Music Technology

2027-2028

Marking Period 1

2027-2028

2

1

Introduction to Acoustics

2 TO 3 WEEKS

2

Introduction to Sequencing

2 WEEKS

3

Introduction to MIDI

5 WEEKS

ASSESSMENTS

MAJOR

• Ableton Navigation test
• 16 measure Song Project

MINOR

• Acoustic sound quiz
• Sequenced Drumbeat
• 16 measure drumbeat+Bassline
• 16 measure melody+Harmony
• Song reflection

SUPPORTING

• Signed Syllabus
• Instrument frequencies project
• Form Analysis assignment
• Drumbeat genre comparison
• Arrangement view key terms

Music Technology 2027–2028

Introduction to Acoustics

UNIT 1 · 2 TO 3 WEEKS

3

UNIT GOAL

Students will explain how sound is made, travels, and is measured, and connect soundwave frequency to the pitch ranges of instruments.

KEY TERMINOLOGY

Sound wave

Vibration

Frequency

Hertz (Hz)

Pitch

Amplitude

Decibel (dB)

Wavelength

Timbre

Frequency range

STANDARDS

1.3B.12prof.Cn11a

Relate music to other disciplines, contexts, and daily life

1.3E.12prof.Pr4a

Explain criteria for selecting varied sound resources

HS-PS4-1 (Science)

Relate the frequency, wavelength, and speed of waves

ASSESSMENTS

MINOR

Acoustic Sound Quiz

SUPPORTING

Signed Syllabus and instrument frequencies project

Music Technology 2027–2028

Unit 1: Flow

2 TO 3 WEEKS

4

1

Cup phone introduction activity

2

Syllabus

SUPPORTING

3

Establishment of sound / How sound functions

4

Analysis of soundwaves

5

Correlation of soundwaves to frequencies

6

Application of frequencies to instruments

7

Instrument frequencies project

SUPPORTING

8

Acoustic Sound Quiz

MINOR

9

Introduction to drum set instruments

Music Technology 2027–2028

1: Cup Phone Introductory Activity

Days: 1-2

First day activity

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Students will be given cups, paperclips, string and tape and will be tasked with making cup phones

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Students will then use these cup phones in an ice breaker activity where they will introduce a fun fact about themselves and pass it down the line like a game of telephone

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Our goal is for everyone to meet each other and have an easy introduction to acoustic sound transmission

Music Technology 2027–2028

2: Syllabus Discussion

Day: 3

Today we will discuss the class Syllabus and expectations of the class

Music Technology 2027–2028

3: Establishment of Sound and functions

Days: 4-5

Today I will be introducing acoustics

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We will relate our cup phone activity to the transferring of sound

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We will talk about what sound exactly is

• Soundwaves and changes in air pressure
• We will watch a youtube video about sound and its influences on it environment “candles infront of a speaker”
• Have a class discussion and fill out a google form

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Music Technology 2027–2028

4: Analysis of Soundwaves

Day: 6-7

Today we are introducing Soundwaves

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We have established that sound is changes in air pressure but now we need to visualize it

• We will use sound waves as an example
• sound waves are the compression and rarefaction of air molecules
• The pressure moves as a cycle/pattern and transfers the energy from a source to a receiver

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To demonstrate these passing of sound waves students will use Slinkies

• Students will use slinkies to visualize how sound waves transfer energy
• The amount of force/energy to push into the slinkies the faster the slinky will move

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https://www.youtube.com/watch?v=kxQj-wPePBU&t=19s

https://www.youtube.com/watch?v=4kFasbmY04c

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Students can then visualize how pitches change the pressure compression and rarefaction in sound lab

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https://musiclab.chromeexperiments.com/Sound-Waves/

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Music Technology 2027–2028

5: Correlation of Soundwaves to Frequency

Days: 8-9

Rope activity

-Shake ropes at different frequencies to demonstrate how waves split up

-Slower shakes create less frequency

-Higher shakes create more frequencies

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https://www.youtube.com/watch?v=-n1d1rycvj4

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Students will measure the frequencies of their ropes and draw out the wave form

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We will break apart the parts of the Soundwaves

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Peaks, Valleys, equilibrium, Hertz

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Students will then correlate frequencies to pitch using

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https://musiclab.chromeexperiments.com/Harmonics/

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Music Technology 2027–2028

6: Application of Frequencies to Instruments

Day: 10

Today students will explore the soundwaves of instruments and measure their frequencies

