Unit Plan

Teacher: Arianna Canal

Unit Title: Music Technology
Grade: 7-9 (can be modified for younger or older students)
Number of Classes: 4

National Standards and Frameworks:

MU:Cr1.1.T.Ia Generate melodic, rhythmic, and harmonic ideas for compositions or
improvisations using digital tools
MU:Cr2.1.T.Ia Select melodic, rhythmic, and harmonic ideas to develop into a larger
work using digital tools and resources.
MU:Cr3.1.T.Ia Drawing on feedback from teachers and peers, dev elop and implement
strategies to improve and refine the technical and expressive aspects of draft
compositions and improvisations.
​MU:Cr2.1.8a Select, organize, and document personal musical ideas for arrangements,
songs, and compositions within expanded forms that demonstrate tension and release,
unity and variety, balance, and convey expressive intent
MU:Cr3.1.7b Describe the rationale for making revisions to the music based on
evaluation criteria and feedback from others (teacher and peers).
MU:Cr2.1.8a Select, organize, and document personal musical ideas for arrangements,
songs, and compositions within expanded forms that demonstrate tension and release,
unity and variety, balance, and convey expressive intent.
MU:Cr3.1.8a Evaluate their own work by selecting and applying criteria including
appropriate application of compositional techniques, style, form, and use of sound
sources.
Present the final version of their documented personal composition, song, or
arrangement, using craftsmanship and originality to demonstrate the application of
compositional techniques for creating unity and variety, tension and release, and
balance to convey expressive intent.
MU:Cr1.1.T.Ia Generate melodic, rhythmic, and harmonic ideas for compositions or
improvisations using digital tools.
MU:Cr2.1.T.IIa Select melodic, rhythmic, and harmonic ideas to develop into a larger
work that exhibits unity and variety using digital and analog tools

Rationale:
(Why is this unit important, how does it fit into the long term goals of the curriculum
map?)This unit is important because music technology gives students the ability to
create and record their own music, in the same way that the professionals do.
Essential Questions:
What is music production? What is music composition? What is music technology?
What are some examples of music technology?

Enduring Understanding:
(What will stick with them in the long term- what will they be able to do or use later in the
year or in years to come?)
Learning the skills from this unit will be useful for the students for the rest of their lives
especially if they intend on making their own music. Music production is a skill that can
be improved upon overtime, with the right foundational information.

Student Learning Objectives:

(Specific knowledge and skills- Students will be able to…
Students will be able to identify the genres rock, jazz, and hip-hop when heard, describe
some of the attributes of the three genres, define: music composition, music technology,
and music production.
Students will be able to create a (8-16 measure) song using garageband pre-recorded
loops and midi keyboard playing (or musical typing).
Students will be able toDefine “form” in music, Identify the form of The Star Spangled
Banner, Perform a choral arrangement of the The Star Spangled Banner.
Students will be able to create rhythmic patterns with a given audio file by splitting the
tracks (using command T), use automations such as volume, panning, echo or reverb,
record an instrument track, record an audio track, show an understanding of musical
form through creating a song.

Prior Knowledge and Skills:

Rhythmic figures, Students are able to identify music that is the same, similar, or
different, and have participated in discussions regarding musical form, the notes on a
piano

Accommodations:
(How does instruction accommodate special needs and ELL students to insure equity?)
Move closer to the board, extra help/ teachers aid, extra one on one explanation,
modified course work etc.

Activator:
(What activities will the students do in order to activate prior knowledge to support the
new material in this unit?)
Review games like kahoot and edpuzzle, Gallery Walks, Listening and Analyzing.
Repertoire:
(List all music literature, scores, octavos, videos, recordings etc.)
Quaver:
https://users.quavered.com/MobileWebActivities/Applications/lessonplanpresenter/Defa
ult.aspx?lpGuid=46eaa84b-c381-4541-a38c-149080f5ae62&slideGUID=ab7f489d-96f4-
4dd4-a31c-d6922a83f22c&currID=0&rand=0.925348671456629

https://users.quavered.com/MobileWebActivities/Applications/lessonplanpresenter/Defa
ult.aspx?lpGuid=46eaa84b-c381-4541-a38c-149080f5ae62&slideGUID=ab7f489d-96f4-
4dd4-a31c-d6922a83f22c&currID=0&rand=0.925348671456629

