Form D-1: Application for Approval of a Locally Developed Course of Study

This form must be submitted to the Regional Office, Ministry of Education no later than May 1 for approval for semester one and December 1 for approval for semester two. This submission prior to the first year of implementation is a request to pilot the Locally Developed Course of Study. Significant changes in years two through five require resubmission of this form. The Locally Developed Course of Study submission should be in electronic format.

Application is submitted by:

Lloydminster Public School Division 6School Division Name Region

5017-46 Street Lloydminster T9V 1R4P.O. Box/Street Address Town/City Postal Code

Garage Band 20L 11 1Proposed Course Title Grade Level Credit Value

50 August 30, 2013 June 30, 2018No. of Students Date of Commencement Expiry Date

If you intend to implement this course in more than one school within your division, please identify all of the additional schools by school number and name.

6050904 Lloydminster Comprehensive High School

School No. School Name School No. School Name

School No. School Name School No. School Name

School No. School Name School No. School Name

School No. School Name School No. School Name

Approval is requested to offer for credit the Locally Developed Course of Study as described.

Director of Education or Designate Date

Regional Director of Education or Designate Date

Form D-1 (con’t): Application for Approval

Is the proposed course adapted or adopted from one in another school division? No Note: If the course is to be delivered by the external jurisdiction, please refer to the Credit Transfer Guide: Secondary Education (appears in the Registrar’s Handbook) for information on how credits for such courses are awarded and recorded.

Adapted In the course outline described below, indicate clearly the adaptations that will be made to

the original course to make it suitable for use by the local school division.Adopted Attach a copy of the cover page of Form D-1 and a copy of Form D-2 from the originating

school division to show its approval. The conditions of approval outlined on the original D-2

apply to the adopting school division.

School No. School Name School Division Region

Course Title Grade Level Course Code

Is the proposed course a provincially developed course from another province that meets the needs of the students in your school division?

Yes No XIf yes, complete the following

Province Number of hours of instruction

Course title Grade Level

Course Outline – Garage Band 20LRationale

This course will be a natural development of the skills, attitudes, and ways of knowing introduced

in the Garage Band 20L curriculum. With students already having developed a familiarity with

performing in a rock ensemble, students will further develop a concept of what it is to be a performing

musician, developing the ability to compose their own music to compliment their ability to cover existing

rock tunes.

Goals and Foundational ObjectivesStudents will further refine their rock ensemble skills while composing music to perform.

Students will develop a set of music that includes both cover tunes that suit course learning objectives and

their own songs.

Students will be required to put on public performances of several original and covered songs for

a paying audience. Students will also leave the course with the skills necessary to further pursue playing

in garage bands. Students will also be exposed to the ways musicians today need to network and

advertise themselves on the internet. Facilities permitting, students would be given the opportunity to

record their original music and to market it on the internet, using sites like amazon.com and iTunes.

OutcomesDomains – Creative/Productive

Students will inquire, create, and communicate through popular music.

CP10.1 Students will refine their skills to play basic rock songs, demonstrating an understanding of song

form, scale performance and application, and rhythmic performance suitable to spontaneously creating an

accompaniment or background vocal.

Indicators:

Guitar Students

o Perform, in context, all of the open position chords – Em, E, Am, A, D, Dm, C, G, F and

apply those chord shapes to play barre chords as dictated by the needs of their music

o Begin to experiment with alternate tunings (Drop D, DADGAD, Open tunings, etc)

o Begin to experiment with more specific instruments, such as banjo, mandolin, and other

stringed instruments

o Refine their ability to improvise using major, minor, and blues scales

o Begin to develop a preference for guitar equipment setup that begins to define their individual

sound

o Play with proper technique to avoid injury

o Further explore more advanced plectrum techniques and finger-picking

Bass Players

o Able to identify and use (in context) the notes in major and minor chords

o Will begin to experiment with displacing the octave of their bass line to increase their

expressive abilities

o Refine their ability to improvise using major, minor, and blues scales

o Begin to develop a preference for guitar equipment setup that begins to define their individual

