Scratching the Surface

Introduction to Classroom DJing

David H. Knapp

Florida State University

College of Music

Traci Prescott

Indianapolis Public Schools

Bryan Powell

Music Will

Montclair State University

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Itinerary

Introduction

Activity: YouDJ

Opportunities

Activity: Crossfader Transition

Challenges

Activity: Filter Swap Transition

Indianapolis Case Study

Curricular Resources

Introduction

Rationale

Increasing Student Participation

• DJing programs appeal to students who may not traditionally participate in music programs (e.g., students of color, students from low-SES backgrounds, or students with disabilities) (Williams, 2011).

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Creativity and Innovation

• DJing emphasizes real-time creativity through sampling, mixing, and improvisation.(Hargreaves, et al., 2021).

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Identity and Self-Expression

• DJing allows students to explore and showcase their cultural identities and personal stories. (Vaugeois, 2007).

Digital and Technological Literacy

• Students gain proficiency in digital audio workstations (DAWs), turntables, and other technology relevant to the modern workforce. (Webster, 2002).�

Pathways to Music Industry Careers

• DJing introduces students to career possibilities in event production, sound engineering, and entrepreneurship. (Pignato, 2010).

Classrooms

DJ Lab with Individual Stations

DJ Station within a classroom

Pedagogical Dimensions

• Constructivism and Direct Instruction�
• Individual and Group Work�
• Project-Based Learning�
• Assessments

Activity:�https://youdj.online

Learning Objective

Students will understand the basic functions of YouDJ.

Use either Microsoft Edge or�download free app

Browser

Music Sources

Search & Sort

Deck Load

Deck Controls

Effects Select & Controls

Loop Controls

Play/Pause

Scratch Controls

Mixer

BPM & Controls

EQ

Crossfader

Filter

Track Fader

Extended Track Controls

Opportunities

Anchor Standards

Create

Perform

Respond

Connect

Creating

1. Generating Musical Ideas

• Sampling: Selecting audio clips from various sources to craft new compositions.

• Improvisation: Experimenting with effects, scratching techniques, and transitions.

2. Organizing and Developing Ideas

• Layering loops and sounds to build cohesive musical narratives.

• Arranging: Structuring tracks for dynamic performances or recordings.

• Creating remixes or mashups by combining elements from multiple songs.

3. Refining Artistic Works

• Editing tracks using digital audio workstations (DAWs).

• Reviewing and adjusting mixes to improve sound quality and balance.

• Preparing finalized tracks for live performance or sharing.

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Performing

1. Selecting Repertoire

• Choosing tracks that reflect the DJ’s artistic vision or suit the event’s theme.

• Curating a playlist that engages and connects with the audience.

2. Rehearsing and Interpreting Music

• Practicing transitions, beatmatching, and scratching techniques.

• Developing unique interpretations of existing works through remixing and live improvisation.

3. Presenting Artistic Work

• Performing live sets with fluid transitions and audience engagement.

• Utilizing DJing as a platform to showcase personal expression.

Responding

1. Analyzing Music

• Examining song structure, tempo, and key to create effective transitions.

• Evaluating the emotional and cultural context of tracks.

2. Interpreting Intent and Meaning

• Identifying the message or feeling conveyed through the selection and arrangement of tracks.

• Exploring the historical and cultural significance of sampled material.

3. Evaluating Artistic Work

• Receiving audience feedback to refine future performances.

• Reflecting on the effectiveness of song selection, mixing, and engagement.

Connecting

1. Connecting Music to Personal Experiences

• Using DJing to express identity and tell personal stories.

• Relating musical choices to emotions, memories, or cultural heritage.

2. Connecting Music to Society and Culture

• Highlighting diverse genres and styles that represent global traditions.

• Promoting social messages through music selection and remixing.

Teaching Musical Concepts

Song Form and Structure

• Intro, Verse, Chorus, Bridge, Outro: Students analyze and manipulate tracks, recognizing how songs are constructed.
• Breakdowns and Drops: Understanding how dynamics and energy shifts are created within a song.
• Arrangement: Learning to structure songs and sets to create a cohesive musical narrative.