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Students will work in group and be provided audio samples of instruments playing

• Students will have to break apart the waves, count their cycles, and compare their overall range with students looking at the lowest notes of the instrument and the highest notes of the instruments

​

Students will then briefly learn about the Frequency spectrum and the limits of human hearing

• Students will compare the given instrument they were assigned and will align their instrument into the ranges of human hearing
• They will then briefly describe in their own words what the instruments sounded like and compare them to another groups

Music Technology 2027–2028

7: Instrument Frequencies Project

Days: 11-13

This is a culmination of the students activities from the past 2 weeks

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We will begin with a brief lesson about timbre

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Then students will pick an instrument from a list

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Students will research the overall range of the instrument

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They will also research how the instrument produces the sounds

• Source of sound
• How the sound is altered/manipulated by the instrument
• Describe why their instrument sounds different from others (Timbre)

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They will create a slideshow about their instrument and present it

Music Technology 2027–2028

8: Acoustic Sound Quiz

Day: 14

Today students will take a quiz and combine their knowledge of Acoustic sound, soundwaves, and frequencies

Music Technology 2027–2028

9: Introduction to Drum set Instruments

Day: 15

Today we will break apart the instruments of a drum set and differentiate pitched instruments from non-pitched instruments

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Students will have the opportunity to play with different instruments of the drum set

• Students must analyse what the instruments sound like
• How the instrument functions
• Describe the overall pitch (differientiate between high and low pitched percussion)
• Fill out a worksheet describing the instruments (kick drum, snare drum, tom drums, hi hat, and ride cymbal)

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Music Technology 2027–2028

Introduction to Ableton/Sequencing

UNIT 2 · 2 WEEKS

14

UNIT GOAL

Students will use a DAW to sequence rhythms and build a drumbeat, applying beat, tempo, and subdivision in Ableton.

KEY TERMINOLOGY

Beat

Tempo (BPM)

Measure

Time signature

Subdivision

Rhythm

DAW

Sequencing

Arrangement View

Track

Grid

STANDARDS

1.3E.12prof.Cr1a

Generate rhythmic, melodic, and harmonic ideas with digital tools

1.3E.12prof.Cr2a

Select ideas to develop into a larger work with digital tools

1.3E.12prof.Pr6a

Use digital tools with technical accuracy and expressive qualities

ASSESSMENTS

MINOR

Sequenced Drum Beat

SUPPORTING

Arrangement view key terms

Music Technology 2027–2028

Unit 2: Flow

2 WEEKS

15

1

Introduction to beats

2

Feeling tempo with beats

3

Pass the beat group activity

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4

Subdivision of beats and rhythms

5

Creating body percussion beats

6

Apply drum set instruments to body percussion

7

Introduction to DAWs: how we will digitally recreate percussion instruments

8

Ableton introduction

9

Introduction to sequencing

10

Sequencing simple rhythms

11

Sequencing drum beats

12

Arrangement view key terms and navigation check

SUPPORTING

13

4 measure sequenced Drumbeat

MINOR

Music Technology 2027–2028

1: Introduction to Beats

Day: 16

Today students will be exploring beats

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Students will be clapping along with songs and will try to differentiate between strong and weak beats

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Students must listen to the strong and reflect on what instruments of the drumset and played on these “Strong/weak beats”

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Students will then try and clap on the strong vs the weak beats

Music Technology 2027–2028

2: Feeling Tempo with beats

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Day: 17

Today students will continue exploring beats and breaking apart songs

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Students will listen to a variation of songs and describe how fast or slow the beats within the songs are

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Students will be tasked with listening to a minute segment of the song and counting the amount of beats they felt

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Students wil then be introduced to the term tempo

• Tempo is measured as beats per minute
• Students will “Calculate” the beats per minute and fill in a worksheet related to the tempo

Music Technology 2027–2028

3: Pass the Beat Group Activity

4: Subdivision of Beats and Rhythms

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Day: 18

Today students will be given tennis balls and will work in groups of 4

• Within these groups students will have to pass the tennis to each other on the beats of the song
• Students must stay with the tempo
• Students will then be tasked to bounce the balls on strong beats and weak beats

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Students will then be given 2 tennis balls per group

• With this second tennis balls students will be asked to split the beat in half, cause two bounces per beat (Subdivision of a beat)

