Elementary Music/Music Technology Blog

Today I was reading Dr. Scott Watson’s blog of comments from his participants for his summer course titled, “Using Technology to Unlock Creativity.” The comments from his participants are so wonderful and informative that it makes me hope that Scott will teach this course again because I would like to take it.

One item that I read about was that the participants really liked a presentation that Wayne Splettstoeszer gave about internet resources. One of the participants mentioned groove lab. When I went to check it out, I realized that I had visited this site before. It is an excellent site because it allows you to easily create your own drum groove with numerous instruments. Once you created your groove, you can save it as a wav, aiff, or au file. When you do that, you can import this audio file into GarageBand or other digital audio software and use it as a loop. Therefore, you can have your elementary students successfully create their own drum loops. The possibilities for where that can lead in your music classroom are endless!

I took my first two TI:ME courses with Scott and he is one of the most dedicated and patient teachers that I know. If you ever get the opportunity to take any of his summer workshops, I would highly recommend it!

When I speak with numerous music educators at various conferences, a more common phrase that I am hearing is “I have a SMART Board in my classroom but I am not sure how to utilize it with my curriculum” or some variation of this. About a year ago, I discovered that I could sign out a SMART Board for my classroom and get to use it if it was available. Last year, I signed it out numerous times and it has proven to be an asset to the music classroom. Below are some descriptions of ways that a SMART Board can enhance your music classroom. If you teach on a cart, you can utilize a SMART Board that might be in a teacher’s classroom too.

What is a SMART Board?
Simply put, a SMART Board is an interactive whiteboard. It requires a computer, an LCD projector to run, and the SMART Board software which is called SMART Notebook Software (the software is optional, but it can do so many things!). The computer connects to the LCD projector through the adapter that comes with the computer. The SMART Board connects to the computer through the USB port. This can be a wired or wireless USB connection depending on the particular SMART Board.

I just want to add that SMART Technology is just one maker of this interactive whiteboard. Promethean is another excellent maker of the board and I enjoyed trying their board at the recent NECC conference. Another model that teachers like is Hitachi StarBoard. Plus, there are more inexpensive and smaller versions of the board. To check out a great teacher/tech discussion on the topic at proteacher.net, click here. In addition, if you perform a google search on the topic, you will find numerous websites devoted to the discussion of which interactive whiteboard is best.

One final word before I go into the various uses. My SMART Board is on the rolling case as opposed to being mounted on a wall. If I had the choice, I would use a mounted SMART Board because it means less wires for your students to trip over and less items for your students to bump into which will cause you to “orient” your screen many times during the lesson.

Music Software:
I have used music software such as Sibelius’s Groovy Music Series and Harmonic Vision’s Music Ace with the SMART Board. We would perform a lesson, game, or create music together as a class. Each student would go to the SMART Board one at a time and complete a step in the lesson or create a certain portion of the song. An added bonus with the Groovy Music Series is that it has a button that allows the screen to get smaller so your youngest of students can reach the board without standing on a chair.

Music Notation:
Finale and Sibelius (or other music notation software programs) become easier and more memorable to use when the students create a piece together on the SMART Board. They are able to click and drag the notes from the note palette to the staff. Using a good set of speakers connected to your computer, you can play back their compositions beautifully as they watch the music proceed across the SMART Board screen.

Interactive Music Websites:
The students can take turns utilizing websites on the SMART Board. Here are some websites and ways that I have used them with the SMART Board:

