iPads IN THE MUSICAL CLASSROOM ©2013 Brigid Finucane, Merit School of Music, Chicago, IL iPads open up a new world of engaging and approachable technology easily used in the early childhood classroom. Apps supporting musical enhancement will be demonstrated, supported by classroom use examples.

1. iPads
IN
THE
MUSICAL
CLASSROOM
©2013
Brigid
Finucane,
Merit
School
of
Music,
Chicago,
IL
iPads
open
up
a
new
world
of
engaging
and
approachable
technology
easily
used
in
the
early
childhood
classroom.
Apps
supporting
musical
enhancement
will
be
demonstrated,
supported
by
classroom
use
examples.
MAKE
FRIENDS
WITH
YOUR
iPad

2. BEFORE
STARTING
1.APP
Icons
–
Combining,
Moving
and
Deleting.
(Deleted
apps
may
be
restored
through
iTunes
“Purchased”
option)
2.
Pinching,
Swiping,
Closing
APPS
3.
iPad
Check
–
Wi-­Fi
or
Bluetooth
connection
through
“Settings”
PHOTOS
Photos
can
(often)
be
imported
into
other
apps
to
be
used
as
backgrounds
for
new
creations.
SCREEN
SHOTS
Press
home
and
sleep/wake/power
buttons
simultaneously
to
record
an
image
on
iPad
screen.
It
will
store
automatically
in
your
photos,
can
be
edited
&
used
for
picture
cards,
etc.
MUSIC
iTunes
is
part
of
what’s
“in
the
box.”
With
just
a
few
taps
of
your
fingers,
you
can
find
what
you
need
to
illustrate
content.
Tracks
can
be
grouped
together
in
a
playlist
that
are
specific
to
a
particular
lesson.
Music
can
be
selected
to
play
as
a
background
for
other
apps.
RECORDING
WITH
AN
iPad
2
+
newer
generations
The
iPad
2
and
all
later
versions
have
a
forward
and
backwards
facing
camera
AND
the
ability
to
record
video.
The
iPad1
does
not.
NAfME’s
National
Music
Standards:
Noted
in
red
under
content
areas
below
1.Singing,
alone
and
with
others,
a
varied
repertoire
of
music.
2.
Performing
on
instruments,
alone
and
with
others,
a
varied
repertoire
of
music.
3.
Improvising
melodies,
variations,
and
accompaniments.
4.
Composing
and
arranging
music
within
specified
guidelines.
5.
Reading
and
notating
music.
6.
Listening
to,
analyzing,
and
describing
music.
7.
Evaluating
music
and
music
performances.
8.
Understanding
relationships
between
music,
other
arts,
&
disciplines
outside
the
arts.
Understanding
music
in
relation
to
history
and
culture.
1.WAKING
UP
OUR
EARS.
APP:
Sound
Touch
Lite
(FREE).
180
sounds
and
images
great
for
auditory
discrimination.
Sound
Touch
($4.99)
offers
360
sounds
and
images.
2

3. 2.
TUNING
UP
APP:
ABC-­Magnetic
Alphabet
HD
–
Learn
to
Write!
For
Kids
($1.99).
Unison,
Solo,
Duet,
Trio,
Quartet,
Quintet
flashcards.
Lite
(FREE)
version
available,
and
can
save
images
in
“camera.”
Full
(paid)
version
has
upper
and
lower
case
letters,
multi-­colored
or
themed
backgrounds,
and
a
variety
of
shaped
magnets
and
stickers
ranging
from
snowflakes
to
butterflies.
Magnets
can
be
sized
and
rotated.
ACTIVITY:
WARMUP
EXERCISE
WITH
GROUP
–
Carousel
Bells
(Target)
At
the
beginning
of
class,
a
simple
warm
–up
is
sung,
with
the
children
echoing
tonal
•
patterns
that
I
sing
and
play
on
resonator
bars.
The
warm-­up
becomes
longer
each
session,
first
using
steps,
then
steps
and
skips,
and
finally
a
5-­3-­1
descending
major
triad.
The
word
“unison”
is
discussed
and
spelled.
(app:
Magnetic
ABC)
• The
words
solo,
duet,
trio,
quartet,
are
introduced.
I
go
around
the
circle,
starting
with
the
child
next
to
me,
let
him/her
chose
whether
to
sing
alone
or
with
others.
• If
a
child
chose
quartet,
she
or
he
stands
up
with
the
next
three
children
in
the
circle.
Using
“singing
position,
“
they
echo
the
patterns
I
sing
and
played
on
resonator
bars.
• The
next
child
in
the
circle
has
the
choice
of
singing
alone
(solo)
or
in
a
group.
• I
record
the
children,
and
at
the
end
of
the
series,
the
class
has
the
chance
to
hear
themselves.
