Professional Focus Paper
Course: Music Technology
1.
Level: National 4
Who is this paper for and what is its purpose?
This paper is for teachers and other staff who provide learning, teaching and support as learners work towards
Music Technology National 4.
Curriculum for Excellence is a unique opportunity to raise achievement and to ensure that all learners are better
prepared than they have been in the past for learning, life and work. This is because the new curriculum gives real
scope to build learning 3–18 in a joined-up, seamless way. As a result, progression in learning can be much
stronger with a clear focus on attributes and capabilities, skills (including higher-order thinking skills), and
knowledge and understanding. These are delivered through the experiences and outcomes of the 3–15 Broad
General Education (BGE) and, at the senior phase, through programmes that build directly on the BGE leading to
qualifications. Because of a strengthened focus on the nature and quality of learning experiences, self-motivation is
likely to be increased and learners consequently more engaged and enthused. To ensure continuity and
progression, qualifications at the senior phase have been designed to embrace this unambiguous focus on highquality learning.
Curriculum for Excellence has the flexibility to meet the needs of all learners in their local circumstances, enabling
each to achieve their very best. For example, some centres may take the opportunity to offer qualifications over two
years which might involve learners bypassing qualifications at a given level, whereas others may enable learners to
work towards qualifications within one year. In both cases, the advice in this paper is relevant to the learning and
teaching approaches that learners will encounter. This paper, then, is intended to stimulate professional reflection
and dialogue about learning. It highlights important features of learning which are enhanced or different from
previous arrangements at this SCQF level.
How will you plan for progression in learning and teaching, building on the Broad General Education?
2.
What’s new and what are the implications for learning and teaching?
Music Technology National 4 consists of four Units.
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Music Technology Skills
Understanding 20th and 21st Century Music
Music Technology in Context
Added Value Unit
To achieve Music Technology National 4, learners must pass all of the Units and a course assessment.
MUSIC TECHNOLOGY
What are the key aspects of Music Technology National 4
Integrated approach to skills development
Music Technology National 4 enables learners to develop their knowledge and understanding of music technology
and music concepts, and to engage in the development of technical and creative skills through practical learning.
Using music technology hardware and software, learners will develop skills to capture and manipulate audio, then
apply their knowledge creatively in a variety of contexts. Learners will explore musical and technological concepts
from the 20th and 21st century, developing listening and research skills in the process.
Wider range of evidence of learning
The flexibility in the Music Technology National 4 course creates many opportunities for learner personalisation and
choice. Similarly, flexible approaches in the delivery of the course, and the way evidence is gathered, is to be
encouraged and staff should look for creative and innovative ways of doing these. As learners gain the skills of
using equipment and software, they should be able to choose from a range of contexts in which to demonstrate
their learning, for example, creating sound effects for an animation, recording a brass ensemble or jazz band,
arranging or composing using a sequencing program, producing a gaming soundtrack, recording a podcast to
upload onto the school website, using mixing software to create hip hop music incorporating sampled sounds,
import an mp3 of descriptive music and record a spoken programme note to guide the listener, or creating an
advertising jingle. Evidence of planning, progress and evaluating could include screen shots, written text, blog or
voice memos for example. This learner should comment on the session type, microphone selection and placement,
effects used, overdubs and timings, and may include diagrams or video of a recording setup.
Knowledge and understanding of 20th- and 21st-century concepts should be evident in all Units and could be
gathered over a series of activities. A learner’s understanding of musical styles, such as ragtime, swing, skiffle,
synth pop and rap, could be evidenced in a variety of formats including presentations, video, audio files, podcasts,
answers to questions in response to music excerpts or discussions with the teacher. A timeline could detail key
performers, the genre they performed and what technology was used to record them. Learners’ understanding of
technological concepts, such as import, export, guide vocal and effects pedals, could be demonstrated in their
practical activities. Teachers should determine the most appropriate assessment methods for their learners, and
often the evidence (which may be oral or observational) will be gathered during normal classroom activities, rather
than through formal assessment instruments.
