currikicdn.s3-us-west-2. · Web viewDigital Music Production is a course designed for students to create music. Utilizing iPads, students will create, produce, record and mix digital

DIGITAL MUSICPRODUCTION

(DMP)Summer 2017

WRITERSMike MitchellEric Vivelo

SUPERVISORCheryl Fontana

N

BELLMORE-MERRICKCENTRAL HIGH SCHOOL DISTRICT

BOARD OF EDUCATION2017-2018

Dr. Nancy Kaplan, PresidentNina Lanci, Vice President

Marion Blane Steven Enella John Ferrara Wendy Gargiulo

Janet Goller Gina Piskin

CENTRAL ADMINISTRATIONJohn DeTommaso

Superintendent of Schools

Dr. Mara BollettieriDeputy Superintendent

Kate FreemanAssistant Superintendent for Business

Michael HarringtonAssistant Superintendent for Curriculum, Instruction &

Assessment

Digital Music Production (DMP)Digital Music Production is a course designed for students to create music. Utilizing iPads, students will create, produce, record and mix digital music of all styles and genres through GarageBand. By analyzing and composing in a variety of different electronic musical styles, students will gain a deep understanding of contemporary electronic music. Some aspects may include: beats, harmony, chord progressions, bass lines, groove, melodies, audio editing, mixing, form and live performance.This course will provide a foundation to a potential career in the modern music world. The creative skills learned in this course will help students be more confident in other aspects of their education. Sharing and explaining final projects to their peers will become second nature. Digital Music Production will be a pioneer course in furthering music education for the future.

Students will develop a proficiency in GarageBand. They will be able to manipulate the program to do whatever their creative minds think of. GarageBand, in essence, will be the “acoustic” instrument that will inspire, stimulate and produce the creativity within students.Students will become familiar with terms such as: binary form, looping, splitting, trimming, swing, velocity, MIDI, compression, echo and reverb.Projects will vary depending on the topic being covered. Some projects will include: creating two or more chord progressions, utilizing cliché chord progressions, layering, creating happy/sad melodies, and creating jingles for commercials and businesses.After the students possess all the tools GarageBand has to offer, students will begin their final project in film scoring. This project will be the longest and the most in depth of all the projects to this point of the year. Students will ultimately create all the music and sounds for a 30 second to a minute-long video of the student's choosing. Students will be using their knowledge of chord progressions, melody, drum beats, loops, editing and mixing, and recording live sound to create their music.

Curriculum Overview

Unit 1: Chords, Chord Progressions, and Melody (3 weeks)This introductory unit will be the foundation to the rest of course. The main goal of this unit is to focus on learning how to use the iPad’s smart keyboard as both a live instrument and a way to record music. Students will focus on what chords are and how progressions are created, how bass lines work with those progressions, and how melodies fit in, over and through those progressions. Students will also learn how to listen to music in analytical ways including; identifying form (verses/choruses), picking out layers of instrumentation and recognizing emotive aspects. Students will create a folder on google drive to establish a portfolio where all completed compositions must be logged.

Unit 1: Chords, Chord Progressions, and Melody 2 Chord Exploration (1.5 weeks)

o Smart Keyboard – Chordso Smart Keyboard – Melody

Layering & Balanceo Smart Keyboard – Bassline

Cliché Chord Progression 1 (2 weeks)o Pachelbel progression (I-V-vi-IV)

Analyzing Form & Layers (1 week) o Hooks,o Verse/Pre-Chorus/Chorus/Bridge,o Into/Outroo Expressive & Emotive aspects

Unit 2: Drums & other instruments (6 weeks)This unit begins to explore the other features of GarageBand with a heavy focus on rhythm via drums and percussion. The students will gain a deeper understanding of both groove and feel and will learn how they affect the overall product. Students will also scratch the surface of how acoustic instruments ( i.e. guitar, bass, string and world instruments) work and fit into the music they know and love.

