greenwich public schools electronic music curriculum · pdf file ·...

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Greenwich Public Schools Electronic Music Curriculum 9-12

Overview Electronic Music courses at the high school are elective music courses. The Electronic Music Units of Instruction include four strands—Meter & Rhythm, Timbre, Form/Structure; Expression and Technology.

Table of Contents

Intro to Electronic Music Units 2 Meter & Rhythm 2 Timbre 4 Form/Structure; Expression 6 Technology 8 Electronic Music 1 Units 10 Meter & Rhythm 10 Timbre 12 Form/Structure; Expression 14 Technology 16 Electronic Music 2 & 3 Units 19 Meter & Rhythm 19 Timbre 21 Form/Structure; Expression 24 Technology 26

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Title: Introduction to Drum Beats Course: Introduction to Electronic Music Topic: Meter/Rhythm Grades: 9-12

Stage 1—Desired Results Established Goals: National Standards Standard 2: Performing on instruments, alone and with others, a varied repertoire of music. Standard 5: Reading and notating music. Standard 6: Listening to, analyzing, and describing music. Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts. GPS Overarching Big Ideas Making meaningful expression/performing Interpreting symbolic expression/literacy Making connections to and through the arts Understandings: Students will understand that… Performing • Playing an instrument allows a musician to

express musical ideas that exceed the range, timbre, and dynamics of the voice.

• Performing involves interpretive decisions. Literacy • Each arts discipline is a language unto itself,

communicated through a unique system of symbols and terms.

• Literacy in the arts is valuable in facilitating the transfer of artistic expression.

• Notational literacy empowers independent musicians.

• Notation gives permanence to a composition. • Standard music notation includes symbols that

visually represent sounds, and a universal set of terms that aid understanding.

• Since music is an aural art form, aural literacy (e.g. listening critically) is an important component of being musically literate.

Connections • The arts connect to other disciplines, personal

experiences, and daily life. • There are similarities and differences in the arts

produced among cultures and across time. • Music connects us to the past, present, and future.

Essential Questions: Performing • How do the arts express ideas, feelings, and

experiences? • How does working in a group influence

expression? Literacy • Why do I need to be literate in my chosen art

form? • What does having a common system of symbols

and terms for the arts allow us to do, and why is this important?

• Why do composers use standard notation? • Is notation “music”? • What is the value in becoming musically literate? • What would change if we didn’t have a system of

written music notation? Connections • How do artists from different eras and cultures

explore and express similar themes? • How does my artistic work connect to other

subjects I study? • Why is some music timeless?

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Students will know… • The names and meanings for the following

notation symbols: staff, quarter notes and rests, eighth notes, sixteenth notes, bar line, measure, time signature, double bar line, and repeat sign.

• Basic techno and rock beats. • The meanings of the following terms: steady beat,

tempo, and metronome marking.

Students will be able to… • Perform, from notation, rhythm patterns in 4/4

time, including the following notes: quarter notes and rests, eighth notes, sixteenth notes.

• Perform a rhythm to a steady beat and maintain a consistent tempo.

Stage 2—Assessment Evidence Performance Tasks: Students will deconstruct, perform, and record basic techno and rock beats. Key Criteria: Students will be graded on the accuracy of their recorded performance of Techno, Rock, and Rock Variation beats using GHS Electronic Music Composition Rubric. Other Evidence: Formative assessments on students’ in-class performance of rhythm patterns selected from Garwood Whaley’s Basic in Rhythm text.

Stage 3—Learning Plan Learning Activities: To be developed by individual teacher.

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Title: Affecting Timbre with Technology Course: Intro to EMusic Topic: Timbre Grades: 9-12

Stage 1—Desired Results Established Goals: National Standards Standard 4: Composing and arranging music within specified guidelines. Standard 6: Listening to, analyzing, and describing music. Standard 7: Evaluating music and music performances. GPS Overarching Big Ideas Expressing personal ideas/creating Responding to the arts Understandings: Students will understand that… Creating • Creating in the arts uses imagination, self-

discipline, problem solving and experience. • Process impacts product. • Composition requires imagining, planning,

creating, evaluating, and refining one’s musical ideas.

• Composition results in a work that can be performed and replicated.

• Improvisation and composition involve guidelines and structure, which may be amended during the creative process.

• Composition can be achieved through using technology or through using an instrument.