1. New York Philharmonic Kidzone: I have had my Kindergartners play the Music Match Instruments Concentration game as a group. They come up to the SMART Board one at a time and click on the card. The card flips over and plays an excellent audio example of the instrument. When they find two cards that match, they earn points. They cannot lose this game because it continues until all of the cards are turned over. There are three difficulty levels, so it is a great game to reinforce instrument sounds with the students.
2. Dallas Symphony Orchestra for Kids (DSOKids): There are two sections of this website, one for students and one for teachers. I have utilized Beethoven’s Baseball with my 3rd graders and higher. It is a game where you pick composers to be the members of the baseball team. When Beethoven -the pitcher on the opposite team- throws a pitch, the students must come up to the SMART Board and choose the answer. This particular game works well with older elementary. It is a great assessment tool to a composer unit.
3. Ricci Adams Musictheory.net: Excellent website for middle and high school music theory. There are interactive lessons and training sessions (like note, key, interval, and ear training) that you can perform with your students at a SMART Board station in the classroom.
4. philtulga.com: Check this interactive and integrated website out! You will find numerous musical activities to perform with elementary students using the SMART Board. One example that I adore is on his counting music rhythm page. If you count rhythms with numbers, Kodály syllables, Gordon syllables, or French syllables, you can click on one of the side buttons to change the syllables between methodologies. In addition, the rhythms will be spoken with the syllables when you press the play button. Finally, the Sequencing with Simon is a fun music game to play that incorporates listening skills.
5. San Francisco Symphony Kids (sfskids.org): One of my and my students’ favorite websites. There are a variety of interactive musical activities from playing an instrument, to composing, to exploring the instruments, that can be done well with a SMART Board.
6. Virtual Instruments: Here are two examples of virtual instruments that you can use with your students via a SMART Board. Virtual keyboard. Virtual Gamelon.
7. Are you using Nursery Rhymes in your music classroom? Check out this website and project these excellent pictures of nursery rhymes on the SMART Board as you use them in class.

Powerpoint:
You can use powerpoint presentations on your SMART Board. One of the best ways that I used it this year was I made a powerpoint presentation that had the lyrics of a simple song typed onto the screen. When the student would come up to tap each word to the rhythm of the lyrics, the word would light up. This was an excellent way for me to assess the students’ rhythm skills. After they completed the song, we would then use one of the SMART Board markers and write in the rhythms of the song using stick notation.

SMART Notebook Software:
SMART Board has software that you can use to create lessons. The notebook software has a lot of bells and whistles to it such as games accessories like dice, spinners, etc. It also has various teaching tools like maps, graphics, pictures, tabs, etc. In addition, if you perform a google search for music SMART Board lessons, you will find lessons created with the notebook software that you can download and utilize right away. Some of my favorite lessons that I have found by performing a google search are:

1. The note tree: the students click and drag quarter, half, whole, and eighth notes off the tree and place them in the proper quarter note, half note, whole note, or eighth note circle.
2. Using the lines in the notebook software and creating a 2-line staff or a 3-line staff that the students can click and drag noteheads to the lines or spaces of the staff.
3. The note game: There are various notes projected on the SMART Board. The students must use the SMART Board pen to circle all of the quarter notes. When finished, they pull out the answer tab from the side of the screen, which will reveal where all of the quarter notes are. The students then can self-assess their answers.

These are just some ideas on how to utilize a SMART Board in your classroom. The board and software itself take a little time to get used to. However, your students will love using the board and you will love having a large, interactive, visual teaching tool in your classroom.

Have you used an interactive white board in your music classroom? If so, how? Please leave a comment and share your ideas.

Continuing with my posts on how the nine national standards from The National Association for Music Education (MENC) can be enhanced by technology in the elementary general music classroom, today I approach standard #8. FYI: This is out of order because I have blogged about Standards 1-4.

Content Standard #8: Understanding relationships between music, the other arts, and disciplines outside the arts.

This lesson came to me yesterday as I was thinking about integration. For the next two days, I am at the National Educational Computing Conference (NECC) in San Antonio, Texas. I am presenting at the Avid Education Booth (includes Avid, Sibelius, M-Audio, Pinnacle, and Digidesign) on Sibelius’s Groovy Music Series of Groovy Shapes (ages 5-7), Groovy Jungle (ages 7-9), and Groovy City (ages 9-11). These programs teach music theory and composition skills using animations and pictures. They are wonderfully geared for elementary grades (PreK-Grade 6). As I present, I continuously show my students’ works created in Groovy Shapes, Jungle, and City.

Standard #8 came to me as I was presenting Groovy Jungle because this program is set in the rainforest. My 3rd graders study the rainforest in science and they are continuously writing about the facts of the rainforest. In Groovy Jungle Create Mode, there is a typing tool. The 3rd graders will type in facts about the rainforest. Then, they will use the rhythm trees, the melody butterflies, the arpeggio flies, the chord spiderwebs, the bass line bushes, and the bonus sounds that consist of a variety of animals found in the rainforests, to create a song that compliments their written facts. These completed songs can be posted on groovymusic.com where parents and students can go to view and listen to the song as it is seen and heard in the program itself.

