links: [project description] [sample archive] [recent updates] [virginia's notes] [workshop documentation]Build-Your-Own Mobile DJ
Using Cricket and Pocket PC technology, children will create thier own mobile DJ console and record songs composed of sound samples and live input. Working in collaboration with DJ Spooky, that Subliminal Kid (aka Paul Miller) and DJ Singe (aka Beth Coleman), children will use a variety of sensors (light sensitivity, contact, and proximity) to trigger sound events from a library of choices and sounds recorded live.Powerful Ideas:
1) Music is a pathway to mathematical ideas
Breakbeat is based on rearranging pieces of a measure of music, speeding certain segments up and slowing others down, reversing sections and stretching others while keeping the BPM (Beats per minute) constant. It is, therefore, a powerful way to engage with a number of mathematical concepts.
2) Urban sampled music is an intellectually and mathematically complex and sophisticated form
Often, we rationalize using popular forms to teach "higher" concepts. However, the characterization of certain forms of learning as "high" and others as "low" needs to be called into question. Hiphop and breakbeat, in particular, have been maligned as not taking much musical talent or skill, when in fact, they are very complex and sophisticated forms of music with rich histories, structurally equivalent to classical or jazz.Audience
The primary audience for this workshop is urban teens, aged 12-15, in a community technology center context.Team:
Adrienne DeWolfe
Virginia Eubanks
Maddy Kadish
Egon Pasztor
Elisabeth Sylvan
Catherine VaucelleCollaborators:
Tristan Jehan
Sam Thibault
DJ Spooky that Subliminal Kid (Paul Miller)
DJ Singe (Beth Coleman)Pedagogical Goals:
Objective -
It's very important to define an objective or learning outcome for your learners to guide the direction of the workshop. However, be careful to not define it so rigidly that the means are constraining. There should be many ways/means for the learner to arrive at the objective.
Anticipatory Set -
Start the lesson with a gotcha - something to grab the learner's attention and get them hooked into the workshop. (DJ Spooky does a quick set at the beginning of the workshop with his cricket rig?) This might be as simple as a demo of some of the samples the group has put together.
Instructional Input and Modeling -
Present information as clearly and concisely as possible. Think about scaffolding learning with samples, examples, demonstration, and modeling. Have input in more than one modality if possible to accommodate different learning styles - auditory, visually, kinesthetic, etc. Good modeling is key.Check for Understanding -
Have points built in where you are able to observe or let the learner demonstrate their understanding. Don't wait until the end when they are completely confused. This may mean breaking the workshop into smaller pieces that are completed or simply observing the hands-on work of your participants and offering guidance when possible.
Guided Practice -
It's a good idea to scaffold learning with some guided practice. This could mean that the whole group first makes parts of one together as you guide them. This will also help them to see some of the snags and get ideas for their final product. It serves as a kind of warm-up to get people's creative juices flowing and learn from mistakes early on.
Independent Practice -
At this point the learners should be prepared enough for successful completion of the objective.
Closure -
Consider what note you want to end on. Think ahead about allowing for unfinished projects and outcomes and how to scaffold continued learning after the workshop - perhaps through a website, handout, email etc. As Mitch suggested, give your learner something tangible to come away with.
Materials -
Think carefully about what materials are essential and have them organized and prepared ahead of time with a management system in mind that the learners can take charge of so no time is lost.
Curriculum vs. Technology Safeguards:
1) How do we facilitate collaboration between students?
2) How do we meet our educational/pedagogical goals?
3) How do we suit the particularity of our audience?
4) How do we maintain a large degree of design flexibility and openness?
5) How do we ensure system stability?
6) How do we keep interactivity levels consistently high?links: [project description] [sample archive] [recent updates] [virginia's notes] [workshop documentation]
Moved to /Samples.
links: [project description] [sample archive] [recent updates] [virginia's notes] [workshop documentation]
March 15, 2001:
Both DJ Spooky and DJ Singe have agreed to collaborate on the project with us!March 27, 2001:
I've started putting samples up in a common area. You can find them categorized by type, style, and then artists' name (where applicable). See above.
links: [project description] [sample archive] [recent updates] [virginia's notes] [workshop documentation]
March 27/28, 2001:
Musings on the tech/content divide.
March 31, 2001:
Report on vacation doings and visits with subliminal kids.