[senit] video with respect to students at early P levels

David,

Commercial interest declared...

I've been following this thread, and been wondering whether I should 
reply, and Sean's last comment below made my mind up.  We have a program 
called 'Airsounds' that uses a webcam to capture your image, and adds a 
number of musical instruments to the scene.  By waving your hands in mid 
air, passing it over one of the instruments, it will start playing. 
There's a whole range of instruments, from a drumkit to a digeridoo, air 
guitar, keyboard etc.

On our website (url below) is a free downloadable demo that will give 
you access to a limited range of instruments, just to try it out.  Looks 
great when use with a projector, and it's only about £20.
I hope that's of interest,

  cheers,

Dave

AirSounds info:
http://xavier.bangor.ac.uk/xavier/AirSounds.shtml

Sean O'Sullivan wrote:
> David,
> 
> watch out for generalising as to what each individual student might 
> respond to, it's likely to be just as varied for those with profound 
> learning needs as it is for our students working at higher levels of 
> achievement. There are so many variables as well within it all, such as 
> what sort of music did you try, what level of volume, was it via 
> headphones or speakers, with or without a good heavy bass?? What works 
> for one person won't necessarily be liked by another. Animations - how 
> colourful were they, how fast moving, was the action contained within an 
> easy space to monitor or spread all over the place?
> And then there's the question of how we interpret their actions and 
> comprehension based on how we might behave ourselves. So whilst we may 
> think that hats etc will help them to spot themselves, don't overlook 
> that some pupils may find features like that add distractions rather 
> than assistance. Be open to exploring what the technology can give us, 
> such as simply zooming in much closer than normal TV/video tends to show 
> us for people, maybe try adjusting colours to either add impact or 
> simply to explore each pupil's personal preferences that might encourage 
> them to pay closer attention. Perhaps linger on the face for longer than 
> an average soap opera would (just as you might give a pupil such as this 
> more time to respond to your communication), try connecting the 
> camcorder to a projector and throw the live image of the pupil up on a 
> wall or screen, so that he/she may make the connection of seeing 
> themselves and linking immediate changes to their own actions, however 
> small.
> 
> Sean O'Sullivan
> sean.frankwise at easynet.co.uk
> Deputy Headteacher
> Frank Wise School, Banbury
> http://www.frankwise.oxon.sch.uk
> 
> http://www.parkroadict.co.uk
> 
> 
> On 3 May 2007, at 12:52, david fettes wrote:
> 
>> hello, I think Richard Walter on this list, commented
>> that some students working at very early p levels
>> responded better to animation than video .
>>
>> Video definately doesnt capture some of their
>> attention. Adding music helps. having it live on TV as
>> recorded helps .  Now as for what to video- just their
>> faces doesnt seem to be interesting, some cant wave.
>> So to start to recognise that its them in the live or
>> recorded video- have tried dramatic hats. Any other
>> things/props can use to get them to realise that its
>> *them in the video?
>>
>> thanks
>> david
> 

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