Unit 2: Drums & other instruments (6 weeks) Smart Drums

o Roll the Dice – Play and record a covered cliché chord progression using smart keys Electronic Drums

o Customizing Beatso Writing drum Beats using MIDI

Drummer, acoustic drums, Smart Bass, Smart Guitaro Swingo Fillso Follow Featureo Autoplay

Smart Strings & World Instruments Sampler

Unit 3: Analyzing Recording & Composing Strategies (2 weeks)Unit 3 will be a short exploration of famous artists’ process to creating. Students will watch, learn and discuss how artists such as The Beatles, Pharell Williams, Dr. Dre, Quincy Jones, Metallica and Mozart wrote and recorded their music. How did they start a song? What changes did they make along the way? Did they work collaboratively? How and where did they record? Students will get to experience the answers to these questions from primary sources.

Unit 3: Analyzing Recording & Composing Strategies (2 weeks) Where and How to start?

o Methods of classical and popular composers and songwriters Collaborative Music Making Strategies

Unit 4: Additional Cliché Chord Progressions & Practical Music Theory (4 weeks)Students will learn practical music theory using common chord progressions. For each progression, they will learn to play and record in Core4 fashion by using one track of each: chordal, melodic, bass and percussive. They will then examine why these progressions are so common and how they can be applied to different keys and expressive projects.

Rock n’ Roll – Elvis, Beatles, Labamba,(I-IV-V – multiple orders) Minor blues i-iv-v multiple orders

Unit 5: Figuring music out by ear, making music your own, Editing & Mixing (2 weeks)Students will learn how to pick apart an excerpt of music by ear to use as a catalyst to delve deeper into the recording process. This will mostly help them focus on overall mixing and single track editing. By understanding layer balances, how to add effects to single and multi tracks, adding dynamics, and manipulating volume controls, the students will have mastered greater control over the end resulting sound of their compositions. Students will also explore a brief history of recording techniques up to and including digital processes.

Unit 5: Figuring music out by ear, making music your own, Editing & Mixing (2 weeks) Learning Music By Ear processes

o Realize Bass lineo Establish Keyo Apply Chordso Realize Melody

Recording & Editing

o Individual Track Editingo Song/Session Effects

Mixing & Mastering

Unit 6: Loops (2 weeks)Loops are an enormous part of what makes GarageBand so accessible to nearly everybody. This unit will dive into the world of GarageBand loops, by creating and manipulating them. Students will create their own cells and triggers. Students knowledge of form and structure will be exploited. GarageBand on the iPad makes performing live with loops extremely easy. Students will not only record their own original song, they will perform it as well. This will give students an introduction into performing in front of an audience, as well as using the FX feature on GarageBand.

Unit 6: Loops (2 weeks) Understanding Loop Feature Creating custom loops

Unit 7: Commercial Music (7 weeks)Students will start putting the previous theories into practice by creating original music for commercial use. They will create jingles for products for both radio and video (TV/YouTube ads) and intro and background music for DIY and corporate training videos. Students will understand what “Follies” are and how they are implemented into commercials and movies. Students will create their own follies while they work on their projects. An emphasis on creating expressive music for the appropriate setting will be the main focus and goal.

Unit 7: Commercial Music (7 weeks) Creating a jingle

o For a fad product Creating background music for corporate training/instructional video, Create intro & outro music for a DIY video on Youtube

Unit 8: Film Music (13 weeks)This unit will be a comprehensive study to a culmination of a year's worth of learning and creating. Students will utilize all of their creative skills to create a series of short movie scores. Movie scenes will be provided by the teacher so that each student will create his or her music to the same scene. The students music theory knowledge learned thus far, as well as how music evokes emotion, will be put to the test. Students will be the most creative at this junction more than at any project before. Final Project: Score a movie trailer.

Unit 8: Film Music (13 weeks) Create film score for…

o 10 seconds as a classo 15 seconds collaborative, teacher’s choice of videoo 30 seconds individually

Extensiono Students create 1 minute of video as a class, then individually create the score to that

video

Unit 1, Lesson 1: Introduction to smart keyboard, recording, layering, melodySuggested Time Frame: 5 daysGoal: To create 8 bars of music using 2 chords, a melody, and a bassline.

Learning Objectives:

Starting a project on Garageband Using the chord feature on smart keyboards Exploring other smart keyboard sounds and instruments Creating a melody using smart keyboard pentatonic scale function Creating a bass line using smart keyboard Major scale functions Root notes only

Motivation/Do Now Activity:

Where does inspiration come from?

