Teaching with Bayley: a Lighter Note

Teaching With Bayley: A Lighter Note

0001 10:00:02:03 10:00:04:19

(man) People, people, people.

0002 10:00:04:19 10:00:07:00

(woman) Start listening, pay attention.

0003 10:00:07:00 10:00:09:07

(man) You're looking for capitals.

0004 10:00:19:15 10:00:22:11

(narrator) Patrick Martin is a newly-qualified teacher

0005 10:00:22:11 10:00:25:14 at Chiswick Community School in West London.

0006 10:00:25:14 10:00:27:01

As a music teacher

0007 10:00:27:01 10:00:31:01 he finds the practical aspects very difficult to control,

0008 10:00:31:01 10:00:34:02 and has asked teaching consultant John Bayley

0009 10:00:34:02 10:00:37:10 for help with both his Year 9 groups. 0010 10:00:38:10 10:00:41:09

What we're going to look at today is composing a bass line

0011 10:00:41:09 10:00:45:06 for a chord sequence that you're going to be given.

0012 10:00:45:06 10:00:49:15

And we're going to develop that in various ways in today's lesson.

0013 10:00:49:15 10:00:52:14

Can I have absolute attention, please, Andre?

0014 10:00:52:14 10:00:55:07

Thank you. Faisel.

0015 10:00:55:07 10:00:59:20

We're starting a new topic today, which is on sequencing

0016 10:00:59:20 10:01:03:10 and developing your sequencing skills... Helena... using Cubasis.

0017 10:01:03:10 10:01:05:15

Unfortunately, we've got a problem today

0018 10:01:05:15 10:01:08:24 which is that the keyboards that we normally have in this room 0019 10:01:08:24 10:01:10:15 are being repaired at the moment

0020 10:01:10:15 10:01:15:04 so we can have good smooth lessons on them from next week onwards.

0021 10:01:15:04 10:01:17:05

But they're still at the repair shop now.

0022 10:01:17:05 10:01:19:23

So this task, which will get us warmed up,

0023 10:01:19:23 10:01:24:24 will help us to revise some keyboard skills

0024 10:01:24:24 10:01:30:06 and will start us thinking about bass lines, which we'll be using...

0025 10:01:31:06 10:01:33:13

..which we're going to be using

0026 10:01:33:13 10:01:36:02 when we do our sequencing on Cubasis.

0027 10:01:36:02 10:01:38:21

(man) How do you feel about the beginning of the lesson?

0028 10:01:38:21 10:01:39:23 Sit up, please.

0029 10:01:39:23 10:01:44:08

I noticed all the pausing and the stopping and starting.

0030 10:01:45:08 10:01:47:21

Perhaps not flowing enough.

0031 10:01:47:21 10:01:49:12

OK. I think that's right.

0032 10:01:49:12 10:01:52:23

And also, don't beat yourself up - I think that's pretty good.

0033 10:01:52:23 10:01:55:01

You got them in, you got them settled down,

0034 10:01:55:01 10:01:56:22 you're in command of the room.

0035 10:01:56:22 10:02:00:14

You might want to be a bit more flowing in your commands.

0036 10:02:00:14 10:02:04:08

The first note you play is the note that's written down on the sheet

0037 10:02:04:08 10:02:08:03 and that will form a pattern you can play with three fingers of one hand 0038 10:02:08:03 10:02:11:12 which will look something like this on the keyboard. (plays note)

0039 10:02:11:12 10:02:14:20

I like that visual demonstration a lot.

0040 10:02:15:24 10:02:17:20

(Patrick) That's for revision.

0041 10:02:17:20 10:02:20:14

I'm just going to play you an example of what's on here.

0042 10:02:20:14 10:02:22:14

(plays sequence)

0043 10:02:28:09 10:02:30:13

(John) You see some of that wriggling

0044 10:02:30:13 10:02:34:01 that's going on in boyland down there?

