Salisbury Township School District Planned Course of Study - Music Production Salisbury Inspire, Think, Learn, Grow Together!

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1 Topic/Unit: Music Production: Recording and Microphones Suggested Timeline: 1-2 weeks Big Ideas/Enduring Understandings: Students will listen to, analyze, and describe music that has been created using music production techniques. Students will evaluate the music based on its production elements. What is music production? How do you identify different music production techniques? How do you execute specific music production techniques? What are different types of microphones? Why would you use different microphones in different situations? PA Academic Standards: a, b, c, h, j, k, a Common Core Academic Standards: CC1.5: a, f, g Tier 3 Vocabulary: Track, multi-track, transport controls, project, tempo, bpm, metronome, loop library, track information, media browser, volume, master (volume, track) mute, solo automation, panning, smart controls, mp3, editor, compression, record, microphone, input How to define music production How to identify different types of microphones How to determine which microphones are appropriate for different situations Identify different functions in GarageBand that accomplish music production techniques Record using at least 2 different microphones (ex: counting exercise) Student led recording Guided listening of recordings utilizing different microphones and microphone techniques Reading online blogs and articles reviewing recording techniques and microphones (types and uses) Page 1

2 Topic/Unit: Sequencing and Loops Suggested Timeline: 5 weeks Big Ideas/Enduring Understandings: Students will arrange music within specific guidelines and will listen to and evaluate music based on set guidelines for editing excellence. What value does editing have in music production? How do you execute different music editing techniques? What is the process that a composer uses when creating a piece in a given format How do you identify different types of loops and determine which are best for a given compositional situation? How do musicians compare their work to the work of others? PA Academic Standards: a, b, c, d, e, f, j, k, c, a, b, c, f, a, c, Common Core Academic Standards: CC.1.4: a, e, f, CC.1.5: a, f, g, CC.3.6: a, c Tier 3 Vocabulary: Loop, digital recording, MIDI, multi-track, mute, quantize, region (audio, MIDI), What an audio region is What a multi-track project is and how to create one. How and why to use automation on an audio region How to determine form in music How to use basic sequencing software Edit (cut) and move audio regions Resize audio regions Use multi-track functionality for the creation of a unified piece Find and import Garageband loops into a project Edit an audio regions with effective use of automation Student recording Loop exploration Guided listening of professional examples focusing on sequencing and loop selection Group listening of both professional and student created work : Provided in group discussions Provided in written evaluations of own and others work Identify parts of a song Page 2

3 How to identify different types of loops on sight How to open and utilize Garageband loops. Create a musical selection that is complete in form that utilizes both recorded and loop elements and more than one track Reading and reviewing articles on sequencing and loop selection Lessons may include: Counting recording and editing Scoring a children s poem Podcast of favorite music Hallelujah mash-up Page 3

4 Topic/Unit: Electronic Music: DSP (digital signal processing) Suggested Timeline: 2-3 weeks Big Ideas/Enduring Understandings:. Students will listen to, analyze, and describe music that has been created using music production techniques. Students will compose and/or arrange music within specific guidelines. What is electronic music and how does it compare to other musical genres? Why and how do composers utilize DSP in their compositions? PA Academic Standards: a, b, c, d, e, f, j, k, a, c, d, e, a, b, c, d, f, a, c Common Core Academic Standards: CC.1.4.: a, b, CC.1.5: a, f, g, CC.3.6: a, c Tier 3 Vocabulary: DSP, reverb, echo, compression, filtering, chorus, flange, vocal transformer What various DSP effects are available and how they affect different audio files Why composers choose to use DSP Common uses of DSP in popular (and other time periods) music Identify different DSP that has been used in compositions Alter different audio types using DSP Create a composition that utilizes DSP Student recording Loop exploration Guided listening of professional applications of DSP Group and individual listening to provide peer feedback and analysis : Provided in group discussions Provided in written evaluations of own and others work Reading and analyzing professional journal articles related to the historical Page 4

5 progression of the inclusion of DSP in music. Lessons may include: Listening samples such as: Incantation for Tape, Ash Grove Exploration of GB available DSP DSP application on existing audio file (Yankee Doodle) Electronic Art Music Creation Page 5

6 Topic/Unit: MIDI Suggested Timeline: 5 weeks Big Ideas/Enduring Understandings: Students will listen to, analyze, and create music using MIDI. What is MIDI? What are MIDI instruments? In what ways do MIDI instruments enhance the composer s ability to create music? How can I write my own music and edit it within other applications? How do I create my own loops using MIDI? How does layering affect a musical composition? How should one use layering as a compositional tool? How do musicians compare their work to the work of others? PA Academic Standards: a, b, c, d, e, j, k, c, a, b, c, d, e, f, a, c Common Core Academic Standards: CC.1.4.: a, b, CC.1.5: a, f, g, CC.3.6: a, c Tier 3 Vocabulary: MIDI, input, notation, notation software, track information, tempo, timbre, layering, quantize What MIDI is How to identify MIDI How layering effects compositions What different types of notation software exist Notate and export their own compositions as MIDI files Create their own MIDI tracks using a MIDI instrument (keyboard) Create real-time MIDI input Edit MIDI regions Alter MIDI regions by tempo, pitch, and/or timbre Student created composing Listening and evaluating of professional and peer created selections utilizing MIDI Reading professional articles about the development and inclusion of MIDI in music of : Provided in group discussions Provided in written evaluations of own and others work Page 6

7 Use loops to create their own original music different genres. Lessons may include: Creating drum loops using keyboard MIDI input Creating their own percussion track for music Altering the timbre (track information) for a MIDI song Creating a remix of a (holiday) song: timbre, loops, created MIDI Loop project: creating a song using both GB and user created loops Page 7

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