The Science of Music collection will keep you experimenting happily for a while, and discovering lots about the theory behind real audio.
These online exhibits, from Exploratorium, will help you mess around with music in ways you probably haven’t before, and learn a lot too.
Kitchen Sink-o-Pation, explores the concepts of visual dominance, hearing sounds out of context, and playing with concrete sounds in an unusual setting.
Produce some mashed up music with Dot Mixer, playing with sound samples from different styles. An interesting investigation of the science of sound itself.
Head out in to the open with real and found sounds in the Headlands Experiments, or get even more physical with Step Remix, a fun way to explore rhythm, body percussion, combining beats of contrasting structure, to create complex poly-rhythms & dances!
Headphones are recommended, or at least a decent set of computer speakers.
Enjoy your experiments with some sound science about the science of sound.
Chirbit is a useful tool that enables you to record, upload & share any audio files easily. Embed your audio anywhere with the HTML5 player.
Record using a webcam or microphone connected to your computer, or upload an existing audio file, which can be in wav, mp3, ogg, amr, m4a, wmv, aiff, and 3gp formats. Upload 120MB of audio per file. That’s 2 hours of audio for each.
Record directly from your browser using a webcam or microphone, or post audio from any smartphone with a voice note app and email. It is also possible to get an instant QR code for each of your audio posts, & attach an image.
Well done to all of the children and staff for taking off with words, in magical and mysterious ways. A wonderous morning with courageous 60+ Year 3 and Year 4 pupils, their teachers, teaching asistants, and visiting colleagues.
… followed by a lively, talented Year 1 class …
Thoughts from Tom Cunliffe, Year 4 Teacher:
The children are flowing in with a hubbub of anticipation as they gaze upon the screen. Already you can see them looking deeper into the mountainous realm wondering where it is, asking questions to each other.
We’re welcoming Tim Rylands and Sarah back to day 2 at Parklands Primary School, Leeds. Whilst this will be a mesmerising session for the children, it is the teachers that are sat with notebooks and ‘writing sticks’, in eager anticipation of new teaching techniques and resources to inspire over the coming year.
Tim has just introduced ‘Mr Walker’, his back up walking stick (sadly number one has started a new journey with a thief). In the space of 3 minutes, Tim has got the children thinking about the holes in Mr Walker. Children are conferring; “Mr Walker has holes so he can breathe” one child says, “A fox with long, sharp teeth bit right through it” says another. Personification at its best.
By giving permission for children to ‘go for it’ and rewarding answers with ‘a ripple’, every child in the room now wants to give their answers and there is an ocean of hands up in the air – 80 different reasons why Mr Walker has holes in him. This is testament to the power of allowing ‘silly answers’ and welcoming them the same as any other. Children are engaged, encouraged and excited.
The children had almost forgotten about the mystical land dancing away on the screen behind. Often there is a fear in the teaching profession about technology distracting children – stopping them from thinking independently and discussing ideas. Yet that idea has been thrown out of the window here. What is clear, is that with the right guidance, it can only enhance the fantastic imagination that children already have. We sometimes forget that children WANT to speak and they WANT to be involved in the now. They are proud of their ideas. There is a child next to me, laughing because he can’t get his idea in for the amount of children sharing their ideas. He’s even standing now. Too late, but point proven.
Without ‘permission’, children are scribbling ideas into their books. This is exactly what we want children to be doing; Writing because they can, rather because they have to. And now…competition time – When we hear Tim say a ‘simile’ we have to go really high and screechy! Re-enforcing children’s understanding through games is a fantastic way of embedding knowledge. It’s now the children’s turn and in the space of 1 minute we have 80 similes soaring around the room like… (pop your similes in the ‘Add your Thoughts’ at the top of this blog!).
Writing time, and the scratching of ideas is magnificent. Children believe they are immersed in the setting – not because they can see it, but because they have talked about it and have shared ideas with explanation rather than just a ‘title of their idea’. Byron is going to share his description (with a name like that he best be good). ‘Smoke as hot as lava. I can hear a rattling of leaves and see a building, black as people’s hair. Nailed it. Well done Lord Byron.