0045 10:02:34:01 10:02:36:01

That wriggling is beginning to tell you

0046 10:02:36:01 10:02:39:22 that you've got three or four minutes' presentational time left. 0047 10:02:39:22 10:02:43:22

OK. Now I would expect everyone in the class

0048 10:02:43:22 10:02:46:22 to attempt to play the simplest bass line

0049 10:02:46:22 10:02:51:00 using the note from the chord, the main note from the chord.

0050 10:02:51:00 10:02:56:01

Tariq. Can you just explain to me what the task is.

0051 10:02:56:01 10:02:58:08

- A bass line. - A bass line.

0052 10:02:58:08 10:03:03:17

And you're going to be using notes from the chords. OK.

0053 10:03:03:17 10:03:07:21

I'm really glad you got one or two children

0054 10:03:07:21 10:03:10:17 to repeat back to you what they're meant to be doing,

0055 10:03:10:17 10:03:13:23 but I would have liked to see this happen 0056 10:03:13:23 10:03:15:23 about four or five minutes earlier.

0057 10:03:15:23 10:03:19:00

"There are three things you will do by the end of this lesson."

0058 10:03:19:00 10:03:20:15

"A chord sequence,

0059 10:03:20:15 10:03:23:18 a bass line for it, and some of you will extend the bass line."

0060 10:03:23:18 10:03:27:01

"Andre, what are you going to do? Susan, what are you going to do?"

0061 10:03:27:01 10:03:30:14

"Does everyone know what three things you need by the end?"

0062 10:03:30:14 10:03:32:13

"Is there anybody in here

0063 10:03:32:13 10:03:35:13 with the smokiest doubt about what it is we're doing?"

0064 10:03:35:13 10:03:39:11

Also, if you use a bit more praise and recognition

0065 10:03:39:11 10:03:41:15 of the children who got things right

0066 10:03:41:15 10:03:44:03 it means you've got more of an alert audience,

0067 10:03:44:03 10:03:47:05 sitting up trying to find other ways to please you.

0068 10:03:47:05 10:03:50:06

I'll give you about 20 minutes to work on this.

0069 10:03:50:06 10:03:53:22

I might be stopping you at some point during that time...

0070 10:03:53:22 10:03:57:16

Helena... in order to give the whole class some extra guidance

0071 10:03:57:16 10:03:59:11 if I find there's general problems.

0072 10:03:59:11 10:04:02:24

When that happens I'm going to be asking you to remove your headphones

0073 10:04:02:24 10:04:05:08 and turn around to face the middle of the room.

0074 10:04:05:08 10:04:08:06 You should be able to do that in about 30 seconds, OK,

0075 10:04:08:06 10:04:10:19 from when I give the instruction.

0076 10:04:10:19 10:04:12:20

Then I can quickly give you more advice

0077 10:04:12:20 10:04:15:14 and then you can get back to work and not waste any time.

0078 10:04:15:14 10:04:19:20

I'd like you to make it even more formulaic, your standard routines.

0079 10:04:19:20 10:04:22:14

"What's our routine when we're playing the keyboard?"

0080 10:04:22:14 10:04:24:20

"What's the routine when I talk to you?

0081 10:04:24:20 10:04:29:17

- Andre, face the front, please. - You told me to do Star Wars.

0082 10:04:29:17 10:04:32:00

- Da-da-da-da. - (boy) Yeah, put that in.

0083 10:04:32:00 10:04:35:03 (John) At some point he needs closing in.

0084 10:04:35:03 10:04:38:02

"Andre, you're going to be a success in my room

0085 10:04:38:02 10:04:40:06 but tell me what you need to remember

0086 10:04:40:06 10:04:41:17 to make this a good lesson."

0087 10:04:41:17 10:04:46:01

Keep the volume low, take the headphones off when you talk.

0088 10:04:46:01 10:04:49:22

Then you can say, "That's my man. Everything's going to be all right."

0089 10:04:49:22 10:04:52:12

But what you're doing at the moment

0090 10:04:52:12 10:04:55:04 is you're having a running sniping match with him.

