Digital Sound Recording Project at Great Gaddesden Primary School By Kate Johnston-Grant and Ruth McElroy

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Digital Sound Recording Projectat Great
Gaddesden Primary SchoolByKate
Johnston-GrantandRuth McElroy
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Project Focus Poetry

• The stimulus for the poetry work was based on the
  witches scene in Macbeth.

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Prerequisites of the Digital Sound Project using
the Witches Scene

• Literacy lessons to
• Discuss the witches scene
• Children to write own poems
• Work related to use of language,
• rhyme, alliteration, mood etc.

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Poem Extract

• Round about the cauldron go
• Size seven skirt for a girl
• Throw in a silvery pearl
• In goes a human cursed
• With a slimy snake, insides burst.

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Lesson Breakdown

• Lesson 1 - voice sounds and sound waves
• Lesson 2 - cut, paste and edit sounds
• Lesson 3 - record own voice, mix own voice with
  vocal sounds, consider impact on audience
• Lesson 4 - typing text, morphing text, mix
  morphed text with vocal sounds
• Lesson 5 combine all the above to produce a
  choral presentation of poem

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Example of Work using Digital Sound Recorder

• Voices play automatically with a slight pause
  between some of them.

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Points to Consider

• External noise where to record?
• Inhibitions/embarrassment of pupils when they
  record and hear their voices
• Pairing of pupils
• Class organisation for headphones and Microbob
• Time depends on ability, resources, adult input
  and age
• Morphing sounds arent always the best try your
  own
• Limitations of 4 minutes on animation station, so
  do bit by bit, download and paste together
• Remember to delete previously downloaded
  recordings before you start again
• Editing sounds can be quite difficult.
• Dont record sounds too close to the mouth
• Does using the digital sound recorder enhance the
  literacy teaching?

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Links to the National Literacy Strategy based
onMacbeths witches scene as a stimulus for
choral poetry writing using Digital Sound
Recording  

• Term 1 text level
• 16. To convey feelings, reflections or moods in a
  poem through the careful choice of words and
  phrases.(year 5)
• 10. To write own poems experimenting with active
  verbs and personification produce revised poems
  for reading aloud individually. (year 6)
• Term 2 text level
• 5. To perform poems in a variety of ways. (year
  5)
• 3. To recognize how poets manipulate words. (year
  6)
• 5. To analyse how messages, moods, feelings and
  attitudes are conveyed in poetry. (year 6)
• Listen to each others work.
• Term 3 text level
• 4. To read, rehearse and modify performance of
  poetry. (year 5)
• 11. To use performance poems as models to write
  and to produce poetry in polished forms through
  revising, redrafting and presentation. (year 5)
• 4. To comment critically on the overall impact of
  a poem, showing how language and themes have been
  developed. (year 6)
• Evaluate each others work as a critical
  friend.

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Benefits to Literacy

• Cross-curricular use of ICT with speaking and
  listening as well as writing
• Greater self-awareness how the child speaks
• Redraft writing as well as own voice/sounds
• Pupils become critical poets
• Develops greater sense of audience
• Polished, finished end product ( a performance)
• Collaborative working creative talking and
  listening
• Highlights impact of rhyme, mood etc. as
  words/sounds heard externally to themselves
• FUNINCREASED MOTIVATION!