• Composition and improvisation is not merely an activity to be undertaken by accomplished musicians, but rather can be achieved by anyone as a means of expressing their own musical ideas to the extent their musical development and understanding will allow.

Responding • Artistic expression can be analyzed, described,

and evaluated, both intellectually and emotionally, in a variety of ways.

• Responding to the arts enhances one’s life and influences one’s personal expression.

• The depth of musical knowledge one possesses impacts how, and to what degree, one analyzes, describes, and evaluates music.

Essential Questions: Creating • What inspires or moves me to be creative? • How do my creative choices best express my idea

and intent? • How does my artistic work impact myself and/or

others? • How do you know when the creative process is

complete? • How do I express my ideas, feelings, or mood

through music? • How can I use the elements of music (e.g. melody,

harmony, rhythm, timbre, texture, and expressive devices) to convey my ideas and intent?

Responding • How do we perceive, interpret, and engage with

art? • How does knowledge and experience influence

interpretation? • How do style/genre/subject matter/media influence

how you feel about the work? • How is music different from noise? • Why do we listen to music? • Why do we like the music we like? How can we

be open to liking music we do not understand?

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• The music to which one has been exposed influences one’s musical preferences.

• Listening to music evokes emotions, whether or not one has chosen to listen to it.

• All music contains a tonal and metric context and uses unity/variety and tension/release, and these elements can be aurally identified.

• Students will know… • The basic functions of the computer program

GarageBand (e.g. create a new track, edit a track, locate the track edit functions, etc.).

• The meanings of the following terms as applied to manipulating & clarifying sound: timbre, panning, volume, track automation, stereo imaging.

Students will be able to… • Create a unique instrument using the software

instrument edit functions in GarageBand. • Demonstrate an understanding of how basic

audio engineering techniques effects timbre through creation of unique instrument sounds.

• Demonstrate how basic audio engineering techniques allows multiple instruments that are played simultaneously to be heard clearly in their mix.

• Listen to, analyze, and describe how they and others manipulate timbre by using basic audio engineering techniques.

• Evaluate their use and others’ use of basic audio engineering techniques to manipulate timbre in terms of musical effectiveness and personal taste.

Stage 2—Assessment Evidence Performance Tasks: Students will use basic audio engineering techniques including, panning, volume & track automation to create a two-dimensional image that allows for each instrument to be clearly heard in the mix. Students will listen to their own and others’ arrangements and critique them using music terms. Key Criteria: Students’ arrangements will be evaluated on the following criteria: following basic guidelines of the assignment, use of track automation, use of panning & volume. Students will listen to their own and others’ arrangements with an ear to analyzing and evaluating its effectiveness in achieving the stated goals. Students will verbally share analysis and evaluation of others’ arrangements. Other Evidence: Teacher check in-progress work of individuals. Students listen to each others’ projects and offer advice.

Stage 3—Learning Plan Learning Activities: To be developed by individual teacher.

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Title: AB Song Form with Loops Course: Intro to EMusic Topic: Form/Structure; Expression Grade: 9-12


discipline, problem-solving and experience. • Process impacts product. • Composition requires imagining, planning,






Responding • Artistic expression can be analyzed,

described, and evaluated, both intellectually and emotionally, in a variety of ways.



Essential Questions: Creating • What inspires or moves me to be creative? • How do my creative choices best express my

idea and intent? • How does my artistic work impact myself

and/or others? • How do you know when the creative process

is complete? • How do I express my ideas, feelings, or mood

through music? • How can I use the elements of music (e.g.

melody, harmony, rhythm, timbre, texture, and expressive devices) to convey my ideas and intent?

Responding • How do we perceive, interpret, and engage

with art? • How does knowledge and experience

influence interpretation? • How do style/genre/subject matter/media

influence how you feel about the work? • How do artists determine the value of their

own work? • How does responding to works of art enrich

my life and influence my work? • Why do we like the music we like? How can

we be open to liking music we do not understand?

• How is music different from noise?

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Students will know… • The basic functions of the computer program

GarageBand (e.g. open and search the loop library, create a new track, edit a loop region, etc.).

• The meanings of the following terms as applied to a musical arrangement: form/structure, melody, accompaniment, and beat, bass.

Students will be able to: • Create two original 8-meausre melodies by

editing loops. • Create an arrangement that effectively layers

musical loops. • Demonstrate an understanding of AB

form/structure in their arrangement. • Listen to, analyze, and describe their

arrangement and others’ arrangements in terms of attainment of clear use of their composed melody, accompaniment patterns and variations.