How is music created?

What perspectives can you see for options to manipulate to be creative with only two chords?

Materials:

iPad Headphones

Procedure:

1. Students open Garageband2. Create new song (left hand top corner)3. Find SMART keyboard instrument - choose SMART piano4. Explore different keyboard (only) sounds, DO NOT USE autoplay5. Choose tempo using wrench icon on top right 6. Jam using C & Am: one chord per measure7. RECORD your playing for 4 measures8. Quantize and loop or copy to make 8 measures 9. Create new tracks to add layers of chords

a. Must include at least 4 tracks:i. 3 different SMART keyboards

ii. 1 synth bass10. Create melody:

a. SMART keyboard and change from chord strips to keyboardb. Change scale to Major Pentatonic and click keyboard icon in middle right of screen to

two octavesc. Jam on, explore, create and record a melody. - Class discuss how melody can work.

11. Share findings with class & Discuss

Closure/Homework/Assessment

Composition 1 checklist

1 track of main smart chordal keyboard 2 auxiliary smart key chords 1 track of bass synth

1 track of melody

What new skill did you learn?

What aspect of GarageBand do you need to become more comfortable with?

Do you feel your composition was good or not so good? Explain your answer.

Unit 1, Lesson 2: Cliche Chord Progression 1: C | G | Am | F | Suggested Time Frame: 1 weekGoal: To deepen the understanding of melody and chords through improvisation, expressive and artistically


Listening to melody analytically by nature of pitch (up and down), rhythm (length and speed/tempo), and expression (dynamics)

Expanding Chord Progression C and Am, from lesson , with G and F Understanding musical alphabet, notes on the white keys of the piano, whole steps, half steps, C

Major Scale, major and minor 3rd intervals, and major and minor chord construction (all done visually with a keyboard, not on the staff with standard notion)

More bassline construction methods: passing tones, Fifths, leading tones,


Watching examples of I-V-vi-VI on youtube

What common elements do you hear?

What’s Different?

How is this possible that all this music has the same chord progression? (Key relationships - more in Unit 4)

Materials:

SmartBoard iPad Headphones

Procedure:

1. Watch videos on Youtube and discuss: (questions above in Do Now)2. Students open Garageband,Create new song3. Jam to compose using C to G to Am to F: one chord per measure.4. RECORD your playing for 8 measures5. Learn Music alphabet (including accidentals and enharmonics), notes on piano keys, C Major

Scale, Whole/half steps, Intervals of a Major Third and minor Third, Major/Minor triad construction using smart piano in Keyboard display

6. Discuss new method for creating bass lines: Using chord tones7. Improvise to Create melody using same method on Gband as L18. Share findings with class & discuss



8 measures long 1 track of main smart chordal keyboard 1 track of bass synth using chord tones 1 track of melody




Unit 1, Lesson 3: Analyzing form, layering, expression, and possible creating recording techniquesSuggested Time Frame: 1 weekGoal: To advance the musical ear to hear and understand form (i.e. verse, chorus, etc…), layering (instrumentation), expression (dynamics, accents), sound effects, genre defining characteristics


Listening to 3 contrasting pieces of music (one must be or contain a “triple” feel) and analyze as a class:

1. Contemporary2. Beatles3. Classical

Understanding rhythmic feel: 2 verse 3 (Duple v Triple) Students present an excerpt of music with a clear analyzation


Play the contemporary piece of music to analyze as kids enter

What do you hear?

Materials:


Procedure:

1. Watch Contemporary example video on Youtube and analyze: a. Formb. Layeringc. Expressive aspectsd. Any sound effectse. Genre/Style defining Characteristics

2. Repeat for Beatles3. Repeat for Classical

*Explain duple v triple meter where it shows up. Include 6/8 feel and triplet (quarter and eighth) in this discussion.

4. Uploading a track into Gband and create 12 second or so excerpt/example5. Students individually or groups of 2 pick their own piece of music to present findings with class

& discuss

HANDOUT:

Analyzed Music Checklist for Presentation

Form (describe as specifically as possible, i.e. at 00:07 the first verse begins) Layering (all instruments you hear) Expressive aspects (Tempo, style, happy, sad, aggressive, dance, etc…) Any sound effects Genre/Style defining Characteristics (classical-instrumentation, punk-distorted guitars and fast,

etc…) Other unique qualities you discover (i.e. there is an extra measure somewhere, time signature

change, style change, etc…) Music excerpts




Do you feel your presentation was good or not so good? Explain your answer.