We’ve talked about paragraphs, personification, similes, metaphors and now we’re using rhetorical questions, but the children don’t even know they are using them! Far too often we introduce a literary skill by introducing it by name, e.g. ‘This is a rhetorical question, does this sentence need an answer?’ rather than discovering it through talk. This way, children take ownership of it and are much more proud to use in their writing. One thing to stress is that these are not all new singing and dancing teaching techniques. Rather, Tim is reminding us of the importance of questioning and not stopping when we get to a ‘good’ answer.
As teachers, ideas are thrown at us from all directions and as we pick something up, inevitably other ideas will go from our minds. I remember my teacher training, leaving with so many fantastic ideas and enthused to use them in the classroom. Yet the reality of day to day teaching is that things are left on the side. Tim has reminded me of the wealth of resources, skills and ideas out there. His techniques are nothing new; they are solid and herald good practice. Yet the resources enhancing these techniques are constantly evolving. We must not rely on electronic resources alone, yet we must not dismiss them as ‘things for home time’. A whole world can be unlocked to journey through, and you’ll be amazed at where the children take you!
By Tom Cunliffe, Year 4 Teacher.
A massive THANK YOU to Tom for his reflections, and again to Head Teacher Chris Dyson for having the passion and vision to invite us to his school for these two days.
As your cat snoozes serenely by the fire, have you ever wondered who its ancestors were and what they did in their lifetimes?
Have you ever wondered what their family tree looks like?
At History Cats you can quickly find your cat’s ancestors, and their characteristics.
Just enter your cat’s details in the boxes and click search. It will trawl their historical records & identify one of your cat’s ancestors. It couldn’t be simpler, so give it a try!
Jekyll, for example, tugged Nelson’s boot to get his attention, the Admiral was struck down by a sniper’s bullet.
Horrified, and feeling slightly responsible for distracting Nelson at such a vital moment, Jekyll felt morally obliged to take the place of the Admiral. Putting on Nelson’s jacket and hat Jekyll bravely directed the rest of the battle, confirming the victory. Instead of basking in the moment of glory though Jekyll made sure he got ashore as fast as he could. He’d lost his appetite for sailing.
A fascinating glimpse in to building a character description and background.
Fantastic indeed, to be at Parklands Primary in Leeds joined by staff from Grimes Dyke Primary and from Manston Primary, for a 2 day visit. Our first day spent with the Y5, Y6 and Y2 pupils and their teachers, followed by a twilight with all the staff and colleagues from the visiting school.
A massive THANK YOU to Head Teacher Chris Dyson:
Parklands Primary School (Seacroft Leeds) were all set to ‘Boldly’ go on a writing adventure to inspire the love of writing. The scene was set; a cold, grey winters morning at Parklands Primary School, Leeds. …. the lights were dimmed at 915 am as 64 excited, nervous, apprehensive Y5 Y6 pupils, their teachers and teaching assistants walked into the magical, mystery world that was known as Tomanha. The eerie music made the hairs on the children’s necks stand to attention like needles on a cactus plant. Something strange was to occur, something mystical, something suspicious perhaps…..
The children sat in awe and wonder as a strange image rose from the front of the stage and greeted the pupils. The image shuffled to the front of the stage, his hairless head reflected the light from a strange light source as his face, his eyes and his smile told of a hidden secret that he seemed desperate to share with the children. If anyone could put this man’s pain to ease, it was the children of Parklands Primary School. The strange man was desperate to share what he had seen, what he had experienced and what he had found out from his old friend Atrus. He needed someone he could trust, he needed someone who would not let him down, he needed some razor sharp writers who would help him with his quest and to be entrusted with his prized and sacred journal……… After his travels around the world, to places such as Hong Kong; Vietnam; Arizona; Sweden; Dubai and Ireland, the man known simply as Tim Rylands had arrived at Parklands Primary School, hoping and pleading that these children would have the answers to the questions that he had been seeking for so long all over the world!