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Students will be asked to bounce along with a metronome and create rhythms (combinations of short and long beats)

• The first rhythms should involve bounces on each beat + subdivisions of bounces
• Then students can move on and make rhythms of only strong beats + subdivisions or hits on the beat (half notes + other rhythm)

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Students will present their rhythms to each other

Music Technology 2027–2028

5: Creating Body Percussion Beats

6: Applying Drum set instruments to body Percussion

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Day: 19, 20

Now that students have a understanding of rhythm, tempo, and beats students will now incorporate body percussion

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Students will be asked to find different body percussion “instruments” to represent low pitched vs high pitched hits

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Have students think about the instruments they used while exploring the drumset

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Students will create body percussion beats/dances to go along with a song

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Students will then record the routine and align them to a paper representation of beats (1+2+3+4+)

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Then students will align the pitch of the body percussion to the instruments of a drum set (Stomps = kick drum, clap = snare, snaps = hi hat, etc.)

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Students will hold onto the sheets of beats that they transcribed

Music Technology 2027–2028

7: Introduction to DAWs

8: Ableton introduction

Day: 21

Today we will be introducing DAWs

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Describe what a DAW is and what its used for

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How we are going to use DAWs in this class

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Opening Ableton

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Ableton is our main DAW

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Students will be asked to go to the arrangement view

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We will explore the features of the arrangement view and will isolate the use of Audio tracks to set us up for our next lesson

Music Technology 2027–2028

9: Introduction to Sequencing

10: Sequencing Simple Rhythms

Day: 22

Today we are going to explore sequencing, the layer of sounds within Ableton to make a compressive and logically progressive song across a timeline

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We will begin with just one instrument

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Students will be asked to find a specific snare drum sound sample from the sample tab

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Students will then be asked to drag and drop the audio sample onto the track

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We will first begin by breaking down the timeline, the bar above the track with numbers within it.

• First students must locate the timeline (will automatically be whole numbers “measures”)
• Then students will have to find the timeline overview
• On this timeline overview students will zoom into a measure by grabbing the rightmost edge “]” and pulling it to the left
• This will allow us to see decimal numbers, students should see a whole number plus a tenth (1, 1.2, 1.3, and 1.4)
• This is the beats, the whole number is a measure (the grouping of beats)
• Students then then take the audio sample they have and align it with the first number
• Then students will take their audio sample and copy + paste it 3 more times, this creates 4 beats of audio
• Students can then subdivide the audio samples by fitting two samples in one beat, this may require the students to trim the audio
• Just like the timeline overview, students can trim the audio by grabbing the rightmost edge of the clip “]” and dragging to the left

Students will then use these techniques to create a simple sequenced rhythm, combining their knowledge of beats and subdivisions

Music Technology 2027–2028

11: Sequencing drum beats

Day: 23

Today students are going to continue their sequencing of drum samples

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Students have created a simple rhythm the day before using one track, now students must use multiple tracks to create a whole drum set

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Students will take out their, body percussion worksheet from before and will use this worksheet as a reference sheet for their drum set

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Hopefully the student correctly filled in their rhythm from the body percussion activity

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Students will then transcribe their body percussion activity into the arrangement view of ableton

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After students finish their transcriptions they will then export the mp4 file to their google drives

Music Technology 2027–2028

12: Arrangement View Key terms and Navigation check

Day: 24

Todays activity involves students making replicas of the ableton arrangement view

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Students will use scraps of paper to make a model of their view, the view must include

• File and options tab
• Play and stop button
• Arrangement view selector
• Audio track
• timeline
• Timeline overview
• Library

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Students must clearly label the parts of the screen and write down the functions of these parts on the back

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We will then discuss this as a class, and students will turn them in once completed

Music Technology 2027–2028

13: 4 measure sequenced Drum Beats

Day: 25

Today students will extend their drum beats into a 4 measure drumbeat

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Students will take their initial beat and will add more to it

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Students are encouraged to keep the original idea and make small changes and variations to the beat over 4 measures

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This is their overall unit assessment (counted as minor assessment for marking period)

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Students will then export this and upload it to their google drive

Music Technology 2027–2028

Introduction to MIDI

UNIT 3 · 5 WEEKS

25

UNIT GOAL

Students will use MIDI in Ableton to compose and arrange an original 24-measure song with drums, bass, melody, and harmony in song form.