• Evaluate their arrangement and others’ arrangements in terms of musical effectiveness and personal taste.

Stage 2—Assessment Evidence Performance Tasks: • Using GarageBand’s prerecorded Apple loops, create two original 8-meausre melodies by

editing loops. Use this melody as a basis to create a musical arrangement. Loops should be layered (i.e. beat and bass tracks layered under melodic instrument loops), and the arrangement should include at least five different tracks. The arrangement should be a minimum of 40 measures long.

• The arrangement should be in AB Song Form. • Listen to their own and others’ arrangements and critique them using music terms. Key Criteria: • Students’ arrangements will be evaluated on three criteria: following basic guidelines of the

assignment, use of the two melodies, arrangements of the melodies, use of AB Form. • Students will listen to their own and others’ arrangements with an ear to analyzing and

evaluating its effectiveness in achieving the stated goals. Students will verbally share analysis and evaluation of one arrangement.

Other Evidence: • Teacher check in-progress work of individuals. • Students listen to projects and offer advice.

Stage 3—Learning Plan Learning Activities To be developed by individual teacher.

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Title: Basic Sound Editing Course: Intro to EMusic Topic: Technology Grade: 9-12


























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GarageBand (e.g. selecting instruments, recording onto tracks, creating a new track, editing MIDI regions, etc.).

• Basic knowledge of how to access Software Instrument Sound Editing Window

• Basic knowledge of how to use plug-ins GarageBand

Students will be able to: • Create three tracks with at least 4-measures

of recorded music • Demonstrate how to access the Software

Instrument Sound Editing Window • Demonstrate an understanding of how at least

three plug-ins change a software instrument sound

• Listen to, analyze, and describe their use of effects and how they processed each track

• Evaluate their product and others’ in terms of effectiveness and personal taste.

Stage 2—Assessment Evidence Performance Tasks: • Students will create three instrument tracks with at least four-measures of music on each track • Students will access the Software Instrument Sound Editing Window. • Students will edit the software instrument tracks by using at least one plug in per track. Each

track must have a different plug-in. • Listen to their own and others’ arrangements and critique them using music terms. Key Criteria: • Students’ assignment will be evaluated on three criteria: following basic guidelines of the

assignment and use of plug-ins • Students will listen to their own and others’ pieces with an ear to analyzing and evaluating its

effectiveness in achieving the stated goals. Students will verbally share analysis and evaluation of one arrangement.

Other Evidence: • Teacher check in-progress work of individuals. • Students listen to each project and offer advice.


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Title: Intermediate Drum Beats Course: Electronic Music 1 Topic: Meter/Rhythm Grades: 9-12

Stage 1—Desired Results Established Goals: National Standards Standard 2: Performing on instruments, alone and with others, a varied repertoire of music. Standard 5: Reading and notating music. Standard 6: Listening to, analyzing, and describing music. Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts. Overarching Big Ideas Making meaningful expression/performing Interpreting symbolic expression/literacy Making connections to and through the arts Understandings: Students will understand that… Performing • Playing an instrument allows a musician to


• Performing involves interpretive decisions. Literacy • Each arts discipline is a language unto itself,


• Literacy in the arts is valuable in facilitating the transfer of artistic expression.

• Notational literacy empowers independent musicians.

• Notation gives permanence to a composition. • Standard music notation includes symbols that








expression? Literacy • Why do I need to be literate in my chosen art







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notation symbols: staff, quarter notes and rests, eighth notes and rests, sixteenth notes and rests, dotted eighth notes, bar line, measure, time signature, double bar line, repeat sign.

• Basic hip hop beats. • The meanings of the following terms: steady beat,

tempo, and metronome marking.

Students will be able to: • Perform, from notation, rhythm patterns in 4/4

time, including the following notes: quarter notes and rests, eighth notes and rests, sixteenth notes and rests, dotted eighth notes.


Stage 2—Assessment Evidence Performance Tasks: Students will deconstruct, perform, and record Hip Hop beats. Key Criteria Students will be graded on the accuracy of their recorded performance of slow, basic, and advanced Hip Hop beats using GHS Electronic Music Composition Rubric. Other Evidence Formative assessments on students’ in-class performance of rhythm patterns selected from Garwood Whaley’s Basic in Rhythm text.