Unit 2, Lesson 1: Roll the Dice - Smart DrumsSuggested Time Frame: 1 weekGoal: To create 16 bars of UPBEAT music using 2 chords, a melody, a bassline, and SMART DRUMS.


Understanding upbeat Researching upbeat styles and characteristics Using Smart Drums


Play an upbeat electronic piece of music meant for dancing as kids enter

What do you hear?

What makes music danceable?

Materials:


Procedure:

Teacher Demo

1. Students open Garageband to create a new song2. Find SMART DRUMS and try the roll the dice feature3. Create a groove with Am and Dm only, including; What does groove mean? - Research BPM

a. At least one chordal track*b. At least one bass track*

*There is no standard to which comes first creatively - depends on the individual.

4. Create a “B” Section:a. COPY & PASTE everything into a “B” Section using the wrench icon in the top rightb. ADD another chordal keyboard trackc. ADD a melody using smart keys: A minor Pentatonic Scale

5. Research Theme & Variations and discuss6. Students create their own and Share/Discuss with class



Desired BPM 1 Smart Drums 1 track of main smart chordal keyboard 1 track of bass synth 1 auxiliary smart key chords 1 track of melody

Other (prepare to explain to class)




Unit 2, Lesson 2: Loops w/ Electronic Drums Suggested Time Frame: 1 weekGoal: Explore and become familiar with writing MIDI drums


What is MIDI?

How can you edit MIDI?

Why is writing MIDI more accurate than recording live?

Materials:


Procedure:

1. Ask what does MIDI stand for?2. Open GarageBand. Create new song and select Electronic Drums3. At first play around with the sounds4. Choose an electronic drum kit that you enjoy (you can always use multiple ones when you are

writing and creating 5. Record a beat live6. Double click the track where you recorded the beat7. Click edit8. You will now see what you recorded 9. Zoom in and out and observe how accurate or how inaccurate you were when trying to record to

the click track10. Fix your errors11. Listen back12. Delete what you recorded and got back to the electronic drums screen13. At the electronic drums screen pull the track numbers down slightly 14. Click and select edit15. In the top left corner engage the pencil tool16. Write in your MIDI drums17. Zooming in will give you the subdivisions of the beat18. EXPLAIN AND DISCUSS SUBDIVISIONS19. Quarter/eighth/sixteenth/etc.20. Write a comprehensive drum beat utilizing different electronic drum sounds21. Explore the crush/drive/low cut/ high cut knobs on each drum22. Share findings with class & discuss



8-16 measures long Minimum of 4 drum tracks Add bass line if time allows



Do you feel your composition was good or not so good? Explain your answer.”

Unit 2, Lesson 3: Garageband AutoplaySuggested Time Frame: 1 weekGoal: To create 8 bars of music in the style of an actual garage band jamming in the 70’s, 80’s, or 90’s using the common 3 chord progression Am G F (i.e. All along the Watchtower)


Understanding “Swinging” rhythmically Researching styles and characteristics of the 3 decades Using Auto-play Using new tracks:

a. Drummerb. Smart Bassc. Smart Guitard. Acoustic drums


Listen to 3 excerpts of music highlighting each decade (70’s, 80’s, & 90’s)

What do you hear?

What makes these songs distinguishable each other?

Materials:


Procedure:

1. Listening, Discussion, and Research into the music of 1970-1999 (non-electronic music)2. DEMO: Create a new song using Am G F in the following order of tracking:

a. Drummer - explore and explain features like follow, swing, fills, etc…b. Smart Bass - use AUTOPLAY - and explain c. Smart Guitar (Acoustic/Rhythm) - use AUTOPLAY - and explain d. Smart Guitar (Electric/Rhythm) - use AUTOPLAY - and explain e. Smart Keyboard - use AUTOPLAY - and explain. Different Keyboards in different

genresf. Acoustic Drums - auxiliary percussiong. Lead: Could be Smart Guitar and/or Keyboard in Am or C Major Pentatonic (explain

Relative Keys)h. Quick Mixdown

3. Review Process then students begin their version of the project4. Complete and share


Composition checklist

Decade and chosen style or feel (pop, rock, country, R&B, Reggae, etc… simulating a live band experience, non-DJ.