US By Shel Silverstien audio clip (10:15 - 10:46)

https://www.youtube.com/watch?v=8p7YA_9swFo

Materials Needed:
(List all materials necessary for this unit, including paper, pencils, instruments, audio
visual, digital equipment etc.)
Laptop/Computer, whiteboard/projector, speaker, Garageband, midi keyboard,

LESSON 1(outline)

Behavioral Objective
Students will be able to identify the genres rock, jazz, and hip-hop when heard,
describe some of the attributes of the three genres, define: music composition, music
technology, and music production.
Assessment/Evaluation (proposed)
- Play 3 different songs (from quaver) of the genres learned at the beginning of
class to test the students' understanding of what the genres rock, jazz, and
hip-hop sound like and consist of.
https://users.quavered.com/MobileWebActivities/Applications/lessonplanpresente
r/Default.aspx?lpGuid=46eaa84b-c381-4541-a38c-149080f5ae62&slideGUID=b5
078584-78b6-41b0-9eef-af9b56333de2&currID=0&rand=0.2332325915407063

Prior Knowledge and activator (proposed)

None
Lesson content (bullet points)
 - Introduction to the genres; rock jazz and rap/hip-hop (this is to broaden the
students understanding of music and what different kinds of music sound like in
order to inspire/inform their song project in the next lesson)
- Test their knowledge of the three genres through the quaver song examples.
https://users.quavered.com/MobileWebActivities/Applications/lessonplanpresente
r/Default.aspx?lpGuid=46eaa84b-c381-4541-a38c-149080f5ae62&slideGUID=ab
7f489d-96f4-4dd4-a31c-d6922a83f22c&currID=0&rand=0.925348671456629
- Ask students thought provoking questions about the music that is playing like
“what instruments do you hear?”, “how does this music make you feel?”, “Are
there any instruments you don’t recognize?” while they are listening.
- Discuss some main attributes of each of the genres and go through the examples
we heard and explain why they are the genre that they are
- Gallery Walk: 3 Posters on the walls around the classroom with the questions
“What is music composition?”, “What is music technology?”, “What is music
Production?” The students will walk around the room and each put their answer
to the questions on each of the posters, then we will analyze and discuss the
definitions. (5-7 min)
- Have 3 students each read one poster full of answers and have a discussion with
the class as a group about whether there are any disagreements, which
definitions are right? Etc.
- Play 3 different songs (from quaver) of the genres learned at the beginning of
class to test the students' understanding of what the genres rock, jazz, and
hip-hop sound like and consist of.
https://users.quavered.com/MobileWebActivities/Applications/lessonplanpresente
r/Default.aspx?lpGuid=46eaa84b-c381-4541-a38c-149080f5ae62&slideGUID=b5
078584-78b6-41b0-9eef-af9b56333de2&currID=0&rand=0.2332325915407063

LESSON 2 (this lesson has been revised)

1.Measurable Objective(s): (Measurable learning objectives use action verbs to
describe what you want the students to be able to do by the end of the class.)
Students will be able to create a (8-16 measure) song using garageband pre-recorded
loops and midi keyboard playing (or musical typing).

2.Assessment: (What evidence will show that the students understand? Describe the
assessment used – formal and informal assessments based on learning objectives.)
Create an eight bar piece using pre-recorded loops (must be more than two
loops/tracks, must have drums, some sort of melodic loop, and at least one other
loop/sound).
There must be at least two measures of melody or drums played by the student on the
midi

*We will share at the end and give feedback/peer review

**Be creative! Experiment with different sounds!

3. National Standards: (Creating, Performing, Responding – Write out the standards

that you will be addressing in their entirety.)
MU:Cr1.1.T.Ia Generate melodic, rhythmic, and harmonic ideas for compositions or
improvisations using digital tools
MU:Cr2.1.T.Ia Select melodic, rhythmic, and harmonic ideas to develop into a larger
work using digital tools and resources.
MU:Cr3.1.T.Ia Drawing on feedback from teachers and peers, dev elop and implement
strategies to improve and refine the technical and expressive aspects of draft
compositions and improvisations.
​MU:Cr2.1.8a Select, organize, and document personal musical ideas for arrangements,
songs, and compositions within expanded forms that demonstrate tension and release,
unity and variety, balance, and convey expressive intent
MU:Cr3.1.7b Describe the rationale for making revisions to the music based on
evaluation criteria and feedback from others (teacher and peers).