0091 10:04:55:04 10:04:57:14

One, two, three, four.

0092 10:04:58:11 10:05:00:12

Two, together, four. 0093 10:05:00:12 10:05:02:18

0094 10:05:02:18 10:05:08:00

And E. One, two, three, four, five. OK, I've got to see someone else.

0095 10:05:08:00 10:05:11:14

Keep practising that to get it absolutely in time

0096 10:05:11:14 10:05:15:24 and then you can start thinking about adding other notes.

0097 10:05:15:24 10:05:17:14

Excuse me, boys.

0098 10:05:17:14 10:05:21:10

This is the bit where I feel it's like spinning plates.

0099 10:05:21:10 10:05:25:10

Getting them on task and keeping them on task.

0100 10:05:25:10 10:05:30:18

Be concentrating on one pair and then I see that something else...

0101 10:05:30:18 10:05:32:08

Then there's conflict there

0102 10:05:32:08 10:05:35:00 cos I want to see everybody in a systematic way.

0103 10:05:35:00 10:05:36:16

That's difficult here.

0104 10:05:36:16 10:05:38:04

That's A. Yes.

0105 10:05:38:04 10:05:41:10

And then use that one there. Fine. Then E.

0106 10:05:45:10 10:05:48:05

Three, four, five, six, seven, eight.

0107 10:05:48:05 10:05:50:16

0108 10:05:50:16 10:05:53:02

Then you can try and play that with one hand

0109 10:05:53:02 10:05:56:13 and do the bass line here, just a single note, the same note,

0110 10:05:56:13 10:06:00:04 on the other hand. Like that.

0111 10:06:00:04 10:06:05:13

That could be maybe what you could get up to by the end of the lesson. 0112 10:06:06:17 10:06:09:06

- Andre. Andre. - I was just explaining.

0113 10:06:09:06 10:06:11:23

No need to be getting out of your seat.

0114 10:06:11:23 10:06:16:04

If he's got a problem he can put his hand up and I'll come and help.

0115 10:06:16:04 10:06:17:13

Right.

0116 10:06:26:03 10:06:28:11

(boy) I'm doing the chords.

0117 10:06:28:11 10:06:30:22

In that case, if you just swap places...

0118 10:06:30:22 10:06:33:02

(silence)

0119 10:06:34:02 10:06:36:11

(burst of music, laughter)

0120 10:06:37:11 10:06:40:21

Andre, I've had about enough of you. Can you go outside, please?

0121 10:06:40:21 10:06:43:14

Outside, please, Andre. 0122 10:06:43:14 10:06:48:22

And you need to come back after registration to talk about this.

0123 10:06:50:17 10:06:53:03

- Watch... - (Patrick) OK.

0124 10:06:56:22 10:06:59:08

The discipline code...

0125 10:06:59:08 10:07:02:19

- I notice that you scarcely use it. - Mm.

0126 10:07:02:19 10:07:07:22

That's something I haven't really been consistent over the term

0127 10:07:07:22 10:07:11:04 or over the term and a half that I've been here.

0128 10:07:11:04 10:07:13:15

If I'm using a system, I've got several options.

0129 10:07:13:15 10:07:17:09

One is I can look across the room and theatrically write a name.

0130 10:07:17:09 10:07:19:19

I don't have to go over to control the behaviour. 0131 10:07:19:19 10:07:22:02

I get the pen out and get your name down.

0132 10:07:22:02 10:07:25:21

Secondly, I can move in to you quietly.

0133 10:07:25:21 10:07:29:22

I can say, "Bloggins, I had to write your name down."

0134 10:07:29:22 10:07:31:10

"The next step will be a tick"

0135 10:07:31:10 10:07:34:02 and that would mean seeing me after the lesson.

0136 10:07:34:02 10:07:36:19

"Tell me what you need to do to avoid this happening."

0137 10:07:36:19 10:07:40:07

So it gives you the basis for a dialogue.

0138 10:07:44:03 10:07:49:00

Excuse me. Can you move on wherever you're supposed to be?