If you have never seen the Groovy Series, I encourage you to read about it at Sibelius’s website and to check out some students’ works on Groovymusic.com.

If you are at the NECC Conference, please come to one of my sessions on Tuesday, July 1, at 11:00 am and 3:00 pm or on Wednesday, July 2, at 11:00 am and 1:30 pm, at booth 8222. Sibelius is giving out a free Groovy triple pack (Shapes, Jungle, and City) to one participant at each of the sessions.

Have you ever used and of the Groovy Music Series in your music classroom? Or, have you even enhanced a standard #8 lesson with technology?

Continuing with my posts on how the nine national standards from The National Association for Music Education (MENC) can be enhanced by technology in the elementary general music classroom, today I approach standard #4.

Content Standard #4: Composing and arranging music within specified guidelines.

Achievement Standard #4b: Students create and arrange short songs and instrumental pieces within specified guidelines.

A couple of years back, I composed a research project that involved these content and achievement standards with second graders. Briefly, they composed a four-measure B Section (to a four-measure A Section that I composed to make an ABA song) using Finale NotePad (a free software that is a watered-down version of Finale), whole, half, and quarter notes, and the notes of a C Pentatonic Scale. They were extremely successful with placing the correct notes on the correct lines and spaces of the treble clef staff and placing the correct rhythms in a 4-meter. One of the observations that I made was that when I had students compose with the traditional methods of pencil and staff paper, some will try to put five or six beats in a measure that is in 4-meter time. They will state to me that they do this because there was still space left in the measure (they drew their notes very small). However, when these same students used Finale NotePad to compose, the program would beep at them when they tried to place more than four beats in a measure. Since they were used to computer and video games beeping at them to let them know that they cannot proceed, they had no issue with Finale NotePad beeping at them to let them know the same thing. They would continue by placing notes and rhythms in the next measure.

The students would then listen to their compositions, critique them, and make any necessary changes. Once they liked their melody, many of them would tell me that they did not have a song. As one student put it “Mrs. Burns, it is like I have a taco and my melody is the meat. But, I don’t have the cheese or the shell, so my melody is not a song yet.” After being blown away by this second grader’s observation, I then realized that some of the students wanted to “complete” their songs. Therefore, I created a Latin and a Southern Rock rhythm section to accompany their melodies. I created these accompaniments using GarageBand. The students had the option of having the Latin band accompany their melody, or the Southern Rock band accompany their melody, or having their melody play solo.

The results of these three second grade classes’ compositions can be found here: 2J 2H 2R

The students received a CD of their composition. The very next morning, I had two parents come to my classroom and tell me how much they enjoyed their children’s songs, that their children told them everything about the process of composing a song, and that they had to play the song 20+ times in the car’s CD player.

My music curriculum was now in the homes and cars of the students. I have continued this project with other second grades and the results have been wonderful and successful.

Have you ever used composition software to make the composition experience a more successful one for your students?

For the next few posts, I am going to give an example of how the nine national standards from The National Association for Music Education (MENC) can be enhanced by technology in the elementary general music classroom.

Content Standards #1: Singing, alone and with others, a varied repertoire of music.

Achievement Standard #1d. Students sing ostinatos, partner songs, and rounds.

When my general music classes are preparing a round or a partner song for the Holiday Concert, Spring Concert, Grade Plays, or Graduation, I will often choose a round or partner song for two grades to perform together. Many times, I will have a couple of days on stage to rehearse them all together. However, I would like the separate parts to get used to each other before the two big and final rehearsals. Therefore, I will use a digital audio program like the freeware Audacity or the software GarageBand to record each class singing the song.

The steps are as follows using Audacity with one computer and a set of speakers attached to the computer:

1. Import the CD accompaniment track into Audacity.
   1. If you do not have a CD track of the accompaniment, then you can record yourself playing the accompaniment. If you feel that you cannot do this well, then perform this lesson without an accompaniment track or use a MIDI/digital audio program like GarageBand or even a notation program like Finale or Sibelius, to step-record the accompaniment. Check out Tom Rudolph’s blog on how to step-record. One you step-record the accompaniment, you can use the tempo controller to speed up the accompaniment to the appropriate speed. You can save the notation file as an audio file and then import it into Audacity.
   2. Play the accompaniment track that you just imported through the speakers attached to the computer.
2. Using the computer’s internal microphone, record your class that sings part one of the partner song. They will be singing with the accompaniment track.
3. Play it back for them so that they can hear themselves and assess themselves (if you would like to add the assessment to the lesson).
4. Save the file.
5. When the next class comes to music, record them into the same file that you just saved.
   1. Add a new track.
   2. Mute the track that has part 1.
   3. Using the computer’s internal microphone, record your class that sings part two of the partner song. They will be singing along with the accompaniment track.
6. Now have them sing part 2 again, this time with the class that you recorded singing part 1. Now they are rehearsing together.
7. When the class that sings part 1 enters music class again, have them rehearse with part 2 by using the same file and muting part 1.