4. State Standards: (Creating, Performing, Responding, Connecting - Write out the

standards that you will be addressing in their entirety.)
Generate and conceptualize artistic ideas and work. Compose musical ideas (e.g.,
rhythms, melodies, ostinato, and harmonies) using expanded forms (e.g., introductions,
transitions, codas). (7-8.M.Cr.01)
Refine and complete artistic work. Refine draft arrangements to ensure consistency
in notation (e.g., key signatures, notes, and rhythms are written correctly). (7-8.M.Cr.03)

5. Required Prior Knowledge and Skills: (What must students know to be successful.)
The notes on a piano
6. Material, Repertoire, Equipment needed: (Be sure to include music titles,
composer/arranger, text etc.)
Laptop with garageband, midi keyboard

7. Review Needed: (What needs to be reviewed to reinforce prior learning related to

this lesson.)
None
8. Accommodations: (Special Needs, ELL, etc.)
Move closer to the board, extra help/ teachers aid, extra one on one explanation

9. Agenda: (List items to be taught and post.)

Lesson
Individual music making time
Song share!
Exit ticket

10. Lesson Sequence (Be sure to list time in the Pacing Section)
Pacing

A. Brief Opening: (A teacher posted group or brief individual assignment. Brief reading
writing, editing, or problem-solving activity to ready them for learning – may be a
question about the rehearsal music or at the younger levels it may be a learning activity
to set up for today's lesson such as a "Do Now.")

(5 min)
Slide Presentation and short Instruction: -showing the class how to set up and use
garage band while they follow along step by step
Before opening Garageband!!:
- Students will choose a meter of their liking ex 4/4, ¾, etc
- Students will choose a tempo

B. Learning Activities: (What learning experiences and instruction will enable students
to achieve the desired results – have more learning activities than you need.)
Students will create their own 8 bar piece using garageband loops (10-15 min)

Before opening Garageband!!:

- Students will choose a meter of their liking ex 4/4, ¾, etc
- Students will choose a tempo

- Open Garageband, click empty project, then click choose.

- There will then be a screen with track type choices. Select Software Instrument.
- Then select Create.
- Students will create their own 8 bar piece using garageband loops.
● Your composition must be 8 measures long, in your chosen meter and
tempo
 ● Must have more than 2 loops
● Must have a melodic loop of some sort, as well as a drum loop.
● You may stack, cut, paste,and do whatever you like with the loops, sound
effects, instruments etc. Be creative!!!!
● Must have at least 2 bars of your own creation, played by you, using either
musical typing or your midi keyboard. These two bars can be melodic, or
chords, or drums, or a combination.
● ***Please make sure that all the melodic elements of your piece are in the
same key. Try to avoid dissonances, and make sure that you are
intentional with your creation and you are not just putting random things
together.

Directions:

- Once you have Garageband open, choose a meter, tempo, and have an Empty
Software instrument project open you are ready to start making music!
- You can begin by browsing through the loops library, (located on the top right
corner), and finding some that you like. Take one that you like and drag it into
your workspace.
- When finding other loops to add to your project try to choose loops that sound
nice playing at the same time
- Make sure to choose loops from different categories ( meaning- some drum or
beat loops, some piano loops, some bass loops,etc.)
- Next start organizing the loops into sections to mold your song to fit your desired
musical form.
- Tracksmust line up appropriately on the grid (loops should begin at the beginning
of a measure in most cases) at least four tracks (there is no max limit, so you
may use as many tracks as you like)
- One instrument track that plays drums or “beats”
- One instrument track that plays bass
- One instrument track that plays chords
- One instrument track playing a melody
- Lastly, listen critically and make sure that you balance the volume of each track
in a reasonable way meaning the chords and bass line should not be louder than
the melody, etc.

