Trope - iPad2

Syllabus Outcomes

Early Stage 1 Outcomes (2012)

Music MUS1.1: Sings, plays and moves to a range of music, demonstrating an awareness of musical concepts.

Life Skills 7-10 Outcomes (2012)

Music LS.4: Experiments in making musical sounds.

Music LS.10: Engages in performing, composing and listening experiences for enjoyment.

HSC Life Skills 11-12 Outcomes (2007)

Music MLS3 Experiments with the concepts of music in making musical sounds.


  • Plays music using technology, body percussion, percussion instruments and self-made sound sources to explore the concepts of duration, dynamics and musical patterns.
  • Develops a sense of beat by copying a given pattern.

  • Experiment with ways of producing musical sounds using the iPad. 

Game Description


Both Bloom and Trope are cause and effect musical apps which present opportunities to manipulate and create a range of sounds from a touch or a swipe of the fingers. Bloom will allow students to create sounds through simple touch. Trope however will allow you to make more complex sounds through swiping, pinching and simple touches.



 Notes / Variations:

Aim: For students to create music by copying and repeating a given musical pattern.



Students will need to sit in a group in front of the IWB (Interactive Whiteboard) where the teacher will be directing the lesson. 

Using the VGA connectors the teacher will need to attach their iPad to the Whiteboard so students are able to view the demonstration. 

Each student will have access to an iPad that has been set up to contain the Bloom and Trope applications. 



  • Locate and open the application ‘Bloom’.  
  • Demonstrate to students what happens when the iPad screen is touched. 
  • Generate discussion about the sound and colour responses from the application.



  • Using simple language and/or number cards ask students to repeat/copy a pattern as demonstrated by the teacher. For example you could touch the screen twice.  
  • Continue to do this by increasing or decreasing the amount of touches and patterns. Vary the amount of touches and the difficulty of a sequence to suit your learners. 
  • Ask a student to create a musical pattern using the iPad connected to the whiteboard and allow time for their peers to respond and copy the pattern. Give each student the opportunity to create a musical pattern. 


  • Locate and open the application ‘Trope’.  
  • Use ‘Trope’ to extend on the above activities. This time allowing students to use multiple touch actions to create their musical patterns. This can include: swiping, swirling, pinching or multiple finger touch and movements.



  • Send students off into small groups to copy each other’s musical pattern and / or give students time to freely explore the application. 




While students are experimenting / creating music within the apps it may be beneficial for each student to use the provided headphones.



Terminology may include “my turn, your turn”.



Use simple step by step prompts for students to open the given app. Allow time as needed.




Use simple language to encourage students to follow prompts such as: ‘Swipe your finger across’. Continue to use the IWB to increase visual instruction.





You would move to ‘Trope’ once students have grasped a basic understanding of ‘Bloom’.


  Extension Activities:

The student will:

  • Touch the iPad to generate sound 
    • Copy a given technique to mimic a sound: 
      • With prompting 
      • Without prompting 
    • Attempt to create a specific sound/s by swiping, pointing, dragging and pinching: 
      • With prompting 
      • Without prompting 
  • Creates sound patterns on the iPad using a range of techniques

Creating music through repeating patterns using body percussion e.g. clapping. Clap once then ask the student to respond with one clap.

Repeat this idea by increasing the number and tempo of claps. You can also perform these same tasks using musical instruments

Related Apps


Music Sparkles