Recording each part has assisted my students greatly with part singing, singing rounds, and preparing for concerts.

What other ways has technology enhanced a music lesson that’s purpose was to accomplish the MENC standard #1 “Singing, alone and with others, a varied repertoire of music” in your elementary general music classroom?

Before I begin this post about how Apple’s GarageBand can be utilized in an elementary music classroom, I feel it necessary to discuss why you would use this application in your elementary music classroom. I tend to use GarageBand with grades 3 and up because there are more suitable ways for younger students (PreK-grade 2) to create music, like playing Orff instruments, recorders, classroom instruments, or using Sibelius’s Groovy Shapes. However, I have had wonderful success with grades 3 and up using GarageBand in the elementary music classroom to create music. Some might state that using a loop-based program to create music by just having the students click and drag loops to form a song, is not creating music. Well, at least not in the traditional sense where we (as music teachers) learned the basics of music to compose. However, I tend to use GarageBand as a tool to assist students in creating accompaniments to the songs that they compose. That way, I still have the students utilizing the basic music and composition skills that I have taught them, but they think that it is fun or “a blast!” as they wrote in their reflections.

Apple’s GaragBand 1 came out in 2004 for MAC. Apple is currently in its 4th version titled, “GarageBand ‘08.” Apple markets it as “your own personal recording studio — where it’s easy to make a song whether you’re a first-time musician or a seasoned pro.” There are many functions to GarageBand from creating a song, to scoring a movie, to creating a podcast that can be published to your website, to performing with a “Magic GarageBand.” The lesson I share is one I did successfully with my 3rd graders:

Lesson: My 3rd graders study the 50 states every winter, which culminates with a”50 State Fair” at the end of the winter term. During this fair, each student presents various facts about the state that he/she was assigned. To integrate music into this fair, without just singing the Ray Charles’s tune “Fifty Nifty,” we compose our own state songs. Each student composes an 8-measure song using the notes and rhythms that they can play on the recorder. This particular 3rd grade was able to play and read the notes G A B C and D on the recorder. After they composed their song using the freeware Finale Notepad, they then created an accompaniment to their song using GarageBand ‘08. We saved their compositions as MIDI files and clicked and dragged them into GarageBand ‘o8 (Finale Notepad 2008 allows you to save the music as midi files). Once their songs were in GarageBand, they arranged an accompaniment that consisted of bass loops, drum loops, guitar loops, and piano loops. I taught them about the various musical styles and how just throwing any loops on the screen would not always produce a favorable, musical product. After they completed their accompaniments, they played their recorders along with their GarageBand accompaniments. To see and listen to their works, please click here (this might take a minute to load). If you click on the 1st and 2nd grade pages, you will hear their podcasts on Peter and the Wolf and Beethoven, both were created in GarageBand.

When I had the 3rd graders reflect on this project, many of them commented on how fun it was to write a song. Some examples of my 3rd graders’ reflections (they were not edited):

” I think I rote a good song.” “I thought it was fun because I got to compose and I like to compose.” “I love music! I am so happy we get to use grage band in music. It was realy nice to learn how to make a song.” “I think that it was so cool that social studies was in music.”

GarageBand is for MAC only. What do I do if I work on a PC? Music teachers with a PC tell me about Sony Acid Music Studio, is comparable to GarageBand. In addition, James Frankel blogged about Mixcraft from Acoustica, which has an interface very similar to GarageBand. He also wrote an article about how to use mixcraft. Finally, Super Duper Music Looper has been another product that teachers have stated that has been similar to GarageBand and successful in their elementary music classrooms.