C. Closing/Wrap-up: (This is a recap of the key learning of the day to check for
understanding. Could be a ticket to leave as individuals or group answers.
Song Presentation: Invite students to play what they made (5-10 min)
Song feedback/peer review (5 min)

Exit Ticket: What does DAW stand for?

Assignment:
Students will expand on the song created in class and will create another 8 bars of the
song for homework. There must be some sort of shift in mood, style, tempo, drums,
melody, etc.; there must be some contrast from the first 8 bars (must be more than 2
loops/tracks).
Must be 2 additional measures of melody/drums created using the midi keyboard.
**Be creative! Experiment with different sounds!

LESSON 3 (outline)

Behavioral Objective:
Students will be able toDefine “form” in music, Identify the form of The Star Spangled
Banner, Perform a choral arrangement of the The Star Spangled Banner.

Assessment/Evaluation (proposed)
1. Students will tell the teacher where they should write the identifying letters above
the melody (on the board or overhead) where each new musical idea begins. If
there are differences of opinion, discuss and agree on which letters are accurate,
explaining in musical terms why the form is AABC.

2. Students will respond to questions to determine understanding of the form, such

as: “Do you sing in section B?” “Which part is featured in section C?” “What
dynamic level is indicated in section A?”

Prior Knowledge and activator (proposed)

Students are able to identify music that is the same, similar, or different, and have
participated in discussions regarding musical form.

Lesson content (bullet points)

- Students will rehearse the Star Spangled Banner in sections and as an

ensemble.
 - Brainstorm to create a class definition of “form” in music and agree on a concise
definition (i.e., the structure of a composition). 3. Discuss various forms in music
(e.g., binary—AB, ternary—ABA, bar—AAB), identifying their similarities and
differences.
- Sing verse one of the SSB. In pairs, study the melody of the song and identify its
form (AABC). Note that it does not have an introduction, refrain, or coda, such as
may be found in other pieces.
- Use letters, beginning with A, to identify sections within the arrangement that are
the same, similar, or different.
- Students will tell the teacher where they should write the identifying letters above
the melody on the board where each new musical idea begins.
- If there are differences of opinion, discuss and agree on which letters are
accurate, explaining in musical terms why the form is AABC.
- As a group, listen to the Star Spangled Banner recording and discuss/call out
loud , while it is playing, when new musical ideas occur.
- Respond to questions to determine understanding of the form, such as: “Do you
play in section B?” “What voice part is featured in section C?” “What dynamic
level is indicated in section A?”
- Sing the piece again as an ensemble and discuss ideas for improvement of their
performance. Play and record the arrangement, and review the resulting
performance for

LESSON 4
1.Measurable Objective(s): (Measurable learning objectives use action verbs to
describe what you want the students to be able to do by the end of the class.)
Students will be able to create rhythmic patterns with a given audio file by splitting the
tracks (using command T), use automations such as volume, panning, echo or reverb,
record an instrument track, record an audio track, show an understanding of musical
form through creating a song.

2.Assessment: (What evidence will show that the students understand? Describe the
assessment used – formal and informal assessments based on learning objectives.)
Informal assessment- observing the students working on the assigned project in class,
formal assessment- assessment of the finished product of the assigned project which
will be done for homework. Students should be prepared to present their creations at
the next class.( Project details will be listed under the learning activities section.)

3. National Standards: (Creating, Performing, Responding – Write out the standards

that you will be addressing in their entirety.)
MU:Cr1.1.8a Generate rhythmic, melodic and harmonic phrases and harmonic
accompaniments within expanded forms (including introductions, transitions, and codas)
that convey expressive intent.
MU:Cr2.1.8a Select, organize, and document personal musical ideas for arrangements,
songs, and compositions within expanded forms that demonstrate tension and release,
unity and variety, balance, and convey expressive intent.
MU:Cr3.1.8a Evaluate their own work by selecting and applying criteria including
appropriate application of compositional techniques, style, form, and use of sound
sources.
Present the final version of their documented personal composition, song, or
arrangement, using craftsmanship and originality to demonstrate the application of
compositional techniques for creating unity and variety, tension and release, and
balance to convey expressive intent.
MU:Cr1.1.T.Ia Generate melodic, rhythmic, and harmonic ideas for compositions or
improvisations using digital tools.
MU:Cr2.1.T.IIa Select melodic, rhythmic, and harmonic ideas to develop into a larger
work that exhibits unity and variety using digital and analog tools.