KEY TERMINOLOGY

MIDI

Session View

Clip

Piano roll

Velocity

Ternary form (ABA)

Song form

Bassline

Melody

Harmony

Interval

Steps & leaps

Oblique motion

Pattern

STANDARDS

1.3E.12prof.Cr2a

Select ideas to develop into a larger work with digital tools

1.3E.12prof.Cr3b

Share work showing musical and technological craftsmanship

1.3E.12prof.Re7b

Explain how structure (repetition, contrast) informs the response

ASSESSMENTS

MAJOR

Ableton Navigation test and 16 measure Song Project

MINOR

16 measure drumbeat+Bassline, 16 measure melody+Harmony, and Song reflection

SUPPORTING

Form Analysis assignment and drumbeat genre comparison

Music Technology 2027–2028

Unit 3: Flow

5 WEEKS · PART 1 OF 2

26

1

Introduction to MIDI

2

Introduction to Session View

3

Recreating Sequenced Drumbeat as a MIDI Clip

4

Discussion of Ternary Form (ABA)

MINOR

5

Creating drumbeat clips to align with Ternary Form, aligning on Arrangement view

6

Introduction of pitched instruments

7

Reading a keyboard; understanding and applying frequencies to notes

8

Creating a bassline using steps, leaps, oblique motion, and patterns

Music Technology 2027–2028

Unit 3: Flow

5 WEEKS · PART 2 OF 2

27

9

Applying Bassline to drumbeat

MINOR

10

Introduction of Melody and Harmonies

11

Discussion of intervals (stacking harmonies)

12

Applying Melody and Harmonies to Binary Form (8 measures/AB)

MINOR

13

Ableton Navigation Test

MAJOR

14

Introduction of Song Form (ABABCAB)

15

Creating a 24 measure song using song form

MAJOR

16-MEASURE SONG FORM

A

4 measures

B

4 measures

A

4 measures

B

4 measures

C

4 measures

B

4 measures

Music Technology 2027–2028

1: Introduction to MIDI

Day: 26

Today's class we will be introducing MIDI tracks

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Students will be using MIDI tracks to recreate instruments in our DAWs

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Students will watch a Youtube video about MIDIs and their capabilities and will fill out a google form

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We will then discuss the uses of MIDI

Music Technology 2027–2028

2: Introduction to Session View

3: Recreating Sequenced Beat as a Clip

Days: 27-28

Today students will be opening up their 4 measure sequenced drum beats project

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Instead of going to arrangement students will instead be opening up their session view (opening screen of ableton)

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In this view the audio tracks that they have been using will be auto populated but will have no clips in it

• These Audio tracks will be for each instrument being used (snare, kick, hihat, etc.)

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Students will now add a MIDI tracks to their session view

• They will right click on a blank section of the screen and click add MIDI track
• Students will only need to add one MIDI Track

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Once the MIDI track is added students will need to select a MIDI drum kit (TBD)

• This drum kit will be used to digitally recreate all the audio tracks into one track

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Once students drag and drop the kit into the track they must double click on the first box of the track, this will open a clip

• A clip is an editable chunk of a timeline
• The clip will open towards the bottom right of the screen, students will notice a couple of things
• A grid pattern, a instrument ruler on the left hand side, clip settings, and a timeline
• We will first break down the instrument ruler
• Students must click on the headphones option, this will let them hear the varying instruments of the instrument ruler
• Students must locate the instruments they used within their 4 measure sequenced beats

Music Technology 2027–2028

3: Recreating sequenced drum beats continued

After exploring the instruments of the instrument ruler and locating the ones they have used students will be asked to identify the timeline.

• The timeline will automatically open with 16th notes, students will have to make one change, they must go to the top right and change the subdivision on 1/16 to 1/8th.

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Students will be tasked to recreate their kick drum part of their sequenced beat

• Due to the clip automatically being 1 measure long, students will be asked be asked to only recreate 1 measure of their sequenced beats
• Ensure that students enable the drawing tool, then make sure that they align their kick drums to the proper beats

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Once students properly recreate their kick drum they will be asked to recreate the rest of their 1st measure

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Once students have their 1st measure recreated they will then need to recreate all 4 measures

• Students will have to extend the length of their clip
• In the clip options identify the length option, this will automatically be notated as 1.0.0
• To adjust it to 4 measures students must click on the 1st number (1) and set it to 4, this will look like 4.0.0
• Students must then press enter to refresh the clip

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Once the clip is set to 4 measures students can recreate their entire sequenced drum beat as a MIDI

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Once recreated students will export their MIDI clip to the google drive

Music Technology 2027–2028

4: Discussion of Form (Binary)

5: Aligning clips to arrangement view

Days: 29-30

Today I will be introducing AB form or Binary form

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Students so far have create a single 4 bar clip with a drum set. This is their initial idea or their A.

