Design Journey
Ideate
The ideate stage plays a crucial role in the development of innovative solutions for our hybrid ensemble program. It is a phase where creativity knows no bounds, and new possibilities are explored (Koh et al., 2015; Meinel & Krohn, 2022).
Ideation is all about creating an environment for imaginative thinking. Students, guardians, and teachers are encouraged to generate a wide range of ideas. At this stage, even wild and unconventional concepts are welcome, and judgment is held in check. Various creative techniques, such as brainstorming, role-playing, mind mapping and sketching, will be used to facilitate idea generation.
The Ideate stage will generate ideas for the following aspects of the hybrid ensemble program:
| Aspect | Description |
|---|---|
| Name of the Program | Collaborative brainstorming leads to the selection of a program name that reflects its vision and mission. |
| Method of Communication and Information Hub | The optimal channels of communication and the establishment of a central information hub are explored. This is especially important as these students will likely never meet or interact in real-time. |
| Repertoire | Creative choices of musical pieces are made, taking into account students' preferences and a diverse range of musical genres. |
| Musical Activities | Innovative activities are developed to improve students' rhythm, timing, and overall musical skills. Roleplaying will be particularly fun here if students can embody different student characters and what might work for others. |
| Camera Techniques | Creative ideas are generated regarding the filming of musical instruments during virtual performances. |
Ideate Timeline
The chart below outlines the proposed timeline and the roles of each stakeholder during this Ideation stage as they work together to shape an innovative solution for private music education.
| Timing & Topic | Teacher | Student | Guardian | Admin |
|---|---|---|---|---|
| Term 1 Week 1 - Name of the program | Facilitate discussions with students and guide them in choosing a name that represents the program's goals and values. | Participate in brainstorming sessions with their teacher to suggest and select a name for the program. They can offer creative and engaging ideas that resonate with their musical interests and aspirations. | Guardians can provide additional ideas for the program's name, contributing to the creative process and remaining informed of their student's suggestions and ideas | Facilitate discussions with guardians with name choices. Then, oversee the naming process, ensuring that the chosen name aligns with the program's vision and mission. They should consider factors like brand identity and alignment with the school's values. |
| Term 1 Week 1 - Communication Method and Information Hub | Guide students in selecting effective communication methods and platforms. They should facilitate discussions to ensure that the chosen method aligns with the program's communication needs. | Express their preferences for communication methods and platforms they find most accessible and engaging. They can offer insights into the communication tools they use frequently. | Provide input on the choice of communication methods, ensuring they are conducive to staying informed about their child's musical education. They may have specific preferences for communication. | Facilitate discussion with guardians. Then, oversee the implementation of the chosen communication methods and information hub, ensuring they align with the program's goals and objectives. They should consider the practicality and accessibility of the selected tools. |
| Term 1 Week 2 - Repertoire | Guide the students in making appropriate choices within their skill levels and educational needs. They should ensure that the repertoire aligns with the students' growth and musical interests. | Express their preferences and suggest songs or musical pieces they are passionate about, as these choices will drive their motivation and practice habits. | Offer insights into their child's musical interests and preferences. They can contribute to the selection process by considering what will keep their child engaged. Additionally, set limitations on song content | Facilitate discussion with guardians, noting the limitations set on their child. Then, oversee the process and evaluate the final choices, ensuring that the selected repertoire aligns with the program's vision and goals while considering logistical and resource implications. |
| Term 1 Week 3 - Musical Activities | Propose and trial musical activities that enhance students' skills and support their development. They should ensure that these activities align with the program's educational goals. | Suggest musical activities that they find enjoyable and motivating. They can contribute their preferences for activities that enhance their rhythm, timing, and overall musical skills. | Provide insights into their child's musical interests and any activities that they believe would benefit their child's growth - these may be activities that they have previously done in school. They can also give insight on how accessible these activities are at home | Facilitate discussion with guardians. Then, oversee the implementation of the chosen musical activities, ensuring they align with the program's educational objectives and enhance students' musical skills. |