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Title: Affecting Timbre with Technology Course: Electronic Music 1 Topic: Timbre Grades: 9-12























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• Students will know… • The basic functions of the computer program

Logic Studio (e.g. create a new track, edit a region, accessing the plug-ins, etc.).

• The meanings of the following terms as applied to manipulating & clarifying sound: timbre, single band EQ, linear phase EQ, panning automation, volume automation, gated reverb and adaptive limiter.

Students will be able to… • Affect the timbre of an instrument using plug-in

presets Logic Studio. • Demonstrate an understanding of how

intermediate audio engineering techniques effects timbre through creation of customized track settings.

• Demonstrate how intermediate audio engineering techniques allows multiple instruments played together to be heard clearly in the mix.

• Listen to, analyze, and describe how they and others’ manipulated timbre by using intermediate audio engineering techniques.

• Evaluate their use and others’ use of intermediate audio engineering techniques to manipulate timbre in terms of musical effectiveness and personal taste.

Stage 2—Assessment Evidence Performance Tasks: Students use plug-ins in Logic Studio to customize tracks. Students will use intermediate audio engineering techniques to create a three-dimensional image that allows for each instrument to be clearly heard in the mix. Students will listen to their own and others’ arrangements and critique them using music terms. Key Criteria: Students’ arrangements will be evaluated on the following criteria: following basic guidelines of the assignment, intermediate use of EQ, compression & track automation volume, use of panning & reverb. Students will listen to their own and others’ arrangements with an ear to analyzing and evaluating its effectiveness in achieving the stated goals. Students will verbally share analysis and evaluation of each other’s arrangements. Other Evidence: Teacher check in-progress work of individuals. Students listen to each other’s projects and offer advice.


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Title: The Art Piece: Rondo Form Course: Electronic Music 1 Topic: Form/Structure; Expression Grade: 9-12


























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Logic (e.g. selecting instruments, recording onto tracks, creating a new track, editing MIDI regions, etc.).

• The meanings of the following terms as applied to a musical arrangement: form/structure, rondo, melody, and accompaniment.

Students will be able to: • Create three original 8-measure melodies by

editing loops. • Create an arrangement that effectively layers

musical loops. • Demonstrate an understanding of Rondo

form/structure in their arrangement. • Listen to, analyze, and describe their

arrangement and others’ arrangements in terms of attainment of clear use of their composed melody, accompaniment patterns and variations.


Stage 2—Assessment Evidence Performance Tasks: • Using Software/MIDI tracks in Logic, create three 8-measure melodies, create accompaniments

to each melody and create a piece at least 48 measure long. • The arrangement should be in a simple Rondo Form. • Listen to their own and others’ arrangements and critique them using music terms. Key Criteria: • Students’ arrangements will be evaluated on three criteria: following basic guidelines of the

assignment, use of the three melodies, arrangements of the melodies, use of Rondo Form. • Students will listen to their own and others’ arrangements with an ear to analyzing and




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Title: The SoundFX Piece Course: Electronic Music 1 Topic: Technology Grade: 10-12

Stage 1—Desired Results Established Goals: National Standards Standard 4: Composing and arranging music within specified guidelines. Standard 6: Listening to, analyzing, and describing music. Standard 7: Evaluating music and music performances. Standard 8. Understanding relationships between music, the other arts, and disciplines outside the arts. Standard 9. Understanding music in relation to history and culture. GPS Overarching Big Ideas Expressing personal ideas/creating Responding to the arts Understandings: Students will understand that… Creating • Creating in the arts uses imagination, self-










• The depth of musical knowledge one














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possesses impacts how, and to what degree, one analyzes, describes, and evaluates music.







• Basic knowledge of how to access Sound FXs in Logic

• Basic knowledge of how to use plug-ins in Logic

Students will be able to: • Create a soundscape that tells a story over

time. • Record & edit audio • Demonstrate an understanding of the use of

panning & reverb to create three-dimensional space

• Demonstrate an understanding of the use of plug-ins to clarify sound

• Listen to, analyze, and describe their arrangement and others’ arrangements in terms of attainment of clear use of their sound fx and how they processed each track

• Evaluate their arrangement and others’ arrangements in terms of effectiveness and personal taste.

Stage 2—Assessment Evidence Performance Tasks: • Students will create a story approved by the teacher. • Students will use sound fx to “tell” the story. • Students will edit, process and mix to create a “three-dimensional” soundscape. • The piece will be a minimum of 45 seconds long. • Listen to their own and others’ arrangements and critique them using music terms. Key Criteria: • Students’ arrangements will be evaluated on three criteria: following basic guidelines of the

assignment, appropriateness and execution of composed soundscape, recording techniques, mixing and mastering techniques.