0139 10:07:49:00 10:07:52:10

Can I have you coming back inside but just standing by the door? 0140 10:07:52:10 10:07:55:11

We often do it in departments. Rather than put children out,

0141 10:07:55:11 10:07:59:01 we freeze them in a colleague's room or they can put a child in our room.

0142 10:07:59:01 10:08:02:09

If you know you're going to have X and they sometimes kick off,

0143 10:08:02:09 10:08:04:14 then you say to your colleague,

0144 10:08:04:14 10:08:07:11

"If it comes to it, you might be getting a visit from X

0145 10:08:07:11 10:08:10:02 about 20 minutes after the lesson starts."

0146 10:08:10:02 10:08:13:14

So you're sitting in the room, confident. You've got a strategy.

0147 10:08:13:14 10:08:17:19

You try to stop it from happening, but if it does have to happen

0148 10:08:17:19 10:08:20:24 then you just say, "You need to go to Mr So-and-So's room." 0149 10:08:20:24 10:08:24:05

I'm pretty sure that's what will be there

0150 10:08:24:05 10:08:27:00 because the head of department's very good in that way.

0151 10:08:27:00 10:08:31:02

But I think I'm just a bit shy in asking for it.

0152 10:08:31:02 10:08:33:20

If you've got tough classes, there's a problem.

0153 10:08:33:20 10:08:36:12

It's not just your problem, it's the department's,

0154 10:08:36:12 10:08:39:09 it's the pastoral team's. It's everybody's problem.

0155 10:08:40:23 10:08:43:14

- Can I hear a few performances? - (girl) No.

0156 10:08:43:14 10:08:45:24

(laughter)

0157 10:08:46:23 10:08:49:09

I don't think that's very funny. 0158 10:08:49:09 10:08:51:09

(girl) You're so childish.

0159 10:08:51:09 10:08:54:03

Let's have Jack and Luke, please.

0160 10:08:56:04 10:08:58:06

(boy) One, two, three, four.

0161 10:09:06:07 10:09:09:07

(Patrick) OK, thank you, Very good.

0162 10:09:13:14 10:09:16:24

A lot of children want to applaud. You don't encourage that, do you?

0163 10:09:16:24 10:09:19:22

(Patrick) OK, who was playing what in that?

0164 10:09:19:22 10:09:24:02

I didn't in this lesson, no. I don't think I generally do.

0165 10:09:24:02 10:09:28:15

Maybe I'm then worried it's going to result in a lot of general noise.

0166 10:09:28:15 10:09:30:15

You don't have to do it all the time.

0167 10:09:46:21 10:09:50:15

OK. Thank you very much. Another reasonably effective performance.

0168 10:09:50:15 10:09:54:15

Can somebody please... Sh.

0169 10:09:55:20 10:09:59:03

Now you've performed turn that off, turn your chairs around.

0170 10:09:59:03 10:10:02:11

(Patrick) I don't believe myself when I see myself praising.

0171 10:10:02:11 10:10:06:08

When I do do it it seems a bit low-key,

0172 10:10:06:08 10:10:10:06 a bit like I'm moving onto the next thing. Just brushing over it.

0173 10:10:10:06 10:10:13:20

Remember that praising more is a technical issue.

0174 10:10:13:20 10:10:19:09

You're winning affiliation, you're prolonging their attention span.

0175 10:10:19:09 10:10:23:11

You're giving off-task children or defiant children

0176 10:10:23:11 10:10:25:09 a different route to your attention. 0177 10:10:25:09 10:10:28:24

So it's not a moral question, not a question of being nicey-nicey.

0178 10:10:28:24 10:10:32:14

It's a very important teaching tool.

0179 10:10:32:14 10:10:36:01

- Bye, sir. - Bye. See you next week, Tariq.

0180 10:10:52:09 10:10:55:00

(Patrick) Let me hear what you've done then.

0181 10:10:55:00 10:10:59:16

(narrator) John's watching Patrick teach the lesson to another class.