Parklands Primary School is proud to welcome the one, the only, the King of Inspirational Writing – Tim Rylands. For every Lone Ranger, there is a Tonto. For every Ant, there is a Dec. For every Dean, there is a Torville….. For Tim, he has the brilliant Sarah….
Parklands Primary school is a larger than average, 1.5 form-entry maintained school, located in Seacroft, an urban area in the east of Leeds. Our brilliant, beautiful children need opportunities to shine. They need experiences to inspire and challenge……. They need Tim Rylands……
Let us baldly go into a world full of suspense and intrigue …….. Let the writing begin!
Thoughts from James Haddock – Year 5 Teacher – Parklands Primary School, ably assisted (and worth a mention in despatches) by my three Lieutenants: Riley, Reece & Lauwureance; by Charli from down the way and Olivia the Sylph of synonyms.
Standing here, the four walls of the classroom were closing in on us. Claustrophobia took a tight grip on our hearts; ignoring this the roll call was taken and relief flooded through us as we saw how many of us had survived the night. Some of us stole furtive glances up into the void of the ceiling, ears straining to hear the tip tap of footfalls as the mysterious animals crept and frolicked within our space. Fear was replaced by a sense of anticipation that spread like spring blossoms through our serried ranks. We were to meet someone…someone that could finally give us the key we needed to unlock our hidden talents. Help us to escape to the meaninglessness of life without simile, metaphor and the solid foundation of a well-constructed sentence.
We departed our prison, moving like panthers down the straight, partially lit corridor. None of us knew what to expect. Eyes bright with anticipation the young ones looked towards their leader. Their looks implored him to tell them more, but his shrug, nonchalant yet stern like a modern day Chevalier quietened their questioning looks. A raised eye brow and the crease of a smile, playing like fairy dust, around his visage showed admittance that he knew as much as them. What was to await them? Would they receive the answers that had eluded them for so long? For the time being, as they dispersed throughout the cavernous room, that was to be home for the next two hours, these questions would remain unanswered, skulking like Victorian urchins in the shadowy corners of the room.
The man positioned himself at the head of one of the provided tables. He was surrounded by three of his most treasured Lieutenants. He felt confidence flow through him, these fine boys would not let him down, come Hell or High Water. A girl joined them, from one of their neighbouring clans admittedly, but a doughty literary warrior nonetheless. She was welcomed amongst them. But what was this? A pale figure strode towards the table. Confident. Pride in her abilities showed through her every facet. A conjuror of words, a sylph of synonyms; the high priestess of homophones. She had selected our table. We were honoured indeed. Nervous glances were exchanged.
We looked into the distance surveying the vista that stretched towards the towering volcano that glowered like an angry giant on the horizon. A hush descended like dusk in winter, covering the room with a blanket of silence. The object of our morning come into view, his voice soft and lilting as he recommended us to listen to the wind (was it wind?) smell the smoke (was it smoke?) that snaked lazily up from a distant chimney and look downwards towards a glistening and glimmering pool of water (was it water?) that moved like silk beneath our feet.
“Those leaves look like they’re struggling to break free from those trees.” he whispered towards us, his voice undulating and flowing like oil into our ears. “Are they…are they really struggling to break free?” The gathered troop looked at each, all unsure, what did he want us to say? We shook our heads nervously and looked around for guidance. There was none. His eyebrows raised, almost concurring, at our shaking heads and a grin almost cracked his face in two. “But it doesn’t stop us from saying does it!?” No we thought, it doesn’t. The spell was cast the blanket was lifted and the room erupted into life. We magiced similes and metaphors out of thin air and sent them spiralling giddily around the room. We listened and responded with shouts of “Aaar….Simile Timbers!” and “Rark….Metaphor” while contorting our faces into almost Woosteresque naivety. The talk…the words flowed like fine wine. All of us to a man (or woman) contributed and not one of us felt the fear. The fear of talk, the shadow that had haunted us for so long. Our guest from down the corridor raised her voice, silence…the floor was hers She delivered her lines like a Shakespearean. Loud and confident. A smile on her face as she realised she’d done it. The man, at the head of the table, could not have been prouder.