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Students will then be tasked to create a B section, something that stands out to them and is a bit catchier or “cooler.” I really want students to try and make something that is interesting.

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Once created students will be asked to compare and contrast their A vs B section. We will use this to transition into a conversation of verses versus choruses.

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Students will then listen to a couple of different songs and will be asked to compare how the drum beats change between the verses and choruses

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Students will then adjust their drum beats to fit the verse chorus/AB form better

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Once completed students will copy and paste their clips onto their arrangement views, this will allow students to visualize the AB form

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Once completed students will upload their AB form drum beats to the Google Drive

Music Technology 2027–2028

6: Pitched Instruments review

7: Reading a Keyboard: Understanding and applying frequencies to notes

Reintroduction to pitched instruments

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We want to focus on understanding how to read a keyboard and how notes are assigned frequencies

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I will use our MIDI keyboards to allow students the opportunity to visualize how notes change pitch and give the students the opportunity to learn the musical alphabet.

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Music Technology 2027–2028

8: Creating a Bassline using steps, leaps, oblique motion, and patterns

In today's lesson students will begin making a bassline using a MIDI instrument.

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Students will begin exploring different ways pitched instruments can create melodic and harmonic patterns

• Students will be given a handout, this handout will have 4 MIDI grids layed out in the key of C (white keys only)
• Students will begin by making a melody using oblique motion, repetition of the same note
• Students will then create a melody combining steps and oblique motion, the same notes + moving up and down in a scalar motion
• Finally students will make a melody that combines leaps, jumps across multiple notes, i.e. C up to E or G down to C

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Students will then open up their Binary (AB) Drumbeats they made

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Students will begin in their session view.

• Students will add a MIDI track, drag and drop a bass instrument, and create a clip in the first box.
• The first bass Clip should align with the section A drumbeat clip
• In this clip students will recreate the combined melody in their bassline
• The bassline should take advantage of oblique motion and use leaps or steps to go between longer notes

Music Technology 2027–2028

9: Applying Bassline to Beats

Todays goal will be to align the bassline we were working on with the rhythms and beats of the drumset

Music Technology 2027–2028

10: Introduction to Melodies

Music Technology 2027–2028

11: Introduction to Harmony and Stacking intervals

Music Technology 2027–2028

12: Applying Melodies and Harmonies to Binary Form

Music Technology 2027–2028

13: Ableton Navigation Test

Music Technology 2027–2028

14: Introduction to Song Form

Music Technology 2027–2028

15: Creating a 24 Bar song using Song Form

Music Technology 2027–2028

Marking Period 2

2027-2028

41

1

Introduction to Microphones

2 TO 3 WEEKS

2

Recording Techniques/Foley Sounds

2 WEEKS

3

Lyricism and Song writing

5 WEEKS

ASSESSMENTS

MAJOR

• Foley Sound Project
• Song with Lyrics Project

MINOR

• Microphone Identification test
• Recording Techniques Quiz
• Foley Recording Sound Check
• Lyrics composition
• MIDI and Sequenced song

SUPPORTING

• Microphone pattern drawing activity
• Recording Technique exploration
• Foley Sound exploration
• Song lyrics Application
• Song Reflection

Music Technology 2027–2028

Introduction to Microphones

UNIT 4 · 2 TO 3 WEEKS

42

UNIT GOAL

Students will identify types of microphones, explain how they work and how polar patterns affect pickup, and record short speaking clips with a microphone in Ableton.

