access to internet, entertainment options, and more (Keengwe et al., 2014).

Teachers need to realise that mobile phones can be a great resource in education (Gabor & Peter, 2015). Professional development can assist them to understand and to know when these devices can be used effectively in their teaching and learning (Krahenbuhl, 2018) and how to keep students focused whilst engaging with their devices (Keengwe et al., 2014). Technology such as mobile phones has a potential to have a positive impact on engagement and learning within the classroom (Krahenbuhl, 2018; Keengwe et al., 2014) with more than two thirds of 8-18 year olds having access to smart phone devices (Keengwe, et al., 2014) making it easy for students to engage with technology within the classroom to support their creativity (Ranieri & Bruni, 2016) and offer new ways to engage with content (O’Bannon & Thomas, 2014).

As a music teacher there are many ways mobiles can be used in classroom activities and in preparation for assessment. There are fantastic apps available for composing on mobile phones, including GarageBand for iPhones and iPads, and Soundtrap which can be used across many different devices. Students can also access apps such as SoundCloud or YouTube to analyse compositions of others for inspiration, which are blocked through the school network.

For the performers, being able to easily video to enable reflection on their work helps them improve. Vocalists can use their phones to find the lyrics to songs and access backing tracks from sites that are otherwise blocked by the Department of Education’s filter.

Mentoring is now a key part of Music Extension (General), with students required to access a mentor or other source, which can include tutorials on sites such as YouTube to help guide them to become better musicians. They can also send their work to professionals across the globe as this technology helps people connect world-wide (Keengwe et al., 2014).

Despite the challenges that can arise from having mobile phones in the classroom, these devices have a positive impact on classroom learning. Students are more engaged when using this technology, giving them access to resources that will improve their experiences and their achievement. With training and planning it is possible to use mobile technology at appropriate times in the classroom for learning, whilst ensuring there are activities where students switch off and engage in more traditional ways of learning, helping to prepare them for their future in this world.

References

Andrews, D. (2019, June 26). Mobile phones to be banned next year in all state schools [Press release]. Retrieved from https://www.premier.vic.gov.au/mobile-phones-to-be-banned-next-year-in-all-state-schools/

Keengwe, J., Schnellert, G., & Jonas, D. (2014). Mobile phones in education: Challenges and opportunities for learning. Education and Information Technologies, 19(2), 441-450. doi: 10.1007/s10639-012-9235-7

Krahenbuhl, K. S. (2018). Principles of learning in the technology-enhanced classroom. In A. A. Khan & U. Sajid (Eds.), Handbook of research on mobile devices and smart gadgets in K-12 education (pp. 77-86). Retrieved from https://ebookcentral.proquest.com/lib/qut/reader.action?docID=4923202&query=

O’Bannon, B. W., & Thomas, K. (2014). Teacher perceptions of using mobile phones in the classroom: Age matters! Computers & Education, 74, 15-25. http://dx.doi.org/10.1016/j.compedu.2014.01.006

Ranieri, M., & Bruni, I. (2016). Create, transform and share: Empowering creativity and self-expression through mobile learning. In D. Parsons (Ed.), Mobile and blended learning innovations for improved learning outcomes,  (pp. 159-179). Retrieved from https://ebookcentral.proquest.com/lib/qut/detail.action?docID=4526794

Selwyn, N. (2019). Banning mobile phones in schools: Beneficial or risky? Here’s what the evidence says. Retrieved from http://theconversation.com/banning-mobile-phones-in-schools-beneficial-or-risky-heres-what-the-evidence-says-119456

Wightwick, A. (2019, September 19). School completely bans mobile phones and teachers say kids’ behaviour changes. Wales Online. Retrieved from http://walesonline.co.uk

Before I start writing this blog I thought it would be best to introduce myself. I am a 36 year old high school music teacher from the Gold Coast, Australia and am currently studying my Master of Education. I am also the mother of a three year old girl who is constantly changing my ideas around education, having only had experience with older children.

This blog has been set up to discuss popular culture within education, discovering how it can be successfully used to increase both engagement and achievement.