Cranbrook Kingswood Middle School
Music Workshop
2009-2010
Instructor: Jocelyn Moellering
Mobile phone: 248-383-5623 (I check these messages daily)
Work phone: 248-645-3458 (I check this less often)
E-mail: jmoellering@cranbrook.edu (best way to reach me)
This class is taught over several units to include a variety of musical studies related to computer-based composition. At the end of each unit on a musical concept, students will learn about how each is related to the Sony Acid Music Studio software they will use to compose musical projects.
Unit I: Musical Genres
Students will learn about a variety of musical genres including
- History and development
- Types of instruments or vocals used
- Common structures, forms, and styles
Students will listen to and learn to recognize major genres including classical, jazz, blues, R & B, hip hop/rap, rock, country, pop, and electronica. Other possible genres might include new age, world, folk, and alternative depending on available time. Students will take a test on genre recognition at the end of this unit where sections of songs would be played and students would identify the genre.
In stage one of the instruction on the Sony Acid Music Studio software, students would learn about the various music genres that are represented in the music loops that are included and how they are organized on the server. They will listen to and view examples of songs created in Acid that represent different genres.
Unit II: Instrument Recognition
Students will be able to recognize a wide variety of musical instruments from various musical styles including
- Orchestra and band instruments (strings, brass, woodwinds, percussion)
- Popular music instruments (acoustic/electric instruments, computerized/electronic)
Students will take a test on instrument recognition where they will hear a clip of various instruments and identify them.
In stage two of the instruction on the Sony Acid Music Studio software, students will learn about the different musical instruments that are included in the music loops and which instruments should be represented in different types of songs. Also, they will learn about which loops have instruments that will be affected by a pitch shift (change in key). Lastly, they will learn how to incorporate their own recordings as an additional instrument (either in song, speech, or sound effects).
Interim Unit: Create a simple Acid project
Students will use what they have learned to create an Acid music project. They will incorporate what they have learned about musical genres and instruments to create a song of at least three minutes in length. They will identify which genre (or combination of genres) their song would be classified as and give the song a title. They will also use the pitch shift tool and original recordings in their song.
Unit III: Reading Music and Form
Students will be able to read music and recognize form at a basic level. This includes
- Basic time signatures and key signatures
- Note and rest values
- Note names on the bass and treble clefs as well as on a piano keyboard
- Tempo and dynamics
- Basic song structure for classical and popular music (form)
Students will take a test on form and reading music a basic level, where they will be required to identify and use the components studied in the unit.
In stage three of the instruction on the Sony Acid Music Studio software, students will learn about how measures and keys are graphically represented in the software program. They will learn how to adjust tempo and dynamics in individual loops or in the entire song. They will learn how to shift the pitch (change the key) for an individual part of a specific loop or in the entire song. They will learn how to effectively use silence (rests) in their songs and how to chop loops into shorter pieces.
Project Unit: Create more complex Acid projects
Students will apply skills used throughout the entire course up to this point to create more complex Acid projects. The minimum number to be completed will be determined by how much time remains in the school year, but would likely be at least two (this is the first year this course has been offered; therefore some adjustments are to be expected). In addition to the requirements of the project of the Interim Unit, students will incorporate new skills learned in Unit III. This includes tempo and dynamic changes, pitch shifts, and loop chopping. All loops, especially those affected by pitch shifts, should be concordant with other loops. Their song should use good form that is identifiable, logical, and has good transitions.
Assessment
Students will be assessed in a variety of ways. Each unit will conclude with a written (sometimes listening-based) test that will factor into their overall grade. I will also give in-class assignments that will be graded for points. Each music project will be graded by me and by classmates based on a grading rubric that is provided to the student ahead of time. In addition to meeting the requirements of the assignment, the project will also be graded on how unique and enjoyable the song sounds to the listeners. Lastly, meeting the departmental expectations of the Performing Arts Department is worth half of the student’s grade. It states, “Fifty percent of the student’s grade is determined by the following: attendance, promptness, preparation, participation, self-discipline and attitude. Respect for the teacher and fellow students and the important work of rehearsal and performance are expected of all students in the performing arts department.”