KEY TERMINOLOGY

Microphone

Transducer

Condenser

Gain

Dynamic

Polar pattern

Cardioid

Omnidirectional

Phantom power

STANDARDS

1.3E.12prof.Pr4a

Explain criteria for selecting varied sound resources

1.3E.12prof.Pr6a

Use digital tools with technical accuracy and expressive qualities

HS-PS4-5 (Science)

Communicate how technologies use waves to capture and transmit information

ASSESSMENTS

MINOR

Microphone Identification Test

SUPPORTING

Microphone pattern drawing activity

Music Technology 2027–2028

Unit 4: Flow

2 TO 3 WEEKS

43

1

Introduction to microphones

2

Types of microphones we may see

3

How microphones work

4

Differences between condenser and dynamic microphones

5

Microphone patterns

6

Microphone pattern drawing activity

SUPPORTING

7

Microphone frequency ranges

8

What we can record and different ways to record

9

Recording within Ableton: short speaking clips

10

Microphone Identification Test

MINOR

Music Technology 2027–2028

1: Introduction to Microphones

Day: 41

What is a microphone

​

how do microphones function

​

what is the evolution of microphones

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what are some practical uses of microphones

Music Technology 2027–2028

3: How Microphones Work

4: Condenser vs Dynamic Microphones

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Day: 43

Coils vs diaphragms

• Vibrational detection in magnets to detect frequency and dynamics
• Flexing of diaphragms to detect frequency and dynamics

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Electrical signals

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Correlation of electrical signals to frequencies

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Music Technology 2027–2028

5: Microphone Patterns

Day: 45

Discussion of the different microphone patterns

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Students will use a set microphone in the middle of the room to explore how the microphone patterns affect the directional sound, ambience, and background noise.

• Set up my laptop with the blue microphone
• Have students form a circle around the microphone
• Have a volunteer come up to the microphone and use Cardiod
• The student will introduce themselves into the microphone while everyone in the circle talks and makes background noises
• Students will listen back to their recording and describe the quality of their voice and describe any other background noise they may hear
• Now keep the same student up at the microphone and have another student stand on the opposite side of them
• Have the students have a conversation
• Students will listen back to their recording and describe the quality of their voices, describe how their conversation sounded, and describe any other background noise they may hear
• The two new students will come up and use the bi-directional pattern
• The students will continue to have a conversation while other people talk around them
• Students will listen back to their recording and describe the quality of their voices, describe how their conversation sounded, and describe any other background noise they may hear
• The students will set the microphones to stereo
• Two new students will have a conversation
• Students will listen back to their recording and describe the quality of their voices, describe how their conversation sounded, and describe any other background noise they may hear
• Finally students will set the microphone to omni-directional

Music Technology 2027–2028

6: Microphone Pattern Drawing Activity

Day: 46

Students will visualize the patterns of the microphones that allowed us to go between the different directions of sound

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Students will use construction paper to create mock microphones and create different patterns

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Music Technology 2027–2028

7: Microphone Frequency Ranges

Day: 47

Students will learn about the overall frequency ranges of microphones

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The standard recording range for vocalist

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Standard recording range for other instruments

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reasons why we might record ultra high or ultra low frequencies that humans cant hear

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how we can manipulate recordings to allow us to hear high or low frequencies

Music Technology 2027–2028

8: What We Can Record and Different Ways to Record

Day: 48

How we will use microphones for their specific purposes

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Using the microphones to record vocals, foley, audio samples, and other clips

Music Technology 2027–2028

2: Other types of Microphones We May See

Day: 42

Discussion of different kinds of microphones

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Primary focus is on Dynamic and Condenser microphones

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Discussion of other types and what they do

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Have students fill in a slideshow

• Assign each student to a group and have them talk about common uses of the microphones
• Have them present as a group
• Other students will take notes of each others microphones

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Dynamic

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Condenser

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Shotgun

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Booms

​

Ribbon

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lavalier

Music Technology 2027–2028

9: Recording Within Ableton

Day: 49

Short recording activity where students will use body percussion to create short drumbeats and sampled songs

Music Technology 2027–2028

10: Microphone Identification Test

Day: 50

Students will have to describe the difference between dynamic and condenser microphones

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Students will have to describe the 4 main patterns capable on their microphones (cardioid, bidirectional, omnidirectional, and stereo)

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Students will have to align the patterns with the microphones

Music Technology 2027–2028

Recording Techniques/Foley Sounds

UNIT 5 · 2 WEEKS

53

UNIT GOAL

Students will use varied recording techniques to capture ambient sounds, Foley, and everyday-object samples, then align them to a cartoon on the Arrangement View.