• Students will listen to their own and others’ pieces with an ear to analyzing and evaluating its effectiveness in achieving the stated goals. Students will verbally share analysis and evaluation of one arrangement.


Stage 3—Learning Plan

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Learning Activities To be developed by individual teacher.

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Title: Advanced Drum Beats Course: Electronic Music 2 & 3 Topic: Meter/Rhythm Grades: 10-12

Stage 1—Desired Results Established Goals: National Standards Standard 2: Performing on instruments, alone and with others, a varied repertoire of music. Standard 3: Improvising melodies, variations and accompaniments. Standard 4: Composing and arranging music within specified guidelines. Standard 5: Reading and notating music. Standard 6: Listening to, analyzing, and describing music. Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts. Overarching Big Ideas Making meaningful expression/performing Expressing personal ideas/creating Interpreting symbolic expression/literacy Making connections to and through the arts Understandings: Students will understand that… Performing • Playing an instrument allows a musician to


• Performing involves interpretive decisions. Creating • Creating in the arts uses imagination, self-

discipline, problem-solving and experience. • Process impacts product. • Improvisation expresses ideas and feelings in the

moment. • Composition requires imagining, planning,




Literacy • Each arts discipline is a language unto itself,


• Literacy in the arts is valuable in facilitating the



expression? • How does having an audience impact the

performers? Is the audience an essential component of a performance?

Creating • What inspires or moves me to be creative? • How do my creative choices best express my idea



complete? • How does improvisation differ from composition?

How are improvisation and composition similar? • How is composing more satisfying or less

satisfying than performing works of other composers? How is performing my own composition more satisfying or less satisfying than performing works of other composers?

• How do I express my ideas, feelings, or mood through music?

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transfer of artistic expression. • Notational literacy empowers independent

musicians. • Notation gives permanence to a composition. • Standard music notation includes symbols that






Literacy • Why do I need to be literate in my chosen art








notation symbols: staff, quarter notes and rests, eighth notes and rests, sixteenth notes and rests, dotted eighth notes, bar line, measure, time signature, double bar line, repeat sign.

• Basic techno, rock, and hip hop beats. • The terms steady beat, tempo, and metronome

marking, and their definitions.

Students will be able to… • Perform, from notation, rhythm patterns in 4/4

time, including the following notes: quarter notes and rests, eighth notes and rests, sixteenth notes and rests, dotted eighth notes.


• Compose a drum beat with at least three layers.

Stage 2—Assessment Evidence Performance Tasks: Students will compose an original drumbeat with at least three layers. Key Criteria: Students will be graded on the accuracy and creativity of the recorded performance of their original drumbeat using GHS Electronic Music Composition Rubric. Other Evidence: Formative assessments on students’ in-class performance of rhythm patterns selected from Garwood Whaley’s Basic in Rhythm text. Students will submit a Final Piece to the NSBA/MENC Electronic Music Composition Competition by April 1.


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Title: Sound Design with Technology Course: Electronic Music 2 & 3 Topic: Timbre Grades: 10-12























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• Students will know… • The advanced functions of the computer program

Logic Studio (e.g. accessing the plug-ins, accessing the sound modules, manipulating the sound modules, etc.).

• The meanings of the following terms as applied to sound design: waveform, sine wave, square wave, triangle wave, sawtooth wave, low frequency oscillators, filter settings, filter envelope, high pass, and low pass.

Students will be able to… • Affect the timbre of an instrument by manipulating

the sound module in Logic Studio. • Create new, unique instruments in the sound

modules. • Demonstrate an understanding of how advanced

audio engineering techniques effects timbre through creation of customized sound module settings.

• Demonstrate how advanced audio engineering techniques allows multiple instruments played together to be heard clearly in the mix.

• Listen to, analyze, and describe how they and others’ manipulated timbre by using advanced audio engineering techniques.

• Evaluate their use and others’ use of advanced audio engineering techniques to manipulate timbre in terms of musical effectiveness and personal taste.