| Term 1 Week 4 - Technology workshop | Facilitate a hands-on session to guide students in using music notation software effectively. Teach them how to navigate and utilize the software for practice, including starting, stopping, speeding up, and isolating specific instruments. | Actively participate in the guided tutorial to familiarize themselves with the music notation software. Ask questions and seek clarification on using the software's features for individual practice and learning. | If interested, attend the tutorial alongside students to gain insight into the software's functionality and how it supports their child's practice. Encourage them child's engagement with the tutorial. | Ensure that the tutorial is well-organized and that students receive adequate guidance in using the music notation software. Collect feedback from students, guardians, and the teacher regarding the effectiveness and clarity of the tutorial. |
| Term 1 Week 5 - Camera techniques and angles | Guide students in selecting camera techniques that enhance the quality of their performance videos. They can provide technical insights and ensure the chosen techniques align with the program's goals. | Express their preferences for camera angles and shots they believe will showcase their performances effectively. They can share their ideas for creating engaging videos. | Provide additional ideas for camera techniques, supporting their child's aspirations to present their performances. Many will also mention their preference of showing the child's face or not | Facilitate discussion with guardians, nothing limitations set on their child. Then, oversees the final decisions on camera techniques and angles, ensuring they complement the program's objectives and maintain a professional quality for virtual performances. |
Technology Considerations
A prospective technological hurdle that might surface in this context pertains to the communication method chosen by stakeholders in Week 1. There's an underlying presumption that this will entail a digital online communication and information hub. Consequently, we must take accessibility into account. It's conceivable that some stakeholders may lack access to devices or the internet in their homes. To address this potential limitation, we must foster open and transparent dialogue with all stakeholders so that they can raise any such constraints they may be facing. Subsequently, we should be prepared to provide alternative means of accessing these communication and information resources.
Once again, we are confronted with the recurring challenge of child safety, particularly as stakeholders delve into the exploration of camera techniques and angles. The question arises: is it prudent to display children's faces online, especially in the era of Artificial Intelligence and Deepfakes, as highlighted by Safer Schools (2022)? The Ideate stage offers an ideal opportunity to engage in dialogue with guardians regarding the inclusion of their children's faces in the final ensemble videos. Initiating this conversation early in the design process allows for potential adjustments to camera angles that align with what is deemed "safe" for performers' faces or even the option of omitting faces altogether. However, this approach may introduce the dilemma of potential loss of recognition for students in the final ensemble video, as there may be no "proof" of their participation. Undoubtedly, this is a crucial discussion to be held with stakeholders during this stage.
Prototype
The Prototype stage underscores the importance of iteration, encouraging experimentation and rapid learning to refine the program's components before entering the testing phase (Koh et al, 2015; Meinel & Krohn, 2022).
In the Prototype stage, spanning from week 1 to week 10, the collaborative effort of students, teachers, guardians, and administrators continues to transform theoretical concepts into functional program elements. These prototypes will be documented in the information hub decided upon in the previous stage.
In line with the guiding principle of failing often and early (Liedtka et al., 2013), students will collaboratively craft and prototype essential program components with their guiding teachers:
| Component | Description |
|---|---|
| The Program Plan | Informed by the musical activities conceived during the ideate phase and a given timeframe and goal, students will develop engaging lesson plans and materials that resonate with them. This is the program that will be tested in the Test phase. |
| Technology Guidelines | Students will design comprehensive guidelines to support the program during the pilot run and future iterations, ensuring seamless integration of technology. These will make up materials that are distributed students who partake in the program. |
| Promotion and Communication | Crafting persuasive promotional materials, students aim to captivate their peers' interest, encouraging their participation in the hybrid ensemble initiative. This will be distributed to the student body to gain participants for the Test stage. |
| Feedback Collection System | Creating an efficient mechanism for gathering insights, students will work to assemble feedback from all program stakeholders, including students, teachers, and guardians. |
| Impact Assessment System | To gauge the program's influence on student motivation and practice habits, students will develop an assessment framework, aligned with the program's goals. Students can be guided by the Meaningful Engagement Matrix (Dillon et al., 2009) to form their own iteration more suitable for this context. |
In the background, guardians and administrators play a crucial support role, working diligently to facilitate the process by collating and coordinating the various prototypes. Guardians contribute their valuable insights and perspectives, while administrators oversee the efficient implementation and organisation of the program components, ultimately combining the prototypes of all stakeholders.
