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Deployment Team/Resources/GuideXOGabon (view source)
Revision as of 00:28, 7 May 2009
, 00:28, 7 May 2009→Activity Tam-Tam Edit
====Degree of centrality of the activity====
====Degree of centrality of the activity====
<image 5/5>
In referring to the curriculum of 4th and 5th years and the 1st year's event
In referring to the curriculum of 4th and 5th years and the 1st year's event
Tam Tam Edit fits under Enlightenment.
Edit fits under Enlightenment.
In 4th and 5th years eg
In 4th and 5th years eg
* First-level 4 at the 22nd week, students will perform a song.
* First-level 4 at the 22nd week, students will perform a song.
* Then at level 5, the 29th week the knowledge of learners are built around
* Then at level 5, the 29th week the knowledge of learners are built around instruments.
instruments.
* Two types of instruments are used: the percussion instruments (tamtam, drum) and wind instruments (flute, trumpet, harmonica ...).
* Two types of instruments are used: the percussion instruments (tamtam, drum)
* At the end of learning, students will be able to use a percussion instrument or wind.
and wind instruments (flute, trumpet, harmonica ...).
* At the end of learning, students will be able to use a percussion instrument
or wind.
As a justification to integrate the curriculum, we can
As a justification to integrate the curriculum, we can
explain that the activity TamTam
explain that the activity Tam Tam Edit the learner can compose music that
Edit the learner can compose music that
accompany a song. The learner can also create his own music with
accompany a song. The learner can also create his own music with
instruments required by the curriculum, but it can enrich many other
instruments required by the curriculum, but it can enrich many other
====Application pédagogique 1 ====
====Application pédagogique 1 ====
====''Compose a melody''====
====''Compose a melody''====
Level (s): 4th grade of primary
''Level (s)'': 4th grade of primary
Knowledge: The traditional songs and / or modern
''Knowledge'': The traditional songs and / or modern
Savoirfaire:
''Savoirfaire'': Run a traditional song and / or modern.
Run a traditional song and / or modern.
History:
''History'':
Students will create their own melody to the presentation of a ballet. As
Students will create their own melody to the presentation of a ballet. As
illustration, the First Symphony dyad Brigitte / Solange.
illustration, the First Symphony dyad Brigitte / Solange.
The student selects the section Dial, then it makes the choice of instruments
The student selects the section Dial, then it makes the choice of instruments
music (frog, dog, rooster, balafon), then the sheet of paper, he shall record the
music (frog, dog, rooster, balafon), then the sheet of paper, he shall record the
sequences of musical notes to get the music you want.
sequences of musical notes to get the music you want.
Similarly, students in Grade 1 may be required to perform the anthem Group
Similarly, students in Grade 1 may be required to perform the anthem Group
National (the Concorde).
National (the Concorde).
====Application pédagogique 2====
====Application pédagogique 2====
====''Composition of a musical repertoire''====
====''Composition of a musical repertoire''====
Level (s): 4th grade of primary
''Level (s)'': 4th grade of primary
Knowledge: Awareness of the value of traditional local songs and / or modern.
''Knowledge'': Awareness of the value of traditional local songs and / or modern.
Savoirfaire:
''Savoirfaire'': Enhance the original music (example: Elon, Ikokou, etc).
Enhance the original music (example: Elon, Ikokou, etc).
Perform traditional songs and modern within a moderate band at the
Perform traditional songs and modern within a moderate band at the
cultural day of school at the end of the year.
cultural day of school at the end of the year.
History:
''History'':
Placed in groups of five, students will select musical instruments of XO,
Placed in groups of five, students will select musical instruments of XO,
Edit, a window opens,
Edit, a window opens,
click on the Run option, a page is opened.
click on the Run option, a page is opened.
<image Home view>
It presents the extreme left, a panoply of instruments (guitar, piano, tam-tam, etc.)..
It presents the extreme left, a panoply of instruments (guitar, piano, tam-tam, etc.)..