Tempo: Slow/Medium/Fast Drummer Smart Bass - use AUTOPLAY Smart Guitar (Acoustic/Rhythm) - use AUTOPLAY Smart Guitar (Electric/Rhythm) - use AUTOPLAY Smart Keyboard - use AUTOPLAY - Different Keyboards in different genres Acoustic Drums - auxiliary percussion Lead: Smart Guitar and/or Smart Keyboard in Am or C Major Pentatonic Mix

What new skills did you learn?



Unit 2, Lesson 4: Cinematic Sounds Smart Strings, World Instruments, Wind Instruments, Suggested Time Frame: 1 weekGoal: To create 16 bars of music in a cinematic style using the common chord progression Dm Bb F C Dm Bb F A7 AND an ending on Dm


Understanding the Smart strings Feature:a. Pizzicato and Arcob. String Quartet Instruments and functionc. String Music in Movies (JAWS, John Williams, Hanz Zimmer)

Understanding musical inspiration Knowing world instruments and orchestral instruments


Watch a youTube video about John Williams and also Hanz Zimmer

Discuss as a class with a focus on inspirations from imagery and emotion

Materials:


Procedure:

1. Listening, Discussion, and Research into string music in movies and beyond (classical music)2. DEMO: Create a new song . Change Key to Dm. Use Dm Bb Dm C Dm Bb F A7 as main idea

in the following order of tracking:a. Smart Strings - Explore, try AUTOPLAY - and explain pizzicato and arco. Use NOTES,

demonstrate slides, dots, vibrato, etc…b. Create B section as an endingc. Keyboard in scale mode using orchestral instrument (violin, trumpet, etc…)d. Chinese Drum set (Gong)e. World Instrument as a solo melodic introduction. (Adding and moving Sections in “+”)f. Quick Mixdown

3. Review Process and discuss other processes, then students begin their version of the project4. Complete and share


Composition checklist

Smart Strings: Dm Bb Dm C Dm Bb F A7 Ending on Dm Intro Percussion via Drums Melodic World instrument

Secondary melodic instrument orchestral Mix




Unit 2, Lesson 5: SamplingSuggested Time Frame: 5 daysGoal: To create a beat using a sample from an imported song


Sample a beat Manipulate and edit


What popular songs have sampled beats?

How creative can you be with a sample?


Materials:

iPad Headphones

Procedure:

1. Open google classroom and find/download “sample” song2. Start a new project on Garageband3. Choose any random instrument to get to the track screeen4. Click the Loop feature5. Click Audio files6. Hold and drag sample song into track screen7. Listen to the track and find a part/ parts of the song you want to sample8. Once you have the sample - manipulate in a way you see fit9. Add a bass line10. Add a lead11. Add other instruments to fill out your sampled beat12. Add effects to make it more interesting13. Add loops and manipulate if you'd like14. Quantize and loop or copy to make 8 measures 15. Share findings with class



1 track of main sample 1 track of bass synth 1 track of lead Drum beat




Unit 3, Lesson 1: Recording and composing StrategiesSuggested Time Frame: 2 weeksGoal: To understand different methods of research into different methods of creating and music.


Finding resources that provide insight into the making of music. To work collaboratively


Play My Life by The Beatles music and discuss how the music may have been composed and recorded.

Materials:

iPad Headphones

Procedure:

1. Teacher presents in the Do Now/ Motivation (needs to be a very thought provoking conversation. 2. Students will pick a piece of music (possibly from a predetermined list that highlights popular

composers from contrasting styles & genres) and research how that music was created and recorded.

3. Students can work in groups or solo.4. Students follow guidelines.5. Share findings with class

Music Making Strategies Project/Presentation Guideline

Presentation length: 3:05 Describe the process of how this music was created. What are some of the main inspirations to the music? Where was it written? Where there multiple contributors? If yes, how so? How was this music recorded? Where was it recorded? What is something you found interesting about any aspect of the process?