sound

o Begin to experiment with playing acoustic and stringed double bass

o Play with proper technique to avoid injury

o Play with proper finger or plectrum technique

Keyboardists

o Play major, minor, and blues scales in more sophisticated keys

o Able to construct chordal accompaniments using various voicings

o Further work to create accompaniments from guitar chord sheets

o Refine their ability to improvise in major, minor, and blues scales

o Start working with other keyboard instruments, such as melodica, accordion, acoustic pianos,

etc as available

o Play with proper technique to avoid injury

Vocalists

o Able to mimic/scat melodic sounds played on other instruments

o Able to aurally identify major, minor, and dominant seventh chords

o Able to identify major, minor, and perfect intervals up to an octave (up and down)

o Able to sing major, minor, and perfect intervals up to a fifth (up and down)

o Memorize lyrics

o Will be encouraged to learn and refine their ability to accompany themselves on guitar or

piano

o Demonstrate effective microphone use, beginning to experiment with the proximity of the

microphone to compensate for vocal dynamics

o Play tambourine, shaker, etc for auxiliary percussion

o Demonstrates a comfort level appropriate to their level of experience with performing,

vocalists begin to rapport with their audience in performances and are comfortable

introducing their band and songs

Drummers

o Play drumset in a variety of contexts (rock, hard rock, metal, pop, disco, etc)

o Improvise in contexts as listed above and more

o Know song form and structure (verse, bridge, chorus) and know how to delineate that form

through variety of playing

o Understand how to mic a drum set

o Begin to develop a personal preference for drum setup

o Able to sing melodic lines from memory (to know how to ‘set up’ various melodic and

accompaniment figures)

o Able to learn to cover more sophisticated drum parts by ear

CP10.2 Students will apply basic knowledge of song form to the composition of their own music and in

covering songs written by others

Indicators:

Students will be able to identify the contingent parts of a song that they are analyzing with the

intention of covering that song

Students will analyze songs they intend to cover to rearrange (with guidance) each tune to their

level of playing ability (emphasizing band strengths and mitigating weaknesses)

Students will write their own songs with song structure in mind, beginning with basic

(verse/chorus) structures and ultimately incorporating more sophisticated ideas (pre-chorus,

bridges, instrumental solos, etc).

Students will be able to demonstrate thorough understanding of song structure by re-arranging

existing songs to suit the technical needs of their bands or time constraints of a show

CP10.3 Students will develop a basic understanding of traditional harmony and demonstrate that

knowledge in their songwriting

Indicators:

Students will possess a fundamental understanding of the following music theory concepts:

o Construction of a major scale

o Major/Minor/Perfect intervals up to a P8

o Construction of Major, Minor, Seventh, and ‘Power’ Chords

o Role of the chords based on each degree of a given scale/key

Students will be demonstrate varying compositional techniques in songwriting:

o Chord-based writing

o Riff-based writing

o Writing from musical ideas

o Writing from lyrical ideas

CP 10.4 Students will show growth as composers and musicians within the context of their rock bands,

developing the necessary understandings to be intrinsically motivated, to want to grow as a musician, to

be curious about different styles of music, and to plan performances based on these understandings

Indicators:

Students will engage in goal-oriented personal practice, analyzing their strengths and weaknesses

to create meaningful practice sessions at home

Students will develop and maintain a musical ‘idea bank’ that will contain musical and lyrical

ideas; students will compose ideas outside of class that will then be built upon by band-mates in a

writing context

Students will adopt a compositional role model or models whose lyrical or musical writing they

admire and wish to emulate

Students will engage in goal-oriented band practices, recognizing performance requirements and

working towards them; the musical selections chosen by students will take into account the

following:

o Students’ existing musical ability

o Students personal growth goals (students should aspire to learn at least one new skill or

develop one new understanding with each song they select to cover)

o Constraints of the venue to be performed in

o Constraints of the program to be performed on

CP 10.5 Students will develop a working knowledge of stage setup, microphone use (miccing), and

monitor use for live performance

Indicators

Students will be able to effectively and neatly set up and strike their stage for live performance