We talked longer and longer delving around the Kingdom that we found ourselves in. Casting thoughts and feelings about with reckless entusiasm we relished in the sounds of our own voices, not wanting to let go. But stop it did. The time for talk was over. It was truly time for those individuals to prove their mettle. They all reached out and grasped their pens and pencils, feverishly ripping open their books (some of them did not even write a date or learning objective!!) and they started. To. Write. All of them. Grownups. Young ones and all those in-between and above. The quiet fell like the frontage of a house onto Buster Keaton.
There was no sound, but if you listened carefully a scratching faint at first, but raising…the sound of pen connecting with paper…There were no complaints – no one exclaimed they couldn’t do it, no one asked for help, they just wrote. When it was time to hear these musings, what things they had written. Carefully crafted similes mixed with the sights and sounds (and smells) of this unfamiliar land we had entered. Nuggets of the finest descriptomite dripped from every page, oozed from every line, exuded from every pen-tip. However, what hung onto every mouth were not similes, but smiles! Smiles as broad as they were long and long as they were broad. Smiles that lit up the room, showing off not only the whites of teeth but the joy of just writing.
So it had ended, the troop had returned to their natural environment. Prowling back up the corridor confidently, like Lions, voices soaring like swallows they swarmed home. The trick, the man thought to himself, is to keep this going…
…and that I think is the point. To keep it going. To allow children to be excited about writing and the process of writing. To talk about what they will write and give them purpose and reason in their creations. To allow their characters to come to life and for them to give birth to settings that are as real and as integral to their stories as possible.
To slow them down and describe every fairies wing beat and pixies breath, every detectives’ decision and every villains motive, every pirates promise and every cabin boys heroics…to allow them to forget (for that writing moment) what a fronted adverbial is, but to use them with wild abandon in their writing. Writing is a beautiful art, one that if we are taught well stays with us for a lifetime. It can sometimes be forgotten, but thank you Tim and Sarah for allowing me to remember…
A massive THANK YOU to James and his team for these reflections.
BiblioNasium is a reading-centric, “safe, social network for children aged between 6 and 13”. Particpants can log their reading, play games, complete reading challenges and earn rewards within a safe social network built especially for them, connecting kids in an encouraging community of friends, family and their educators. BiblioNasium excites, engages and encourages a love of the written word.
Children’s safety online is a top concern. BiblioNasium does not allow children 13 years of age or younger to have an account until a parent, legal guardian or an educator creates one for them.
“Our aim is to help children, parents & teachers to find “just right” books for the children’s school & pleasure reading.”
Only approved friends and a child’s registered educator can see a child’s name and school. Other signed-in users can see a child’s anonymous username, books, and other non-personal information. People who are not signed in to BiblioNasium are unable to see any information on the site. No users can see your information or that of your child without your authorization.
A with any social element, care is always needed, but they assure “The website is free and safe for children to use.”
On an adult only basis, this coud be a fun, and useful, way of encountering new, and appropriate books organised in interesting ways.
Superb to be back at It is great at Fir Tree Junior School, with The Wallingford Partnership spending time with the teachers from the partnership and the children from Fir Tree Junior School and St Nicholas’ CE Infant School.
They have placed the emphasis of our visit on the teaching, and learning, experiences that can happen when using games as a stimulus. So, it was a joy to spend a second day, working alongside the children of the school, with the “big people” dotted in amongst them, joining in, mucking in, modelling, scribing, and taking part in all of the experiences.