KEY TERMINOLOGY

Foley

Sample

Audio track

Waveform

Ambient sound

Sound effect

Sync

Record arm

Close miking

Room tone

STANDARDS

1.3B.12prof.Cn11a

Relate music to other disciplines, contexts, and daily life

1.3E.12prof.Pr6a

Use digital tools with technical accuracy and expressive qualities

1.3E.12prof.Cr3b

Share work showing musical and technological craftsmanship

ASSESSMENTS

MAJOR

Foley Sound Project

MINOR

Recording Techniques Quiz and Foley Recording Sound Check

SUPPORTING

Recording Technique exploration and Foley Sound exploration

Music Technology 2027–2028

Unit 5: Flow

2 WEEKS

54

1

Recording technique exploration

SUPPORTING

2

Recording Techniques Quiz

MINOR

3

Introduction to Foley sound: what it is and why we use it

4

Foley sound exploration

SUPPORTING

5

Recording techniques used for Foley sound

6

Recording Foley in Ableton and aligning audio with video

7

Foley recording and aligning with cartoon activity

8

Foley Recording Sound Check

MINOR

9

Foley Sound Project

MAJOR

Music Technology 2027–2028

1: Recording Technique Exploration

Day: 51

Different staging for recording

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How we can use distance to our advantage

​

Implementing different polarities and patterns

​

using different recording techniques for different ensembles and groups

​

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Music Technology 2027–2028

2: Recording Techniques Quiz

Day: 52

Music Technology 2027–2028

3: Introduction to Foley Sound

Day: 53

Today students will watch videos about foley sounds within film

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Students will then explore creating foley sounds using classroom resources and other provided resources

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Students will have to get creative and assign then Foley sounds to events, such as events within a cartoon

Music Technology 2027–2028

4: Foley Sound Exploration

Day: 54

Students will be asked to bring in their own resources to create Foley sounds

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Students will present their resource and explain why and how they can use it

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Students will record it and explore different ways to use their resource

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Students will combine into groups and use their sounds to create a scene

Music Technology 2027–2028

5: Recording Techniques Used for Foley Sound

Day: 55

Music Technology 2027–2028

6: Recording Foley in Ableton and Aligning Audio with Video

Day: 56

Music Technology 2027–2028

7: Foley Recording and Aligning with Cartoon Activity

Day: 57

Music Technology 2027–2028

8: Foley Recording Sound Check

Day: 58

Music Technology 2027–2028

9: Foley Sound Project

Days: 59-60

Music Technology 2027–2028

Lyricism and Song writing

UNIT 6 · 5 WEEKS

64

UNIT GOAL

Students will record their own voices and explore lyricism, combining samples, sequencing, MIDI, and lyrics to build a short original song with lyrics.

KEY TERMINOLOGY

Lyrics

Verse

Chorus

Hook

Rhyme

Spoken word

Syllable

Vocal take

Layering

Sample

STANDARDS

1.3E.12prof.Cr1a

Generate rhythmic, melodic, and harmonic ideas with digital tools

1.3E.12prof.Cr2a

Select ideas to develop into a larger work with digital tools

1.3E.12prof.Cr3b

Share work showing musical and technological craftsmanship

ASSESSMENTS

MAJOR

Song with Lyrics Project

MINOR

Lyrics composition and MIDI and Sequenced song

SUPPORTING

Song lyrics Application and Song Reflection

Music Technology 2027–2028

Unit 6: Flow

5 WEEKS

65

1

Introduction to lyricism and spoken word

2

Recording our own voices

3

Lyrics composition

MINOR

4

MIDI and Sequenced song

MINOR

5

Recording vocals over a sequenced song

6

Song lyrics application

SUPPORTING

7

Combining samples, sequencing, MIDI, and lyrics

8

Song with Lyrics Project

MAJOR

9

Song Reflection

SUPPORTING

Music Technology 2027–2028

1: Introduction to Lyricism and Spoken Word

Day: 61

Music Technology 2027–2028

2: Recording Our Own Voices

Days: 62-63

Music Technology 2027–2028

3: Lyrics Composition

Days: 64-67

Music Technology 2027–2028

4: MIDI and Sequenced Song

Days: 68-73

Music Technology 2027–2028

5: Recording Vocals over a Sequenced Song

Days: 74-76

Music Technology 2027–2028

6: Song Lyrics Application

Days: 77-79

Music Technology 2027–2028

7: Combining Samples, Sequencing, MIDI, and Lyrics

Days: 80-81

Music Technology 2027–2028

8: Song with Lyrics Project

Days: 82-84

Music Technology 2027–2028

9: Song Reflection

Day: 85

Music Technology 2027–2028