Hierarchy of Units
The Units in the Music Technology courses from National 3 to Higher level are designed in a hierarchy. This means
that learners may be able to achieve and be certificated for an additional Unit at the level above the level of the
course they are studying. This could be achieved, for example, by learners within the class completing similar
practical activities and their work being differentiated and benchmarked against the Assessment Standards and
evidence requirements at different SCQF levels. The hierarchical approach encourages all learners to achieve at
the highest level, and build a strong platform for further learning at the next level.
Added Value Unit
The course assessment is the Added Value Unit which in Music Technology National 4 is an assignment –
producing an audio master showing application of technological and musical skills and knowledge, as well as
evidence of planning, implementing and evaluating their work.
MUSIC TECHNOLOGY
What are the key features of learning in Music Technology National 4?
Active learning
Learners will be expected to take an active role in the learning process, working individually and collaboratively, to
develop practical and evaluative skills. They will extend their knowledge and understanding of music technology,
and of music concepts, particularly those relevant to 20th- and 21st-century music, and engage in the development
of technical and creative skills, through practical learning.
A variety of teaching approaches should be evident and could include a mix of teacher-led lessons, group work,
demonstration, independent learning and practical tasks. Demonstration could include, for example, recording a
vocalist, importing mp3s and samples, or applying reverb to a track. A wide range of skills will be taught during
these sessions, for example, selecting the appropriate microphone and its distance from the singer, sourcing the
mp3s and samples, and using aural skills to apply the right amount of reverb appropriate to the recording. Learners
can then apply their knowledge by undertaking their own audio capture and then manipulating and editing it using
appropriate processes. A teacher could do a practical demonstration of normalising tracks, and then the learner
could apply this to their own tracks within their audio session, before bouncing down to an audio master.
Listening to examples of professionally recorded tracks will enhance the learner’s understanding of technology and
music concepts. They can then apply this understanding by experimenting with different genres, effects and mixing
techniques. Learners could experiment with several different types of music and instrumentation when applying
microphone techniques, for example, recording a solo trumpet, and experiment with audio capture of other sound
sources, such as machinery being used in a CDT room or a PE lesson in a gym hall.
Whole-class, direct teaching opportunities should be balanced by activity-based learning on practical tasks. The
use of a variety of active learning approaches is encouraged, including peer assessment, individual and group
presentations and investigatory tasks, with learners actively involved in developing their skills, knowledge and
understanding. Learning should be planned so that skills are developed simultaneously with knowledge and
understanding. Practical activities and investigations lend themselves to group work, and this should be
encouraged.
How can you introduce a wide variety of learning and teaching approaches which will motivate and challenge
learners?
Learning independently
Teaching approaches in Music Technology National 4 should continue the collaborative and independent learning
that learners will have experienced in the BGE. Learners will develop their independent learning skills in practical
activities by capturing audio, adding effects and processes, balancing tracks and producing mixdowns. Working
independently to experiment, evaluate and refine their work, learners will develop key transferable skills of selfmotivation, perseverance, concentration and target setting. Teachers should encourage learners to use music
technology apps, websites and software on their own phones and electronic devices to further develop their
independent skills. Setting up a class blog would enable learners to share with the class what software and apps
they are using.
To develop aural skills and knowledge, concepts and topics could be researched by learners individually, and then
presented to peers. Examples could include the similarities and differences between a juke box, CD player and
mp3 player, or common technology problems and how to solve them, for example, clipping, feedback and popping.
How will you ensure you keep up with developments in the rapidly changing world of music technology?
MUSIC TECHNOLOGY
Responsibility for learning
Learners should be expected to take responsibility for their own learning and they may find it useful to set targets
and track their progress in a log or diary, showing self-reflection on their strengths and areas for development.
