During the last year, pupils from a Year 7 mixed-ability class have been developing compositional skills using computer sequencer software. They know how to layer tracks and can select sounds from the GM sound bank. They can control features such as the loop facility, set the record and playback locators, quantise to a variety of common note values and use simple editing tools such as the eraser, scissors, cut, copy and paste.

Working in pairs, they were asked to develop a piece of music lasting 30 seconds for a scene from a horror film. They received a simple story board of the scene (which was also available as a video clip within the sequencer) and some modelling by the teacher as to how to organise the layout of the sequencer program – how many bars they might need to record, how to select appropriate sounds for the tracks. They were also given some simple demonstrations as to how create the effect of this musical genre using note clusters, repetitive patterns and intervals, and a drone. This was allied to a list of criteria that detailed the expected outcomes from the work.

Taking it in turns, one pupil in each pair played and recorded ideas into the sequencer program while the other controlled the mouse and was able to give supportive and informative feedback matched against the success criteria (peer feedback against criteria).

The teacher observed the class at work to identify how they were tackling the task (observation before intervention). Once she was sure who needed help and why, she provided pupils with a variety of feedback and intervention strategies. Some pupils required support on an individual basis and received extra modelling at close proximity so that they could see the techniques and shapes being used on the keyboard. These pupils also received a teacher-produced resource (a scaffold) that reflected previous work on the construction of repeated motifs.

Other pupils, who were struggling with a different aspect of the challenge, were asked to congregate around the teacher’s computer so that she could talk through the layering of different tracks and consider the importance of creating the right texture within the music.

On a few occasions during the lesson, the teacher asked all pupils to stop working and listen to the work of some of the pupils, identifying how they were meeting the task criteria and were well on the way to meeting the expected learning outcomes (discussing strong examples). This also helped others in the class adopt some of the successful techniques that were being shared.