Prototype Timeline
To gain deeper insights into the timing, content, and roles for each of these elements, please refer to the chart below.
| Timing & Topic | Teacher | Student | Guardian | Admin |
|---|---|---|---|---|
| Term 1 Week 6 - Lesson plans & materials | Collaborate with students to develop lesson plans, practice materials, and schedules. Address questions about song choices and engage in class activities, ensuring accessibility for students with diverse musical backgrounds and abilities. | Participate in creating lesson plans, practice materials, and schedule prototypes. Discuss song choices and engage in in-class activities designed to enhance accessibility for all. | Provide input and feedback to admin during class, ensuring the program is inclusive and engaging. Support students in their participation. | Oversee and collect prototypes of lesson plans, materials, and schedules. Ensure that all elements align with program goals and promote its effectiveness. |
| Term 1 Week 7 - Technology guidelines | Facilitate brainstorming sessions where students discuss and plan what these guidelines should include. Ensures students consider key points to produce comprehensive and user-friendly materials. Contribute to the development of accurate and practical guidelines that align with the program's goals through technical expertise | Engage in the creation of technology guidelines by developing prototypes. Sketch out key instructions and recommendations for future hybrid ensemble students in using technology effectively and efficiently. Contribute their unique perspectives and ideas, ensuring that the guidelines are tailored to their peers' needs. | Review and offer feedback on the guidelines. Since they have a holistic view of their child's abilities and needs, their insights can be valuable. Provide input based on their child's comfort and proficiency with technology, help to ensure that the guidelines are accessible and accommodating for a wide range of students. | Collect and organise prototypes. Collating the materials developed by students, possibly in sketch form, and arranging them into a coherent and user-friendly format. Ensure guidelines are ready for practical use and aligns with the program's objectives to facilitate a seamless integration of technology into the music education experience. |
| Term 1 Week 8 - Promotion & Communication | Guide students in designing visually appealing posters, brochures, and digital materials. Encourage them to consider catchy slogans, engaging visuals, and key program benefits that will attract their peers. | Brainstorm and sketch promotional materials, considering what would entice other students to join. Create drafts of posters and brochures with compelling content. | Share suggestions for the promotion of the program based on their perspective and the interests of their children. Support their children's ideas for promoting the program. | Collect and review the promotional materials sketched by students. Offer guidance on the practicality of their ideas and consolidate them into a cohesive promotion plan. |
| Term 1 Week 9 - Feedback collection system | Instruct students to draft various feedback collection methods, such as feedback forms, suggestion boxes, or online surveys. Encourage them to consider the ease of use and clarity of these methods. | Collaborate on sketching feedback collection tools, exploring ideas that would appeal to both students and guardians. Propose simple and effective methods that encourage participation. | Provide input on the types of feedback methods they find convenient or are likely to engage with. Offer insights into what might motivate students and guardians to share their opinions. | Review the prototypes and offer guidance on the practicality and effectiveness of the feedback collection tools. Consolidate the students' suggestions into a comprehensive feedback system to be used during the pilot run. |
| Term 1 Week 10 - Impact assessment system | Encourage students to brainstorm various methods for assessing the impact of the pilot program on student motivation and practice habits. They should consider tracking practice hours, conducting surveys, and measuring improvements in students' skills and confidence. | Work together to create prototype assessments, taking into account the feasibility of collecting data on practice hours and self-reported feedback. Suggest creative approaches to measure the impact on motivation and practice. | Share insights on what indicators might reflect improved motivation and practice habits in students, drawing from their perspective as guardians. Provide feedback on the proposed impact assessment system. | Review the impact assessment prototypes and offer feedback on the practicality and effectiveness of the proposed methods. Collaborate with students to refine the impact assessment system and ensure it aligns with program goals. |
| Term 1 Week 10 - Promotion & Communication | Inform their students about the upcoming pilot program and encourage them to participate. They can clarify any doubts students may have about the program and offer their support in the registration process. | Help promote the program among their peers. They can share their excitement and insights about the program with other students, generating interest and participation. | Ensure their children are registered for the pilot program if they express interest. | Coordinate the distribution of promotional materials and communication designed during week 8. Share these resources with the aim of attracting participants for the pilot run. Additionally, liaise with students from the design team, who are likely to participate in the pilot program. |
A Possible Technology Challenge
A potential technological challenge that may arise at this stage hinges on the choices made by stakeholders, particularly in relation to the prototype of the feedback collection system. There is an equal likelihood that this system could be a digital artifact such as a Google Form or a physical object like a printed survey to be submitted to the administration. If the decision leans towards a digital artifact, it becomes crucial to consider individuals who may not have access to devices or the internet in their homes. One potential solution could involve providing a printed version of the feedback collection system for those who prefer or require a non-digital option.