Students will develop basic understandings about setting gain levels, EQing, balancing, reverb

use, and faders to critique the sound being produced against the ideal that has been developed

Students will understand basic miccing issues and be able to solve feedback or echoing issues that

are common to stage setups that use monitors

Students will understand and be able to apply their knowledge of different kinds of microphones

to stage setup

Critical/Responsive

Students will respond to the artistic expressions of their own creation, and of Saskatchewan,

Canadian, and International artists using critical thinking, creativity, research, and collaborative

inquiry

Outcomes

CR 10.1 Listen and respond as a musician when playing in a rock ensemble.

Indicators:

Students will work towards a ‘team oriented’ approach to making music, whereby students listen

and respond to one another’s dynamics, improvisations, mistakes, tone, and rhythms

Students will understand their role in their ensemble and work towards effectively

communicating with other band members while performing (ie, rhythm guitarists listen to the

drummer for rhythmic cues, the band follows the lead musicians for form, etc)

Students will respond/react to audiences cheering, body language, etc and adjust their

performance accordingly

CR 10.2 Individually develop criteria through which to judge the quality of their own and others’

performances.

Indicators

Students are able to analyze their strengths and weaknesses and adjust their personal practice as a

musician to compensate

Students can construct meaningful critiques of others’ performances, both live and recorded

Students can effectively describe the attributes of their ideal rock performance, based on personal

tastes and experiences both on and off stage

Students can compare and contrast performances against one another or against their ideal

Students will reflect upon their own performances, both individually and in a group setting, and

develop strategies to continue to grow as a musician

Students will attend at least one live concert performance in their genre, and be able to apply their

knowledge of these ideals to write a meaningful review of the concert

CR 10.3 Explore and develop the skills, knowledge, and techniques necessary for successful group

performances

Indictors

Students begin to develop methods both individually and in a group to overcome the challenges

of performing in a group (tuning, blend, mixing, playing together, etc), working towards their

own ideals as musicians

Students will have enough fundamental knowledge of each song they work on to re-arrange it,

both spontaneously and concertedly. Students will adapt to form-based mistakes in the ensemble

to follow one another, and know to listen for aural cues from band mates to recover from these

mistakes.

Students will evaluate their on-stage sound and provide feedback to sound engineers and

technical staff

Students will evaluate their own sound (guitar tones, vocal blend, etc) and make changes to

equipment or execution to create an ideal rock sound for their audience

Students will respect and adhere to processes related to live performance including:

o Dress Rehearsals

o Sound Checks

o Setup of equipment

o Execution of performance and working with a stage manager

o Tear down and care of equipment in transport/storage

Basic Skills

At the conclusion of this course, students:

Will demonstrate theoretical knowledge pertinent to the performance of contemporary songs on

their instrument. Guitar and bass players will be expected to know how to construct major, and

minor, chords using various roots, play power chords, and be able to play scales in major, minor,

and blues contexts.

Will be able to both read and improvise on their given instrument

Have a general awareness of past and current trends in popular music

Will be able to set up the stage for a live performance, and have an awareness of setup,

monitoring, mixing a band, using microphones, setting gains, stage levels etc

Will learn to sing well enough to sing at least background vocals on any song

Will be able to learn and compose enough songs to fill a 30 minute set by the end of the semester

Attitudes

Students will be able to work within diverse groups of individuals in a respectful and productive

manner

Students will develop a home practice routine that will be conducive to skills development and

song memorization

Students will develop an ‘idea bank’, in a form usable by the individual student, to catalogue

lyrical and musical ideas for compositional use in their bands; students will contribute to these

banks on an ongoing basis

Students will embrace diverse opinions

Students will be able to work with constructive criticism and apply critiques quickly to improve

their performances and compositions

Does this course have a prerequisite?Garage Band 10L

Explanation of the Various Core Curriculum InitiativesCOMMUNICATION

Students will develop a vocabulary to express emotion through music. Students will also have to

be able to express their opinions, preferences, musical ideas, etc. to their band-mates and to the instructor

in a cogent and concise manner.