Learning is seen as more effective when approached as situated in an activity rather than received passively. (Webster, 2002)

Teaching Musical Concepts

Rhythms, Beat, Meter

• Beat Matching: Developing a strong sense of tempo and timing by aligning beats of two tracks.
• Polyrhythms: Exploring overlapping rhythms when mixing tracks with different rhythmic patterns.
• Meter and Time Signatures: Recognizing and working with tracks in various meters.
• BPM: Understanding and manipulating tempo for smooth transitions.
• Groove: Feeling and maintaining a consistent rhythmic flow across mixes.

Harmony

• Harmonic Mixing: Identifying key signatures and matching tracks that are harmonically compatible.
• Chord Progressions: Understanding how harmonies evolve in tracks and their emotional impact.

Teaching Musical Concepts

Melody

• Sampling: Identifying and isolating melodic phrases for creative manipulation.
• Call and Response: Recognizing and creating interactions between melodic lines in a mix.

Dynamics

• Volume Control: Adjusting track levels to create tension and release within a mix.
• Filters and Effects: Using EQ, reverb, and other effects to enhance or soften elements in the music.

Texture

• Layering: Combining tracks to create rich, complex soundscapes.
• Density: Minimalism vs. fullness, learning how to balance sparse and dense musical textures.

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Teaching Musical Concepts

Timbre

• Sound Design: Recognizing the unique sonic qualities of instruments and synthesizers within a track.
• Effects: Exploring how filters and effects alter the timbre of sounds.

Improvisation and Creativity

• Live Remixing: Rearranging and manipulating tracks on the fly to create unique versions.
• Freestyling: Experimenting with transitions, effects, and sampling during live performances.

Activity:�Crossfader Transition

Learning Objective

Students will perform a transition from Justin Timberlake’s SexyBack into Michael Jackson’s Billie Jean.

Link to Tracks

http://bit.ly/4nXJD6q

Your Controller

Platter

Track Fader

Crossfader

EQ

Filter

Play/Stop

Hot Cues

Prepare Your Set

• Listen through each track for musically interesting parts and set your cues using the hot cue pads on your FLX4.
• If you need to remove any hot cues, �click the “Pro” tab.
• Note: You can seemingly only�Delete cues 1—4.

1

2

SexyBack into Billie Jean

+ 4

Deck 1:

Deck 2:

4 Bars

Challenges

Hardware

Controller

Pioneer DJ FLX2�($179 MSRP)

Device

Laptop�Chromebook�iPad

Software

Web-Based

App-Based

Software Features

youdj.online

• Web-based
• Supports controllers
• Inexpensive
• Poorly supported

Music Sources

Activity:�Filter Swap

Learning Objective

Students will develop and perform a transition from Dua Lipa’s Levitating into M83’s Midnight City using the filter knobs.

Practice Your Set

• Using the filter effect, practice transitioning between tracks.
• You can:
• Filter down a track over the phrase.
• Filter up a track over the phrase.
• Filter swap the two tracks.
• Extension Activity: Use loops for your transitions!

IPS Case Study

IPS Elementary DJ Labs

All IPS Elementary Schools have:

• 4 Pioneer FLX-4 DJ Controllers
• 4 Mackie Closed Back Headphones
• 4 Gator Laptop Stands
• 4 Mackie CRX-3 Desktop Speakers

Professional Development

Challenges at IPS

• Student Chromebooks
• IT would not approve any software to load
• Cost of purchasing Level 3 YouDJ membership
• How to load songs
• Teacher training

Curricular Resources

YouTube Channels

Digital DJ Tips

Crossfader

Learn to DJ

Learn to DJ

DJ Hapa

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• Subscription based

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• Video tutorials

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• Student workbook

Curriculum Map

Lesson Plans

Student and Teacher Resources

Thank you!

Slides

Music Will Resources

David - dknapp@fsu.edu Bryan - bryan@musicwill.org

Traci - prescott@myips.org