GarageBand can do so much more in the classroom. I just gave a snippet of some things that it can do. At NJMEA this past year, TI:ME member Christine DeSimone from Edgar Middle School in Metuchen, NJ, did an excellent session on “GarageBand in The World Music Classroom” where she demonstrated her middle schoolers’ works with World Music. At the TI:ME national conference in Michigan this past year (and the MENC national conference), Carol Broos presented about “Flash, GarageBand, and Movie Scoring” to a room of 100+ music educators. Over the years, James Frankel has presented several excellent sessions on how to utilize GarageBand in the classroom.

This brings my lesson plans/software series to an end (for now). My questions to you are:

1. Have you used any music software to enhance your curriculum?
2. If so, which applications have you used?

3. If not, do you think that you might try to use music software to enhance your music lessons in the future?

If you get a chance, please respond.

As I continue with posting about lesson plans that utilize elementary music software as an enhancement tool, I thought that I would share with you a few ideas and a couple of lesson plans that I wrote using Music Ace.

Music Ace, produced by Harmonic Vision, is an excellent piece of software for elementary students. I first used Music Ace 1 back in 1998 when I downloaded the demo version and tried it out. All of the sudden, 30 minutes had passed. I was enthralled. I then installed the demo in my school’s computer lab and had my 5th grade general music class try out lesson one, “Introduction to Staff,” which covered lines and spaces of the staff, high and low pitches, and treble and bass clefs. The students loved using the demo and I realized that this was a wonderful way to assess and reinforce musical concepts that were being taught in my music class.

Music Ace first appeared as Music Ace 1 and Music Ace 2. There are 24 lessons in each that cover musical concepts such as rhythms, pitch, note names, keyboard skills, music staff (treble, bass, and alto), and ear training. A few years ago, Harmonic Vision combined the two programs to form Music Ace Maestro. Music Ace Maestro has all 48 lessons in progressive order. Some of the highlights of the Music Ace Series are:

1. Self-paced lessons: If you purchase a network license for your computer lab and the computers in the students’ classrooms, each student can utilize the lessons at his/her pace at his/her computer.
2. Progress Chart: You can keep track of each student’s progress. This is extremely helpful for when you need to assess each student for progress reports. If a parent has questions about his/her child’s grade in music class, you can simply pull out the child’s progress chart from Music Ace and use it to validate the child’s progress report.
3. Music Ace Maestro Manager: This allows you to input student databases and archive student databases so that you can have them for the years that you teach your students.
4. The lessons reinforce, enhance, and/or assess musical concepts that you have been teaching in music class.
5. Games: The games in Music Ace excite and motivate your students to learn.
6. Doodle Pad: A fun way to compose music using a variety of instruments. In addition, the Juke Box portion of Doodle Pad plays many songs that the students can listen to and/or edit.
7. Price: Reasonably priced for MAC or PC. As quoted from Harmonic Vision’s website: “A single stand-alone version of Music Ace Maestro has a suggested retail price of $127.95. The pricing strategy for Music Ace Maestro is to multiply a comparable Music Ace product by 1.6. For example, a Music Ace Maestro Network 30 sells for $1,918 which is 1.6 X $1,199 (the cost of a Music Ace Network 30).”

Lesson 1: I have used Music Ace in various ways. I have used it with Kindergarten to reinforce basic musical concepts, with my laptop connected to a TV and each student coming up to the computer to take a turn. We used Music Ace 1 lesson 1 so that the students could place notes on lines and spaces on the treble clef staff. The students thoroughly enjoyed this activity and were very successful at it. I was able to assess if they understood which note was placed on the line and which note was placed in the space. You can see this lesson by clicking on the following link: kindergarten_music_ace.pdf It was originally published by SoundTree. If you go to SoundTree “teaching resources”, you can see many more lessons that integrate technology for the elementary, middle school, high school, or college-age level.

Lesson 2: This lesson is included in Technology Integration in the Elementary Music Classroom. It is titled “Playing with Pitch” and it utilizes Music Ace 1 lesson 3, or Maestro lesson 4, to assess the students’ abilities to identify if the pitch goes higher, lower, or stays the same. To see this lesson, please click on the following link: playing-with-pitch.pdf

Question: I’ve discussed Sibelius’s Groovy Series and Harmonic Vision’s Music Ace Series. I would love to hear from you. Have you used these two products in your classroom?