NUMERACY

Students will have to calculate the amount of music-making / speaking necessary to fill the

assigned set times. This will be completed by estimating the length of each song and transition times

between songs, taking the sum total of these times and judging that against the amount of time available.

CRITICAL / CREATIVE THINKING

Students will constantly be assessing their own music-making against several established

standards and their own opinion. Students will have the opportunity to write music and improvise over

musical forms. Students will be given the opportunity to critique themselves, their band-mates, other

bands, and established recordings or live shows through guided masterclasses.

TECHNOLOGICAL LITERACY

Students will engage in internet use to research music to cover, and will be aware of the use of

web pages such as Youtube, Google, Ultimate-guitar.com, sing365.com and similar sites. In doing so,

students will develop the abilities to regulate their internet use to stay on task, and will learn to

evaluate/critique the quality of the resources available to them.

PERSONAL AND SOCIAL VALUES AND SKILLS

Students will be expected to professionally and civilly work with peers in a band setting, working

through differences of opinion and musical taste in a grouping that is expected to last several months.

Students will be exposed to the power of popular music to effect change, listening to and hearing the

messages presented by such artists as Buffalo Springfield and U2, and learning about events such as Live

Aid (or Live 8) etc.

INDEPENDENT LEARNING

A course such as Garage Band 20L provides students the opportunity to learn about the kinds of

music and methods of music-making that interest them the most. Students will be given the chance to

explore extended techniques relevant to the kinds of music they are making, will study and learn at their

own pace based on their individual needs, and will study music that is relevant and interesting to them; all

of these facets of Garage Band 20L provide, inherently and through an intrinsic motivation, the

opportunity for students to learn independently.

Incorporating Career Development CompetenciesPERSONAL MANAGEMENT

Developing the confidence necessary to make one’s self vulnerable before an audience requires

students to develop a positive self-image. This positive self-image and level of confidence carries

students to feel positively about themselves in other areas of education and business as well.

Students are required to work cooperatively with one another through the team-based structure of

this course.

Students are required to develop self-discipline as they are often working without direct

intervention from the instructor, whether it be during research activities or at-home practice, students will

work with the intrinsic motivation to improve.

LEARNING AND WORK EXPLORATION; LIFE/WORK BUILDING

Students, in working through Garage Band 20L, are exposed to a wide variety of careers that

aren’t apparent in the traditional school band setting such as recording / producing music, managing and

promoting talent, working as an instrument tech or technical advisor with a touring group, etc. Students

are given the opportunity to explore music careers that are of interest to them and, where possible, the

instructor will put students in contact with people in the music industry working in the roles that interest

students.

Students will also be exposed to the live production of music, exposing them in a valid way to the

business of popular music.

Instructional ApproachesThe majority of instruction, during class, will take the format of mentor-mentee relationships,

where the instructor works with the students on assigned tasks; all learning will occur within the context

of the music each group performs. Therefore, Garage Band 20L will be a project-based course, with

major evaluations being undertaken in the form of public and in-class performances.

As students are expected to have some facility on their instruments, a limited amount of basic

instruction will be offered on each instrument; instrument-specific instruction will take the form of review

of fundamental technique and broaden as music selections and circumstances dictate.

Students will also be given individual instruction to supplement their coursework. Ideally, this

would take the format of a ‘pull-out’ lesson for each student once every two weeks. During these

individual lessons, students would work on their music with the instructor, in a setting that is both

instrument and individual-specific; that is, that students individual strengths will be addressed in these

lessons.

After performances, students would engage in critical thinking sessions / class discussions and

goal setting with regards to improving the current state of their performance practice. Students would

also engage in group masterclasses, whereby students would be given the opportunity, in conjunction

with the instructor, to evaluate each others’ performances.

