Last year's one week project is documented here:
This year we have the students for one block of two weeks rather than two blocks of one, and teachers have teamed up and worked incredibly hard to develop a vast array of projects to which the students have been signing up.
These range from creating a Spanish soap opera to creating android apps.
Our project is to compose and release an album of ambient music based on recording of birdsong, and release it on itunes.
This year I am delighted to be working with the sage that is Darren Mead. We started planning the project a couple of months ago. Serendipitously, around the same time Darren and I had been chatting about birds as I was falling in love with a blackbird whose territory included my garden, in particular I loved one melodic motif that he used regularly. After some hard racking of my brain, I realised it is very similar "I say Yeah Yeah" by Georgie Fame. You can hear it singing here, my favourite motif is at around 4:06.
Since we both love the music of Brian Eno, Darren had the idea to compose an album of
ambient music based on the birdsong of species found in the local farms, woodland and water near our school. It was one of those stunningly simple and beautiful ideas that you can;t believe you didn't arrive at earlier. Darren has written an excellent post about getting project ideas here:
Seemingly the project gods agreed, and the blackbird now decided to nest literally 15cm away from my conservatory window. They were part of the family and my wife, son and I took great pleasure in watching the chicks develop; they left the nest just last week.
I have become incredibly passionate about birds as a result of Darren's infectious influence over the last few months and I think this is crucial to any project. At High Tech High teachers are able to bring their passion into the classroom, often from disciplines unrelated to the subjects they teach. I can hear in my minds ear right now the verve with which Bobby Shaddox demonstrated parts to his class in High Tech HIgh Middle for their Rock Opera. Bobby is a Humanities teacher by the way.
So Darren and I went out into the fields and DID THE PROJECT FIRST. We did a twitch in the locale so I could get to grips with the habitats and get to know some of the birds. We then sent our boys to the ice cream parlour with my wife and spent a day composing an (imperfect - more on this once the students have critiqued our first draft) teacher model based on my blackbird's motif. The purpose of this was so that Darren got to know the innards of Cubase and also so we had a model to show the kids.
Our two week project plan is here in truncated form. It is worth noting that there are some "traditional" lessons and that we have two experts without whom we would not be able to do the project at all.
I will share the rubrics we use once we have co-constructed them with the students following the critique of the teacher model.
Finally, based on Adria Steinberg's 6As, here is how we are ensuring that our project will be a high quality learning experience for our students:
Authenticity
The students will find the birdsong increasingly meaningful as they experience the hunt that is a twitch, and learn about the conservation issues surrounding some of the birds and just how unique Cramlington is for some species. We start with a video clip from Springwatch showing how birdsong is coupled with ambient music in airports and shopping centres to create a calm atmosphere and encourage customers to stay longer and therefore spend more. The final album will also be released on itunes through schools record label.
Students will have an authentic audience when they exhibit on the final Saturday of the two weeks at our school's learning festival. They will also be critiqued by delegates at our annual conference and through the project blog:
Applied Learning
The students will be required to apply their knowledge of the birds in the field when recording and cataloguing their recordings, and the musical learning will take place during composition, not after. This is crucial that the project drives the learning, so that the project is the learning, rather than "project orientated learning" where you learn some stuff then make a product at the end. See this video for more clarity here. Students will also specialise in working on the music, the artwork or the sleeve notes which in turn requires self management and organisational skills to be well honed by the end of the project.
Adult Relationships
We have secured the help of two fantastic young men who are avid bird watchers. They are local and have extensive knowledge of the habitats and birds we will see and hear. We could not do the project without Cain and Phil.
Academic Rigour
Students have key knowledge that will be learned and is planned for. We will assess this using quality criteria and rubrics. These will be co-constructed with the students as they critique or models and real world exemplars. Enquiry is key as students are required to go into the field and ask quality questions to further their knowledge of the birds.
Active Exploration
We pretty much do what it says on the tin here. Students will do a presentation of learning at the end of the project too, which will require them to document their learning journey.
Assessment
Students will use a rang of critique protocols to feedback to each other and will be expected to complete multiple drafts of every aspect of the project. Our experts will be on hand for early critiques and conference delegates will help the students tweak their presentations of learning ready for the exhibition on the final Saturday. The students' music will be playing in our Biome on the exhibition day also.
If you're into wildlife our expert Phil's blog is here and @cainscrimgeour blog is here. Both Cain and Phil are exceptional young men with exceptional knowledge.
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