As I blog on Mondays, Wednesdays, and Fridays of each week, I thought that this week’s theme would be software (and lessons) for the elementary general music classroom. There are numerous products out there that elementary students can use in a variety of classroom settings, whether you teach “a la cart”, have one computer in the classroom, or can access a computer lab.

The Sibelius Groovy Series is a wonderful way for even your youngest students to begin creating music. There are 3 programs in the Groovy Series: Shapes (for ages 5-7), Jungle (for ages 7-9), and City (for ages 9-11). These ages do vary because you can easily use Shapes with grades K-3, Jungle with grades 2-5, and City with Grades 5-8. Each version assists the teacher with presenting, making conscious, and practicing the musical concepts of sound, rhythm, and pitch. Each version has two basic modes: Explore and Create. The explore mode presents a variety of concepts such as beat, high and low, dynamics, meter, and more, in a visual and aural way. The create mode allows the students to use the skills that were experienced, learned, and practiced in the explore mode to create a song. The create mode also includes all of the basic musical elements required to create a song: melody, rhythm, chords, arpeggios, bass, tempo, dynamics, instruments, and bonuses. The bonuses include unique sound effects that compliment the style of the music. For example, in Groovy Jungle, the bonuses are animal sounds from the rain forest.

I have used Groovy Shapes with my students in grades Kindergarten and One and Jungle with students in Grade Two. We have used it with one computer connected to a TV or SmartBoard (an interactive whiteboard), in five groups with access to five computers, or in the computer lab. We have also used Groovy to reinforce musical concepts that have been taught in class.

Lesson 1: When my first graders were studying the concepts of dynamics, mainly forte (loud) and piano (soft), we first sang songs using forte and piano. Then we moved to orchestral excerpts that were both forte and piano. Finally, we played a musical game such as “Hot and Cold,” however it was titled “Forte and Piano,” where one student would hide an instrument in the music room and another child had to find it. When the child was close to the instrument, the students would say “forte” loudly. When the student was far away from the instrument, the students would whisper “piano.” After we played the game, I would reinforce the concept of forte and piano by having the students perform the Groovy Shape lesson titled “dynamics” together. This could be done with one computer connected to a SmartBoard or a TV and having each student take a turn, or in a computer lab where each child works at his/her own pace at his/her own computer. Once we completed the lesson, I had the students go to the create mode in Groovy Shapes and add dynamics to a song that I created for them. This lesson was done with 5 computers and the students were split into 5 pre-assigned groups.

Lesson 2: Another lesson that we have completed in Kindergarten music class was to create a song in a specified form. My kindergartners learned about Vivaldi’s Spring, Movement 1 by listening to the music, moving to the form of music, ABACADAEA, and drawing to pictures that represented the form–we used trees for the A Section, and other Spring objects like birds, river, thunder storm, and sun for the B, C, D, and E Sections. Afterwards, we created a song using Groovy Shapes with the same form as Vivaldi’s Spring: ABACADAEA. I created the A Section and the students created the B, C, D, and E sections. We performed this lesson as a group with one computer connected to a TV.

Lesson 3: Finally, if you have Sibelius 5, you can use the Groovy Music Mark-up plug-in to create songs in Sibelius and turn them into Jungle or City melodies, rhythms, bass lines, etc. I have utilized this plug-in when I want to take a traditional folk melody like “Lucy Locket” and turn each phrase into a Jungle butterfly. One I have completed this, I then rearrange the phrases and have the students in K-4 rearrange them back to their proper order. It is a great way to assess your students.

Resources:
If you would like to hear examples of my Kindergartners’ works with the form of ABACADAEA, or my 1st graders’ works with dynamics, please just click on the links below.

Grade 1: 1C 1S 1M

Kindergarten: KK KM KC

To see the lesson about Vivaldi’s Spring, just click here: form_fun.pdf. This comes from my book of lesson plans that enhances the elementary music classroom curriculum with technology: Technology Integration in the Elementary Music Classroom, published by Hal Leonard in coordination with TI:ME.

To learn how to use the Groovy Music Mark-up plug-in, just go to Sibelius Groovy Music and scroll down to the “downloads” section. There you will find a pdf file titled “Groovy Hints & Tips for teachers“. This pdf file shows you how to use the plug-in along with how to use many other short cuts and tips in Groovy.

Groovy is for MAC and PC and has a website for you to share all of your students’ works with other students in the US and England.