Good
audience
behavior
–
listening
quietly
and
politely
while
others
sing
–
is
a
key
element
which
is
built
gradually
over
time
and
repitition.
Extensions:
• Pictures
of
duets,
trios,
quartets,
and
a
solo
singer
or
instrumentalist
may
be
taken
using
class
members
as
subjects.
Still
photographs
or
videos
can
be
found
online.
• Recording
is
ideal
for
Assembly
preparation.
After
recording,
students
watch
themselves
and
discuss
their
work.
A
second
recording
is
done
and
analyzed.
• Still
photographs
can
document
stage
placement,
replacing
paper
seating
charts.
• Since
the
camera
is
reversible,
self-­portraits
or
group
shots
can
be
taken.
Through
Photo
Booth
(included),
special
effects
like
“light
tunnel,”
“kaleidoscope,”
or
“x-­ray”
can
be
applied,
and
photos
shared.
NOTE:
At
this
time,
the
video
function
does
not
allow
zoom.
Basic
“Camera”
does.
1.Singing,
alone
and
with
others,
a
varied
repertoire
of
music.
7.
Evaluating
music
and
music
performances.
3.
COMPARATIVES:
HIGH-­LOW,
PIANO
&
FORTE,
STACATTO
&
LEGATO,
CRESCENDO
A.
ACTIVITY:
High/
Low
story
–
adapted
from
Remy
Chalip’s
book,
“Unfortunately”
Vocal
glides.
Screen
shot.
.
APPS:
Jot!
Whiteboard
Free,
Draw
Free
for
iPad
(FREE)-­both
have
ads,
Drawing
Pad
($1.99)
B.
ACTIVITY:
BASIC
NOTATION
OF
SIMPLE,
HIGH/LOW
MELODY
(STARLIGHT)
APP:
Noteshelf
($5.99)
–
music
paper
option,
emoticons
• Draw
horizontal
line
across
screen,
and
designate
the
top
portion
for
high
notes,
and
the
bottom
section
for
low
notes.
• Use
“emoticons”
to
create
simple
and
short
high-­low
patterns
using
sol-­mi
(5-­3)
–
the
interval
used
in
Rain
Rain
Go
Away,
Starlight,
first
line
of
Jack
&
Jill,
etc.
Extensions
• Invite
children
to
create
high-­low
compositions
and
become
composers!
• “Notate”
a
simple,
well-­known
song
like
“Starlight”
with
emoticons.
Indicate
Steady
beat
with
hearts.
Composition
Extension
APPS:
Gravitarium
2
($1.99):
Music,
art,
science
and
relaxation.
Promotes
finger
control.
3

4. Falling
Stars
by
Trident
Vitality
Gum
(FREE):
Altered
melodic
loops
based
on
what
is
drawn.
3.
Improvising
melodies,
variations,
and
accompaniments.
4.
Composing
and
arranging
music
within
specified
guidelines.
5.
Reading
and
notating
music.
C.
ACTIVITY:
Piano
&
Forte,
Staccato
&
Legato
(short
and
separate
sounds)
Hush
Little
Baby
(book)
&
Flashcards
created
with
APP:
ABC
Magnetic
Alphabet
HD
APPS:
Autoharp
(.99)
Fewer
keys
than
other
autoharp
apps,
but
better
tone
and
volume.
FirePaint
(FREE)
-­
Staccato
and
legato
drawing.
ITunes:
Comparative
listening
examples,
St.
Saens
Carnival
of
the
Animals.
SoundHound
(FREE).
“What’s
that
song?”
APP
searches
for
matches,
links
to
iTunes,
Offers
“look
up
lyrics”
option,
and
Links
to
“more
videos
(YouTube).”
-­
Yo
Yo
Ma
&
Bobby
McFerrin
-­
• Lullabies
are
explored.
Ask
children
if
they
know
what
a
lullaby
is,
and
if
anyone
has
ever
sung
a
lullaby
to
them.
Hush
Little
Baby
is
taught
to
the
class.
Discuss
how
to
sing
a
lullaby
(sound
or
loud?
What
would
happen
if
you
sung
a
lullaby
loudly?)
The
Marla
Frazee
version
of
the
book
is
then
sung.
With
teacher
facilitation,
the
class
compares
and
contrasts
singing
the
words
both
piano
and
forte,
and
legato
and
staccato.
The
word
is
spelled
and
correct
musical
symbols
shown.
• The
class
then
sings
and
plays
an
American
heritage
game
where
the
movement
changes
from
legato
to
staccato
(Jump
Josie).
• While
sitting,
students
“air
draw”
symbols
for
each
concept:
Rainbows
for
legato
and
little
points
for
staccato.
• The
class
listens
and
“air
draws”
to
examples
of
recorded
music
(St.