Today, we went all analog. After a full on day, yesterday, introducing ourselves to a vast plethora of digital delights, we reverted back to our “scribbly stick”, put pen to paper, and concentrated on the art of bending, blending, extending and attending to the magical power of words.
Teachers, and learning assistants, writing alongside children means that those children get to see that writing isn’t something we inflict upon them, and then go off and do something “far more interesting”. Some of our children have never seen what “enjoying writing” looks like. To sit together, share the struggle, and the delight in successes, is a simple, but potentially powerful, experience.
Marvelous magic took place again in these sessions. Picking up words, ideas, and thoughts, and then juggling with them, …takes courage. A huge well done to all of the folk here today, whatever size, whatever age, whatever ability, for exploring the terrain of text in inventive ways.
Yesterday we had a chance to explore a swathe of digital delights. Games are but one method of enhancing the imaginative spirit of our children. When paired with some of the other potential that the wonders of web2.0 offer, magic can ensue. There have been some superb magicians over these two days!
A special thank you to headteacher, Nilofer Khan for her smiles, observations and enthusiam over the two days working with her children and colleagues.
It can be useful to create animated gifs when you want to get a few pictures in to one space and want to avoid flash or HTML5 programming. This could be on web page, or even in a presentation.
Picasion is a simple starter to this process. Upload a series of images and, hey presto, there’s your gif.
We found it useful when making graphics for the Musicals page on this site. “A load of Rubbish!”
A big THANK YOU to Nilofer Khan Headteacher, Fir Tree Junior School, Wallingford, the Wallingford Partnership of Schools, and those who joined us today, to start off 2016 in style!
Folk round here are doing some REMARKABLE things in the face of challenging times, and misconceptions. We are honoured to know such inventive, inspiring educators.
It just goes to show that with the right stimulus and input, many of the children will write not just because their teacher wants them to, not even because it’s about a computer game, but because they have been challenged and inspired and want to write for themselves.
School and home life is not, and shouldn’t be, all about technology. However, if we, as educators, do not keep up with some of the skills, interests, passions, and playful times of our pupils (those who are lucky enough, it has to be said, to have access to these technologies) then our classrooms will appear stagnant environments, in comparison to their homes.
There was certainly a shared desire to tackle the challenge of pupil engagement today. Well done all.
We worked with Nilofer way back in 2007 and 2008! so it was good to be back with her for these two days:
“The Wallingford Partnership of Schools is getting ready to welcome Tim Rylands. As a partnership we pride ourselves in the professional development we offer our teachers and when we saw Tim at our Oxfordshire Head’s conference in Stratford last year, we grabbed the opportunity to book him for a two day inset for our partnership and opened it up for other schools to join us. We strongly believe in giving our staff professional development that can ignite and nurture their creativity. Tim’s ICT to Inspire is just what we were looking for. On the second day Tim will be teaching a year 2 and a year 6 class, giving the teachers an opportunity to see him in action at what he does best-teach! We have been looking forward to the 4th and 5th of January-a good start to the new term and to 2016”
This site aims to give all 5 – 11 year olds the confidence and skills to help in an emergency and to help save lives.
It is full of quizzes, activities, discussion, drama, films, practical activities, drawing and ‘how to’ videos along with full lesson plans and supporting worksheets.
This is part of the British Red Cross’ campaign to bring first aid to young people through learning inside and outside school.
Life. Live it. is a free, comprehensive and yet easy-to-use teaching resource.
Life. Live it helps fulfill some of the requirements of the current programmes of study across all key stages for Personal, Social, Health and Economic education (PSHE) education, but doesn’t require any previous knowledge of first aid for either teacher or pupil.
A web cam, and the old Mac Photobooth, and it’s amazing what you could distort your face in to!
With Neave Interactive’s Web cam Toy, you can manipulate live images in some remarkable ways, and on-line. There are over 50 fun digital effects, and filters, to use with your web camera.
Like Bouncy Balls, this would be great as an experience on a large screen, in a “special” school setting, too.