Assessment and Evaluation TechniquesStudents will be evaluated in a combination of group-performance and individual-performance

assessments. As mentioned before, students will be assessed in each of four performance projects:

Rearranging assignment 1: students will take 2 rock songs, deconstruct them structurally, and

rearrange them; new arrangements may take on new instrumentations,

new form, or be performed in a different style

Composition Assignment 1: students write two songs using basic verse/chorus form and basic

harmonic structure (using I, IV, and V chords)

Composition Assignment 2: students write two additional songs using more sophisticated formal

ideas (pre-chorus, bridge, etc) and expanded harmonic vocabulary

(incorporating other chords and possibly transpositions)

Rearranging Assignment 2: students will take 1 song composed by the another student band in their

class and rearrange it as in rearranging assignment 1

Mid-term Performance: students will stage a public concert at an appropriate venue, and play a

20 minute set of music based on original and covered music

Final Performance: students will stage a public concert at an appropriate venue and play a 45

minute set of music

Students will engage in individual research to further their knowledge in areas of their own

interest. Each student will engage in a Rockumentary assignment, whereby students are required to

deliver a 20-60 minute presentation on the band from the time period of 1975 - 2000. Students may also

engage in research into extended instrumental techniques, specific artists, methods of recording, song and

artist promotion, careers in music, etc.

Theoretical concepts will be assessed ‘on the fly’, in a mostly formative manner, and students

will demonstrate their understanding of musical theory in the songs that they write as a band.

Students’ attitudes and values will be assessed through reflective journaling and the creation of an

‘idea bank’ for their compositional ideas.

Instructional MaterialsStudents will primarily work with web 2.0 based resources such as:

www.ultimate-guitar.com (guitar tablature)

www.sing365.com (lyrics to cover songs)

www.youtube.com (a plethora of licensed music is available to listen to here)

www.jamendo.com (a venue for students to share and promote their music)

www.guitarplayer.com (video lessons, guitar news, etc)

www.bassplayer.com (video lessons, bass news, etc)

www.moderndrummer.com (video lessons, drumming news, etc)

Evaluation of the Locally Developed Course of StudyCredit is granted on the basis of 100 hours of instruction in Garage Band 20L. Students will be evaluated

using the following assessment plan:

Performances: 70%

Student performances will occur in and outside the classroom; equal weighting shall be granted to in class

and out of class performances. Performance opportunities will include, but not be restricted to, the

following:

In-class performances as described in “Assessment and Evaluation Techniques”.

Outside of class performances will see students performing a combination of original and covered

songs within the context of an evening concert. There will be two concerts scheduled: one at

midterm where student bands will perform a 20 minute set of music, and another at the end of the

semester where student bands will perform a 45 minute set of music.

Project Work: 20%

Individual student projects will include the following assignments:

Rockumentary Assignment (written and oral presentation) (10%)

Concert Review (written assignment) (10%)

Source/Reference Journals: 10%

Students will be assessed monthly on their ability to prepare for and work within the context of a garage

band, as well as on the ideas they generate outside of class time.

Semester TimelineMonth 1

Rearranging Assignment 1 (assessed through in-class masterclass)

Begin Rockumentary assignment (will be delivered by students on Fridays throughout the

semester)

Begin preparing covers and originals for midterm concert

Instruction in scale and triad construction

Month 2

Instruction in fundamental harmonic principles and form (verse / chorus)

Composition Assignment 1 (assessed through in-class masterclass)

Small venue performance as available

Month 3

Instruction in extended harmonic writing and extended forms

Composition Assignment 2 (assessed through in-class masterclass)

Midterm concert

Begin preparing covers for final concert

Month 4

Assessment of composition assignment 2

Students work towards refining their compositions using knowledge and understandings gained to

date – students will present revised songs in a masterclass environment for peer and instructor

critique

Begin Rearranging Assignment 2

Month 5

Assessment of rearranging assignment 2

Submissions of concert review assignments (timing of concert will depend on the availability of

suitable concerts for students to attend)

Rockumentaries have all been presented

Students critically evaluate their own and peers’ performances

Students reflect on their learning through the semester in a journal

Final concert(s)

All outcomes will all be taught and individually assessed within the context of the projects listed above.