Unit 4, Lesson 1: Retrospective of Chord Progressions so far & Roman NumeralsSuggested Time Frame: 1-3 DaysGoal: To understand how the chords of a Major Scale are labeled and function


Understanding the Roman Numeral System How different keys relate to each other Why we have different Keys


Play the I V vi IV progression on a live chordal instrument or a pre-recorded clip on G-band in different keys for students as they enter the room

What are you hearing?

Materials:


Procedure:

1. Explain the Roman Numeral System2. Explain diminished and Augmented chord construction3. As a class, realize chord progressions used so far

a. C Amb. C G Am Fc. Am Dmd. Am G Fe. Dm Bb F C Dm Bb F A7 ? should this progression be in C minor?

i. Explain natural minor scale compared to Major scaleii. Revisit Am-Dm and A-G-F

iii. Realize minor scale Roman Numerals1. Explain harmonic minor

iv. Explain 7th chords (all: Dom, Maj, Min, dim, min7b5, min/Maj)4. Assess understanding

a. Students realize the Roman Numerals for C-F-Gb. Students find the I-IV-V chords in the Key of G


Finding chords in a different key

Find the notes of the scale degrees starting on G via Major Scale step construction (WWHWWWH)

Name the I chord and the notes that make up the triad Name the IV chord and the notes that make up the triad Name the V chord and the notes that make up the triad


Why is music created in different keys?

Unit 4, Lesson 2: I-IV-V & i-iv-vSuggested Time Frame: 1 week per progressionGoal: To further deepen the understanding of melody and chords through improvisation, expressiveness and artistically


Improvisation More intricate bass line movement and space (rests) Major/minor melody comparison


Play I-IV-I-V demo then i-iv-i-v

What common elements do you hear?

What’s Different?

Materials:


Procedure:

1. Quick overview of different moods and expressions of I-IV-I-V and i-iv-i-va. What do the two different chord progressions make you feel?b. What constitutes a happy/bright sound/feel?c. What goes into a sad/dark sound/feel?

2. Students create two contrasting compositions of an intro, 16 bars of the main idea, and an ending using the core four layers: chordal, melody, bass line, percussive

a. “Happy/Bright” using I-IV-I-Vb. “Sad/Dark” using i-iv-i-v (optional V in place of v)


Composition checklist for each

Tempo and style 16 measures of main chord progression 1 track of chordal 1 track of bass 1 track of percussion/drums 1 track of melody An intro An ending




Unit 5, Lesson 1: Figuring out Music by EarSuggested Time Frame: 1.5 weeksGoal: To learn the process of learning music by ear


Intellectual music listeningMotivation/Do Now Activity:

Play a beatles song as kids enter room

What do you hear?

Form, Layers, Melodies, etc...

Materials:


Procedure:

1. Figure out the bass line - write down and record2. Make sense of the key3. Figure out the chords - write down and record4. Figure out the melody using keyboard - record5. Pick another song as a class to figure out (just do the main hook or chorus)6.7. Look up the chords to that song on Google8. Record chords and bass line into Gband9. Figure out melody by ear using keyboard - individually10. Students choose their own piece of music to figure out and record the core layers



Determine tempo and style Figure out chords and bass (any order) by ear or via Google Figure out melody by ear Record it into garageband



What aspect of learning music by ear do you feel most comfortable with?

Unit 5, Lesson 2: Making it your ownSuggested Time Frame: 1.5 weeksGoal: To learn techniques for making someone else’s music yours


Intellectual music listening improvisation


Play a cover version of a popular song that sounds much different than the original

Materials:


Procedure:

1. Demonstrate manipulating potentials musical elements of an existing songa. Tempo changesb. feel/style changesc. Embellish melodiesd. Slightly change chords (add 7ths, 9ths, sus2 or sus4, etc…)

2. Recreate an excerpt together and record.3. Students pick an excerpt of music to make their own (checklist below)



change tempo Change style/genre Embellish melody Change or add to at least one chord without totally changing the essence of the original




Unit 6, Lesson 1: Loop CreationSuggested Time Frame: 3-5 Days

Goal: To create an original series of loops to be performed live


Loop manipulation Layering FX


How simple our complex should your Loop be?

How creative can you be with a series of loops?


