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Deployment Team/Resources/GuideXOGabon: Difference between revisions

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====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  
TamTam
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  
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====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,  
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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  
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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===  
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