Stage 2—Assessment Evidence Performance Tasks: Students will customize the sound modules in Logic Studio to create unique instruments and design their own customized sound settings. Students will use advanced audio engineering techniques to create a three-dimensional image to allow for each instrument to be clearly heard in the mix. Students will listen to their own and others’ arrangements and critique them using music terms. Key Criteria: Students’ arrangements will be evaluated on the following criteria: following basic guidelines of the assignment, advanced use of wave form manipulation, filters & envelopes & oscillators, advanced use of EQ, compression & track automation volume, use of panning & reverb. Students will listen to their own and others’ arrangements with an ear to analyzing and evaluating its effectiveness in achieving the stated goals. Students will verbally share analysis and evaluation of each other’s arrangements. Other Evidence: Teacher check in-progress work of individuals. Students listen to each other’s projects and offer advice.

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Title: Theme & Variation Course: Electronic Music 2 & 3 Topic: Form/Structure; Expression Grade: 10-12











• The depth of musical knowledge one possesses impacts how, and to what degree, one analyzes, describes, and evaluates















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music. • The music to which one has been exposed

influences one’s musical preferences. • Listening to music evokes emotions, whether

or not one has chosen to listen to it. • All music contains a tonal and metric context

and uses unity/variety and tension/release, and these elements can be aurally identified.



• The meanings of the following terms as applied to a musical arrangement: form/structure, theme, variation, melody, and accompaniment.

Students will be able to: • Create an 8-measure melody (theme) • Create three variations of the melody • Create effective arrangement of the melodies

that can include accompaniments &/or counter melodies

• Demonstrate an understanding of Theme & Variation form/structure in their arrangement.

• Listen to, analyze, and describe their arrangement and others’ arrangements in terms of attainment of clear use of their composed melody, accompaniment patterns and variations.


Stage 2—Assessment Evidence Performance Tasks: • Using Software/MIDI tracks in Logic, create an 8-measure melody (theme) and three variations

of the theme using techniques discussed in class, create accompaniments/arrangements of the theme and variations in a piece that is at least 48 measure long.

• The arrangement should be in a simple Theme & Variation Form. • Listen to their own and others’ arrangements and critique them using music terms. Key Criteria: • Students’ arrangements will be evaluated on three criteria: following basic guidelines of the

assignment, use of the theme & its variations, use of Theme & Variation Form. • Students will listen to their own and others’ arrangements with an ear to analyzing and




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Title: The Radio Commercial Course: Electronic Music 2 & 3 Topic: Technology Grade: 10-12

Stage 1—Desired Results Established Goals: National Standards Standard 4: Composing and arranging music within specified guidelines. Standard 6: Listening to, analyzing, and describing music. Standard 7: Evaluating music and music performances. Standard 8. Understanding relationships between music, the other arts, and disciplines outside the arts. Standard 9. Understanding music in relation to history and culture. GPS Overarching Big Ideas Expressing personal ideas/creating Responding to the arts Understandings: Students will understand that… Creating • Creating in the arts uses imagination, self-









• Responding to the arts enhances one’s life













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and influences one’s personal expression. • The depth of musical knowledge one

possesses impacts how, and to what degree, one analyzes, describes, and evaluates music.








• Basic knowledge of how to record audio in Logic

• Basic knowledge of how to edit and process audio in Logic.

Students will be able to: • Create a 30 second, multi layered music

sound track • Record & edit audio • Demonstrate an understanding of the use of

plug-ins to clarify sound • Listen to, analyze, and describe their

arrangement and others’ arrangements in terms of attainment of clear use of their composed melody, accompaniment patterns and variations and how they processed recorded audio.


Stage 2—Assessment Evidence Performance Tasks: • Students will create a fictitious product and write “copy” for a radio commercial according to

the guidelines. • Students will compose music appropriate to the product or target audience. • Students will record one of their peers reciting their copy. • Students will edit, process, mix and master for a final product. • The commercial will be 30 seconds long. • Listen to their own and others’ arrangements and critique them using music terms. Key Criteria: • Students’ arrangements will be evaluated on three criteria: following basic guidelines of the

assignment, appropriateness and execution of composed music, recording techniques, mixing and mastering techniques.

• Students will listen to their own and others’ commercial with an ear to analyzing and evaluating its effectiveness in achieving the stated goals. Students will verbally share analysis and evaluation of one arrangement.

Other Evidence: • Teacher check in-progress work of individuals.

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• Students listen to each project and offer advice. Stage 3—Learning Plan

Learning Activities To be developed by individual teacher.

greenwich public schools electronic music curriculum · pdf file ·...

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