Materials:

iPad Headphones

Procedure:

1. Start a new project on Garageband2. Choose Live Loop feature3. Click New4. Begin creating cells of 2-4 measures long5. Each group of cells (triggers) are part of the song as a whole6. Almost all triggers should incorporate the Core47. Create up to 8 triggers with a minimum of 2 cells in each8. Record your song by using the trigger arrows at the bottom9. The triggers do have to be in number order10. Create triggers so that a fellow student can mess around and play with them in any order11. Share findings with class12. Perform your work live13. Pass your iPad to a friend 14. Have your friend play with your creation and perform his or her own version



2-8 cells per Trigger 8 Triggers Ability to perform live




Unit 6, Lesson 3: Recording a SoundSuggested Time Frame: 1-2 Days

Goal: To be able to record a sound as clear as possible and manipulate it


What is a Whoopie Cushion?

How does a microphone work?

Why is mic placement crucial to gathering a good sound?

Materials:

Whoopie Cushion iPad Headphones Microphone

Procedure:

1. Explain different types of microphones2. When should we use certain types of microphones?3. How does the room you are in effect the recording?4. Pull out Whoopie Cushion5. Demonstrate how to use a Whoopie Cushion6. As a class record the sound of a Whoopie Cushion7. Record long ones and short ones8. Record small and big attacks9. Each student must use the sounds of a Whoopie Cushion to create an original beat10. Manipulate the sound of the Whoopie Cushion11. Add effects12. Share findings with class & discuss


Whoopie Cushion Composition checklist

8-16 measures long Minimum of 6 tracks Core4




Unit 7, Lesson 2: FolliesSuggested Time Frame: 2-3 days

Goal: Create different sound effects, called Follies, to enhance radio commercials


What are Follies?

How can you create these sound effects with ordinary household items?

How creative can you be?

Materials:

SmartBoard iPad Headphones Any items lying around

Procedure:

1. Show YouTube video on Follies2. Discuss what makes a good Follie3. As a class, create a few Follies together4. Maybe - create rain sound with everyone shh-ing 5. Create a few others as a class with input from students6. Brainstorm with a partner 7. Gather random items around classroom to create your original Follies8. You may go into the practice rooms if you need a more quiet area9. Record your Follies into GarageBand as clear as possible 10. Use microphones on iPad or ones provided11. Think ahead on how you can use these Follies in your upcoming projects12. Upload all recordings into the google classroom so that all students have access to a database of

class Follies 13. Share findings with class & discuss





Unit 8, Lesson 1: Scoring 15 seconds of a filmSuggested Time Frame: 5-7 days

Goal: Introduce the idea of scoring a piece of film


What makes a good film score?

How often should you use Follies?

How do you build suspense?

Materials:

SmartBoard iPad Headphones iMovie

Procedure:

1. Open up google classroom and import movie to to iMovie2. Watch the movie (a scene from Wall-E)3. Think about what the music should sound like4. Plan out your Follies5. Make a map of where certain highlight moments will happen6. The video is only 20 seconds long. How can we make it more interesting?7. Work with a partner if you would like8. Music should have the “Core4” 9. Share findings with class & discuss


Core4 Added Follies Music follows the video




GRADING RUBRIC - 10pt Scale

**All rubric questionnaires will be on Google Classroom**

Adhere to deadlines (1pt) Fulfilled all requirements (1pt) Self-Assessment Questionnaire (see below) (2pts) Student’s standard of excellence (3pts) Teacher’s standard of excellence (3pts)

STUDENT SELF-ASSESSMENT QUESTIONNAIRE - due before next project begins

Answer the following in complete sentences:

List three (3) things you would do differently if you had to do the same project again.

What did you learn about the GarageBand and/or music making?

Describe your creative process. How did you go about creating your project?

What did you learn from your peers presentations?

Rate each question on a scale of 0-10

To what extent…1. did I seek the challenge of mastering the project? _____

2. was my music making and topic discussion thoughtful? _____

3. was I organized? _____

4. did I group make good use of time? _____

5. was my project performance/presentation clear? _____

6. did my project uncover new ideas about music? _____

7. did I feel competent when working on this project? _____

SYLLABUS

Unit 1: Chords, Chord Progressions, and Melody (3 weeks) Lesson 1: Introduction to smart keyboard, recording, layering, melodySuggested Time Frame: 5 days

Goal: To create 8 bars of music using 2 chords, a melody, and a bassline.