Saens
Carnival
of
the
Animals
excerpts),
and
determines
if
they
are
staccato
or
legato.
• The
class
dances
to
the
examples
with
movements
that
correspond
to
each
concept.
• The
teacher
demonstrates
continuous
staccato
and
legato
drawing
with
FirePaint,
a
whiteboard
or
drawing
app
while
students
“air
draw.”
• Paper
is
handed
out,
and
the
students
draw
to
music,
making
different
marks
to
designate
staccato
and
legato.
Extensions:
• Listen
to
Comparatives
in
Playlist
(Music)
for
Hush
Little
Baby.
Discuss
similarities
and
differences,
voicings,
tempo,
modes
(major
or
minor),
style
(rock,
folk,
etc.).
Ask
children
if
there
are
any
examples
of
musicians
who
sing
the
song
like
the
class
does.
Opportunity
for
discussing
stylistic
difference
and
voting
on
who
likes
which
version.
• *SoundHound.Tap
button
and
sing
to
find
out
“What’s
that
song?”
Link
to
“more
videos
(youtube).”
• Comparatives
video
available
–Yo
Yo
Ma
&
Bobby
McFerrin
–
and
many
more
interesting
versions.
6.
Listening
to,
analyzing,
and
describing
music.
8.Understanding
relationships
between
music,
the
other
arts,
and
disciplines
outside
the
arts.
D.
ACTIVITY:
Crescendo!
APP:
SockPuppets
(FREE)*
• Teach
Mrs.
Murpy’s
Chowder,
marking
beat
with
hands.
Lyrics:
Who
put
the
overalls
in
Mrs.
Murphy’s
chowder?
Nobody
answered
so
she
spoke
a
little
louder!
• Stand
in
circle
close
together.
With
each
repetition,
get
slightly
louder,
and
take
baby
step
backwards,
making
circle
larger.
Repeat
five
to
seven
times.
4

5. • Discuss
with
class
what
happened
with
voices
(they
got
gradually
louder,
progressing
from
piano
to
forte).
Label
the
musical
word
–
crescendo!
Invite
children
to
say
the
word
multiple
times.
• Play
Sock
Puppets
video
to
reinforce
concept.
• *Free
is
rarely
free.
Though
this
app
is
fun
to
experiment
with,
to
really
pop,
the
user
has
to
resort
to
“in-­app
purchases.”
–
otherwise
the
app
allows
only
a
30”
recording
time,
and
no
way
to
share.
Enter
additional
purchases!
•
Limit
yourself
to
working
with
two
puppets
at
a
time
for
best
results.
The
dog
Talking
Ben
(FREE)is
good
for
pronunciation
practice,
general
silliness,
and
has
recording
and
sharing
options.
Talking
Angela
(cat)
is
reportedly
off
color.
NOTE:
I
have
used
SockPuppets
to
introduce
songs.
The
app
alters
your
natural
voice,
but
controls
for
making
the
pitch
higher
or
lower
allows
for
functionality
as
well
as
silliness.
6.
Listening
to,
analyzing,
and
describing
music.
4.
INTRODUCING
MUSIC
&
MUSICIANS
THROUGH
YOUTUBE
VIDEOS
APP:
WatchLater
(FREE)
ACTIVITY:
• Talk
to
children
about
Louis
Armstrong,
who
he
was
(musician),
what
instrument
he
was
famous
for
playing
(trumpet)
and
the
music
he
was
famous
for
playing
and
singing
(jazz).
Tell
class
that
you
will
listen
to
a
song
that
he
was
famous
for
singing,
What
a
Wonderful
World
(by
George
David
Weiss
and
Bob
Thiele,
book
illustrated
by
Ashley
Bryan)
and
look
at
pictures
in
a
book
of
the
same
name
while
listening.
Introduce
book,
pointing
out
illustrations
of
Louis
Armstrong
and
his
trumpet.
•
Listen
to
the
song,
turning
the
pages
of
the
book
as
the
song
progresses.
• Ask
for
children’s
response
to
the
song.
Some
questions
might
include
how
the
song
made
them
feel
(happy?
sad?),
what
instruments
they
heard,
their
impressions
of
Armstrong’s
voice,
etc.
• Show
children
YouTube
video
of
Louis
Armstrong
singing
the
song.
Discuss
video.
NOTE:
I
have
used
YouTube
videos
to
introduce
songs,
composers
and
support
repetition
and
practice:
Charlotte
Diamond’’s
Each
of
Us
Is
A
Flower/Somos
Como
Las
Flores,
Susan
Salidor’s
Peace
in
My
Fingers,
and
Laura
Doherty’s
Wheels
in
the
City
are
three
of
my
favorites.
Susan
Salidor
and
Laura
Doherty
are
both
from
Chicago!
Seek
their
work
out!
6.