Voice memos on their phone, screen grabs supported by text, a written diary or blogging are some suggestions of
acceptable ways for them to track their self-reflection and progress. Regular self, peer and teacher feedback will
identify areas for improvement and next steps, and this approach could be used across all Units. Research in
assessment suggests that learners learn best, and attainment improves, when they:
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understand clearly what they are trying to learn, and what is expected of them;
are given feedback about the quality of their work, and what they can do to make it better;
are given advice about how to make improvements; and
are fully involved in deciding what needs to be done next.
Therefore supportive communication and feedback will aid responsibility for learning, and give learners the skills
and confidence to develop their own next steps.
As their practical skills develop, learners will gain the aural skills necessary to listen critically to their work and
make decisions about how best to improve it. Learners studying Music Technology National 4 should be motivated,
challenged and encouraged by teachers to achieve their highest standards.
How will you monitor progress and self-reflection by learners on a regular basis?
Collaborative learning
Working collaboratively can be highly motivational for learners, helping them develop skills of communication,
negotiation, tolerance, resilience, problem solving and self-management. Music Technology National 4 requires
evidence of independent learning, and there are huge benefits in collaborative working when developing the skills
and knowledge in the course. An example of collaborative learning would be when recording a radio broadcast.
Learners could assist with set ups including microphone placement, as well as being interviewed, tell a joke or read
a news report for the recording. Others in the group could be tasked with video recording the set up, and video the
learner’s evaluation after the session is completed, which would be an effective way to gather evidence of practical
ability and self-reflection. Learners could work in small groups on a variety of different projects at the same time,
then share with the other groups their task and what was involved. As practical work progresses in the course,
learners should be offered the opportunity to critique each other’s recordings and mixes. Research and
presentation of concepts can also be undertaken collaboratively, with each learner taking a role within the group.
How will you encourage your learners to use constructive and supportive language when commenting on the work
of others?
Applying learning
The skills and knowledge acquired in Music Technology National 4 will be applicable in a wide range of contexts.
Recorded excerpts of music could be inserted into a digital presentation for another subject, for example, a
geography project on the elements could have sounds of thunder, hurricane and rain embedded into the
presentation. Many of the skills learned in the course, for example, self-motivation, independent and collaborative
learning, aural perception and evaluation are key transferable skills for the learner’s future learning, life and work.
The culmination of skills learned in the course will be in the Added Value Unit. The assignment will demonstrate the
ability to apply knowledge and skills to plan, implement and evaluate a completed creative sound production. This
will be underpinned by knowledge and understanding of music and music technology equipment and techniques.
MUSIC TECHNOLOGY
There is great scope for personalisation and choice in the course, allowing learners to decide the contexts for their
practical tasks and assignment. Links with other curriculum areas, such as PE and English, can help learners apply
and make connections in their learning. For example, a debating club may wish to be recorded so they can listen
to, and reflect on, the effectiveness of their debating skills, a PE department may ask for the tempo of tracks to be
slowed down so they are more appropriate for their aerobics classes or a headteacher may wish to record a
monthly address to parents and pupils, to be uploaded to the school website as a podcast.
3.
Qualification information
The SQA website provides you with the following documents:
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Assessment Overview
Course Specification
Unit Specification
Support Notes
Course Assessment Specification
Unit Assessment Support Packages
Full information on arrangements for this qualification is available at the SQA website:
Music Technology National 4: http://www.sqa.org.uk/sqa/56941.html
4.
What other materials are available on the Education Scotland website which staff
could use?
http://www.educationscotland.gov.uk/video/i/video_tcm4690757.asp?strReferringChannel=educationscotland&strR
eferringPageID=tcm:4-615801-64
http://www.educationscotland.gov.uk/nqmusic/learningandteaching/compositiontools/index.asp
http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/expressivearts/principlesan
dpractice/index.asp
http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/expressivearts/index.asp
Support materials have been produced over the last year to support Curriculum for Excellence and further support
materials are and events planned. This downloadable list is updated quarterly with the most up-to-date details
available from the page below.
Published and planned support for Curriculum for Excellence:
http://www.educationscotland.gov.uk/publishedandplannedsupport
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
© Crown copyright, 2012
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