Test
The pilot run of the hybrid ensemble will span from Term 2 Week 1 to Term 2 week 8. The primary objective is to put the prototyped program into practice and assess its effectiveness. This is what was prototyped by students and compiled by admin in the previous stage. This period presents an opportunity to test the program's viability, address any potential logistical or technical challenges, and gauge its impact on students' motivation and practice habits.
One of the key aspects of this pilot run is the implementation of the feedback collection system and impact assessment system, both of which were prototyped in the previous stage. These systems will play a vital role in evaluating the program's performance. Through ongoing data collection, the program administrators will monitor and record changes in students' practice habits during the pilot program, thus offering valuable insights into the impact of the hybrid ensembles and virtual performance opportunities.
The feedback collection system allows for a comprehensive understanding of the participants' experiences. It provides a platform for students, guardians, and teachers to express their thoughts and feelings, enabling program administrators to gather rich insights into what worked well and areas that may require improvement.
Simultaneously, the impact assessment system will help measure the program's success in enhancing students' motivation and practice habits. By tracking practice hours, conducting surveys, and evaluating improvements in students' skills and confidence, administrators will gain a quantifiable view of the program's effectiveness.
The pilot program culminates with a live ensemble performance viewing through YouTube Premiere. The timing is strategically set to accommodate both students at home and those still at school. While some students may gather in person to watch, YouTube Premiere ensures a collective viewing experience, simulating the atmosphere of a live concert where everyone can enjoy the performances together.
Stakeholder Roles
Below is a chart that outlines the key activities, roles, and responsibilities of each stakeholder during the pilot run.
| Teacher | Student | Guardian | Admin |
|---|---|---|---|
| Implement the lesson plans and materials developed during the prototype stage in their one-on-one classes with students. | Actively engage with the lesson plans and practice materials provided by teachers. | Continue to provide logistical support to ensure their children can participate effectively. | Oversee the smooth execution of the program, ensuring that lesson plans, practice materials, and schedules are followed. |
| Monitor students' progress in learning, practicing, and preparing for the virtual ensemble performance. | Collaborate with their teachers to enhance their musical skills and prepare for the virtual ensemble performance. | Stay informed about their children's progress in the program and offer encouragement. | Collect data on students' participation, practice hours, and any challenges they may face. |
| Provide guidance, support, and feedback to students during their learning process. | Seek feedback and support from teachers and peers to improve their performance. | Provide feedback on their experience and their child's experience in the program. | Address any logistical issues or concerns from guardians. |
| Address any challenges or questions that students may have related to the program. | Reflect on their experience and provide suggestions for program improvements. | Prepare for the showing, coordinating all necessary elements, including tech setup, scheduling, and communication with students and guardians. |
Technology Challenge
One last challenge emerges in this design section. It is essential to acknowledge that not all students may have easy access to YouTube from their homes, and some may be able to access the Premiere due to prior commitments. Recognising the diversity in students' internet access and device availability is crucial. The solution is to make the video accessible on YouTube after the initial Premiere, which is a built-in YouTube feature already. This approach provides students with the flexibility to watch the performance at a time that suits them. Additionally, teachers can integrate the video into their lessons as Cayari (2021) did, offering students the opportunity to discuss and analyse the performance during their regular class time. This flexibility ensures that access to educational content is inclusive, considering the unique circumstances of all students.