Listening
to,
analyzing,
and
describing
music.
8.Understanding
relationships
entre
music,
other
arts,
&
disciplines
outside
the
arts.
Understanding
music
in
relation
to
history
and
culture.
5.
LITERACY
BOOKS
&
PICTURE
CARDS
–
Diverse
Approaches
Apples
&
Cherries
–
Picture
Cards
Pumpkin
Patch
–
Song
by
Fran
McKinney
Snow!
–
Book
by
Uri
Shulevitz,
Holly
and
the
Ivy
by
George
Winston
(M.Hooton)
OLD
MR.RABBIT
–
Picture
Cards
6.
INSTRUMENT
APPS
Accompaniment:
Autoharp
(.99),
Percussive
($1.99)
iAmGuitar
(.99),
Echo
String
Free
Student
Play:
Music
Sparkles
–All-­in-­one
(FREE-­$2.99),
Percussive
Latin
($1.99),
Virtuoso
Piano
Free
3,
aXylophone
(Awesome
Xylophone)
(Free-­$1.99)
NOTE:
If
multiple
iPads
are
available,
two
or
more
instrumental
voicings
can
be
combined.
At
this
time,
I
am
not
conversant
with
Garage
Band,
so
I
don’t
use
it
in
the
classroom.
2.
Performing
on
instruments,
alone
and
with
others,
a
varied
repertoire
of
music.
5

6. ORCHESTRA
FAMILY
APPS
All
apps
have
their
own
personalities
and
quirks.
Those
listed
below
have
three
different
approaches
to
the
same
body
of
information.
They
are
all
recommended.
My
First
Classical
App
($4.99)
is
more
like
a
cheery
and
humorous
book.
A
chatty
little
bird
keeps
the
action
going,
Meet
the
Orchestra
($1.99)
is
direct
and
no
nonsense.
Each
instrument
in
the
family
is
introduced
by
name.
When
you
click
on
an
instrument,
the
other
members
rush
off
the
stage,
and
a
solo
starts.
Young
Music
Genius
–
Classical
Wiz
(FREE
-­
subject
to
change):
Bare
bones
production,
but
in
some
ways
the
most
musical.
Two
screens
of
instruments
are
offered,
arranged
alphabetically
rather
than
by
family.
The
String
Family
does
not
include
viola.
A
fine
app
to
use
for
“guess
the
instrument.”
INSTRUMENTS
–
HYBRID
APPS
ABC
Music
–
musical
words
with
pictures,
sounds
and
videos
for
kids
($2.99)(SLIDE)
Descriptions,
interactive,
with
YouTube
videos.
Mini
Adventures-­Music
(FREE)
(TAP)
Fewer
examples,
no
descriptions,
YouTube
videos.
Comparision:
ZITHER
YouTube
Download
BONUS:
APP:
Magic
Zither
(FREE)
9.
Understanding
music
in
relation
to
history
and
culture
NOW
WHAT?
Post-­Conference
Resources
FINDING
FREE
APPS
–
There’s
an
app
for
that!
AppShopper
(info
gathering):
http://appshopper.com/
App
Price
Drops
by
Apple
Sliced
(set
price
alerts):
http://applesliced.com
Appsfire
/
AppsGonefree
/
Discovr
Apps
(FREE-­
subject
to
change).
Radiating
search
/
meet
i
–
visual
search
for
iPad
apps
/
AppZapp
Pro
NEWSLETTERS,
WEBSITES,
ARTICLES,
ONLINE
JOURNALS
-­*Joanna
Sisk-­Purvis
(*2/7/12.
PREZI:
Recommended)
http://motleymuse.blogspot.com/
-­ASCP
SmartBrief:
http://www.smartbrief.com/news/ascd
-­SmartBrief
on
EdTech:
http://www.smartbrief.com/news/edtech
-­Cool
Mom
Tech:
http://www.coolmomtech.com/apps_apps_and_more_apps/
-­James
Humberstone:
http://composerhome.wordpress.com/
-­iPad
and
Technology
in
Music
Education:
http://ipadmusiced.wordpress.com/
-­Tech
&
Learning:
http://www.techlearning.com/index
-­Tech
&
Learning
Blogs:
http://www.techlearning.com/blogs
Look
for
these
writers:
David
Andrade,
Bob
Sprankle,
Vicki
Windman
MORE
HELP
AppStart
for
iPad
–
2012
Edition
(FREE):
New
iPad
Owner’s
App
Buying
Guide.
AppGuides
–
curated,
themed
subgroups:
http://appadvice.com/appguides
Brigid
Finucane
/
gardengodess1@comcast.net
/
847-­213-­0713
Merit
School
of
Music,
38
S.
Peoria
St.,
Chicago,
IL,
60607.
312-­786-­9428.
meritmusic.org
6