To change the instrument, click on their image. Click on the symbol of addition (+)
To change the instrument, click on their image. Click on the symbol of addition (+)
to add a new instrument to the list.
to add a new instrument to the list.
<image Tam Tam Edit>
The bar tab of activity we offer three choices: Student Activities, Composer and Generate
The bar tab of activity we offer three choices: Student Activities, Composer and Generate
The Components tab displays a bar with three compartments.
The Components tab displays a bar with three compartments.
<image Composer toolbar>
Left: a button Play / Pause, Stop another then a third keyboard Save
Left: a button Play / Pause, Stop another then a third keyboard Save
and a final ogg to record sound to ogg format
and a final ogg to record sound to ogg format
subsequently converted to MP3 or CD.
subsequently converted to MP3 or CD.
In the center there is a selection tool to move the clips, a pencil and a brush,
In the center there is a selection tool to move the clips, a pencil and a brush,
which allows us to edit the clips of the instruments.
which allows us to edit the clips of the instruments.
At right, a Copy button that makes a copy of the sequence. Finally a button
At right, a Copy button that makes a copy of the sequence. Finally a button
Volume / Tempo that leave our slider to access the controls.
Volume / Tempo that leave our slider to access the controls.
To compose a melody, click on the Compose tab, then select the
To compose a melody, click on the Compose tab, then select the
instruments required.
instruments required.
<image Track properties>
Then click on the pencil to draw lines in front of the chosen instrument and
Then click on the pencil to draw lines in front of the chosen instrument and
points at the bottom of the page (which will be the sequence to play the instrument).
points at the bottom of the page (which will be the sequence to play the instrument).
At the bottom of the screen lists the different sequences that make up your song.
At the bottom of the screen lists the different sequences that make up your song.
The composition can be heard by clicking the Play button. To mark a stop
The composition can be heard by clicking the Play button. To mark a stop
to make an improvement, click the Pause button and insert arrangements
to make an improvement, click the Pause button and insert arrangements
desired.
desired.
We can improve the composition by adding the sounds of animals, the cries of birds or
We can improve the composition by adding the sounds of animals, the cries of birds or
of children.
of children.
For the computer generates a sound or a sequence according to your settings, first click
on the Generation tab.
For the computer generates a sound or a sequence according to your settings, first click on the Generation tab.
<image Play toolbar>
The top bar to change option buttons Play / Pause and Stop are still,
The top bar to change option buttons Play / Pause and Stop are still,
then added three more: generating a sound, then Property Generation. Leaving the
then added three more: generating a sound, then Property Generation. Leaving the
cursor on the icon property, the latter lets you select the level of individual
cursor on the icon property, the latter lets you select the level of individual
elements (a division of the grid, page color, transposition, pan, volume, etc.).
elements (a division of the grid, page color, transposition, pan, volume, etc.).
<image Properties panel>
Then, click, a window opens, it sets the pace,
Then, click, a window opens, it sets the pace,
height, duration, scale and pattern of the melody generated.
height, duration, scale and pattern of the melody generated.
<image Play panel>
Finally, it is possible to save your publication in the Journal of the XO
Finally, it is possible to save your publication in the Journal of the XO
retain for future use (use the Store procedure described on page
retain for future use (use the Store procedure described on page
15 of Getting Started in XO and the Sugar environment V.8.2), or the record format
15 of Getting Started in XO and the Sugar environment V.8.2), or the record format
ogg to export.
ogg to export.
Conclusion
==Conclusion==
Ultimately, this chapter has attempted a description of the capabilities of XO in primary school
Ultimately, this chapter has attempted a description of the capabilities of XO in primary school
Gabon. Far from being exhaustive, we accept that many activities can be exploited
Gabon. Far from being exhaustive, we accept that many activities can be exploited
conformity with the curricula. To go further, we can still consider a
conformity with the curricula. To go further, we can still consider a
Operating XO: pedagogy of the project.
Operating XO: pedagogy of the project.
==Chapter 3 ==
==Chapter 3 ==
===Introduction===
===Introduction===