Lesson 2: Cliche Chord Progression 1: C | G | Am | F |

Suggested Time Frame: 1 week

Goal: To deepen the understanding of melody and chords through improvisation, expressive and artistically

Lesson 3: Analyzing form, layering, expression, and possible creating recording techniquesSuggested Time Frame: 1 week

Goal: To advance the musical ear to hear and understand form (i.e. verse, chorus, etc…), layering (instrumentation), expression (dynamics, accents), sound effects, genre defining characteristics

Unit 2: Drums & other instruments (5 weeks)

Lesson 1: Roll the Dice - Smart DrumsSuggested Time Frame: 1 week

Goal: To create 16 bars of UPBEAT music using 2 chords, a melody, a bassline, and SMART DRUMS.

Lesson 2: Loops w/ Electronic DrumsSuggested Time Frame: 1 week

Goal: Explore and become familiar with writing MIDI drums

Lesson 3: Garageband AutoplaySuggested Time Frame: 1 week

Goal: To create 8 bars of music in the style of an actual garage band jamming in the 70’s, 80’s, or 90’s using the common 3 chord progression Am G F (i.e. All along the Watchtower)

Lesson 4: Cinematic Sounds Smart Strings, World Instruments, Wind Instruments, Suggested Time Frame: 1 week

Goal: To create 16 bars of music in a cinematic style using the common chord progression Dm Bb F C Dm Bb F A7 AND an ending on Dm

Lesson 5: SamplingSuggested Time Frame: 5 days

Goal: To create a beat using a sample from an imported song

Unit 3: Analyzing Recording & Composing Strategies (2 weeks)

Lesson 1: Recording and composing StrategiesSuggested Time Frame: 2 weeks

Goal: To understand different methods of research into different methods of creating and music.

Unit 4: Additional Cliché Chord Progressions & Practical Music Theory (3 weeks)

Lesson 1: Retrospective of Chord Progressions so far & Roman NumeralsSuggested Time Frame: 1-3 Day

Goal: To understand how the chords of a Major Scale are labeled and function

Lesson 2: I-IV-V & i-iv-v

Suggested Time Frame: 1 week for each progression

Goal: To further deepen the understanding of melody and chords through improvisation, expressiveness and artistically

Unit 5: Figuring music out by ear, making music your own, Editing & Mixing (3 weeks)

Unit 5, Lesson 1: Figuring out Music by EarSuggested Time Frame: 1.5 weeks

Goal: To learn the process of learning music by ear

Unit 5, Lesson 2: Making it your ownSuggested Time Frame: 1.5 weeks

Goal: To learn techniques for making someone else’s music yours

Unit 6: Loops (2 weeks)

Unit 6, Lesson 1: Loop CreationSuggested Time Frame: 3-5 Days

Goal: To create an original series of loops to be performed live

Unit 6, Lesson 3: Recording a SoundSuggested Time Frame: 3-5 DaysGoal: To be able to record a sound as clear as possible and manipulate it

Unit 7: Commercial Music (7 weeks)

Unit 7, Lesson 2: FolliesSuggested Time Frame: 1 weekGoal: Create different sound effects, called Follies, to enhance radio commercials

Extensions:

Create intro/outro for DIY/BLOG video (video provided: how to change a light bulb). 3 seconds & include Core Four at least.

Create radio commercial COLLAB (groups of 2) - same product for everyone Old commercial - create all sound and music for it (We supply Video)

Unit 8: Film Music (13 weeks)

Unit 8, Lesson 1: Scoring 15 seconds of a filmSuggested Time Frame: 5-7 days .Goal: Introduce the idea of scoring a piece of film

Extensions

Scoring a filmed scene of 30 seconds in length Scoring a contrasting scene of 45 seconds in length Scoring a contrasting scene of 90 seconds in length Scoring a movie trailer (contemporary) of 4 minutes in length

Documents

currikicdn.s3-us-west-2. · Web viewDigital Music Production is a course designed for students to create music. Utilizing iPads, students will create, produce, record and mix digital