0182 10:11:01:09 10:11:04:14

Patrick's giving even clearer instructions

0183 10:11:04:14 10:11:08:09 and he's being more generous with his praise.

0184 10:11:09:14 10:11:12:07

You did it wrong!

0185 10:11:12:07 10:11:15:01

So I'd like to hear now how far most of you have got. 0186 10:11:15:01 10:11:18:00

For those of you who are playing, who are performing now,

0187 10:11:18:00 10:11:20:09 it's an opportunity to perform to the class.

0188 10:11:20:09 10:11:23:20

For the rest of you... Charlotte... when another person is playing,

0189 10:11:23:20 10:11:26:00 make sure you're really listening to them.

0190 10:11:26:00 10:11:28:01

What I'd like you to listen out for

0191 10:11:28:01 10:11:33:20 is what are the two or three people in the group playing?

0192 10:11:33:20 10:11:37:18

Who's playing the chord sequence, who's playing the bass line?

0193 10:11:37:18 10:11:42:11

Are they playing the chords in a "one, two, three, four" rhythm

0194 10:11:42:11 10:11:44:06 or have they changed the rhythm?

0195 10:11:44:06 10:11:48:01 OK. Let's have the three girls here, please.

0196 10:12:02:15 10:12:04:18

OK. Thank you.

0197 10:12:04:18 10:12:07:23

Quick round of applause then.

0198 10:12:07:23 10:12:11:01

We'll talk about this one first. So that was very good as well.

0199 10:12:11:01 10:12:13:14

Really nicely in time.

0200 10:12:13:14 10:12:16:17

How many notes was Jade playing in the bass line?

0201 10:12:16:17 10:12:19:02

- Anyone tell me? - (girl) Four.

0202 10:12:19:02 10:12:21:23

- (boy) Five. - (all shout out)

0203 10:12:21:23 10:12:26:15

All right. Shannon, your first guess, four, was correct.

0204 10:12:26:15 10:12:29:02

Two notes on the A chord, the A and the C

0205 10:12:29:02 10:12:33:00 and two notes on the E chord, the E and the G.

0206 10:12:33:00 10:12:36:15

That was very good. You could add more notes later if you wanted to.

0207 10:12:36:15 10:12:41:08

What you ought to be able to do next week is add drum beats,

0208 10:12:41:08 10:12:46:05 prerecorded drum loops and turn it into a piece of dance music.

0209 10:12:46:05 10:12:50:12

That's where we're going with this. OK, Micah and Michael next.

0210 10:13:03:07 10:13:05:18

- OK. Thank you. - (boy shouts out)

0211 10:13:05:18 10:13:07:03

I like what you did there.

0212 10:13:07:03 10:13:10:14

I could see that you want to jazz it up, you want to do your own thing.

0213 10:13:10:14 10:13:12:20

You'll find it easier when we have Cubasis

0214 10:13:12:20 10:13:16:09 and you can record things in, copy them, paste them around

0215 10:13:16:09 10:13:19:17 and come up with your own piece. That's going to be really good.

0216 10:13:19:17 10:13:22:17

You got the chord sequence, bass line, different rhythms.

0217 10:13:22:17 10:13:26:19

That's all good stuff. OK. Tuck your chairs underneath, please.

0218 10:13:26:19 10:13:29:12

Stand behind them.

0219 10:13:29:12 10:13:31:18

Thank you, Eddie.

0220 10:13:33:16 10:13:35:20

See you next week. Well done.

0221 10:13:36:23 10:13:39:12

Really good today.

0222 10:13:40:20 10:13:44:22

- I really enjoyed that. - It was good, wasn't it?

0223 10:13:44:22 10:13:48:00 There's some really good musicians in this class, as you saw.

0224 10:13:48:00 10:13:49:20

A pretty good teacher as well.

0225 10:13:55:21 10:13:59:01

Visiontext subtitles by Katherine Appleby

0226 10:13:59:01 10:14:01:01 www.visiontext.co.uk