4. State Standards: (Creating, Performing, Responding, Connecting - Write out the

standards that you will be addressing in their entirety.)

Generate and conceptualize artistic ideas and work. Compose musical ideas (e.g.,
rhythms, melodies, ostinato, and harmonies) using expanded forms (e.g., introductions,
transitions, codas). (7-8.M.Cr.01)

Organize and develop artistic ideas and work. Document an original melody and
simple accompaniment using standard notation (e.g., a melody and chords).
(7-8.M.Cr.02)

5. Required Prior Knowledge and Skills: (What must students know to be successful.)
Main controls of garage band, rhythmic patterns, musical form.

6. Material, Repertoire, Equipment needed: (Be sure to include music titles,

composer/arranger, text etc.)
Mp3 Recording of US by Shel Silverstien, garageband, midi keyboard, headphones.

7. Review Needed: (What needs to be reviewed to reinforce prior learning related to this
lesson.)
Main controls of garage band, rhythmic patterns, musical form.
8. Accommodations: (Special Needs, ELL, etc.)
Move closer to the board, extra help/ teachers aid, extra one on one explanation

9. Agenda: (List items to be taught and post.)

10. Lesson Sequence (Be sure to list time in the Pacing Section) Pacing
A.
Brief Opening:
Quick review of what was learned in the last lesson, (basic garageband functions, and
loops) (5 min)

B. Learning Activities: (What learning experiences and instruction will enable students to
achieve the desired results – have more learning activities than you need.)
Step by step demonstration of how to do the new skills on garage band: splitting audio
tracks (using command T), use automations such as volume, panning, echo or reverb.
Reminders:

To add volume automation choose Track>Show Master>Choose Mix>Show automation.

Choose Volume from the Automation menu (the menu is where you can find your other
automation needs) in the master track header. Move the volume points at the end of
the master volume automation curve to adjust the length of the fade out.

To add reverb to drums in Garageband, double click on one of the audio slots in the
smart controls. Click “Reverb” in the drop-down menu and then choose one of
the four main types. Separate each part of the drum kit into separate track regions if
you want to apply reverb differently to each part.

To Pan find the track header in Garageband, drag the Pan knob counterclockwise to
pan to the left, and clockwise to pan to the right. The line on the wheel tells you the
position.

Today you will create your own song using the poem US By Shel Silverstien!
Instructions:
1. Start a new Empty project and add an audio track (Choose the Microphone option).

2. Be sure your timeline is set to Measures and Beats

3. Choose a tempo.

4. Drag the “US POEM” audio file from your desktop to the audio track.
5. Listen carefully to the poem. Split the poem up to access the parts of the poem you
want to use for your project. Use Command T...it will make your editing go faster!

6. Start to build your project by adding audio tracks and clicking and dragging the audio
clips to different measures and beats. Use copy and paste to reuse an audio clip, and
add as many audio tracks as you need. To go back and forth between Snap to Grid
"On" and "Off", the keyboard shortcut for that is Command G. (This means that you can
move the play head wherever you want.)

7. You can create any kind of form you like for this audio poem. The main requirements
are that you create a variety of rhythmic patterns with your audio clips and create some
kind of musical arc...there must be some kind of buildup, climax etc.

8. You must add some kind of automation to at least 2 tracks: volume, panning, echo,
reverb.

9. Add at least one rhythm track - this can be a loop (drums/percussion), and record at
minimum one software instrument track – chords, bassline, counter-melody, etc. Think
about layering parts effectively!

10. Record at least one of your own audio tracks. This can be a vocal or instrumental
track, or a "found sound" track.

11. Your speech composition should be 60-90 seconds long.

Things to keep in mind while creating your arrangement:

● Plan out your arrangement first before you start to record (i.e., choose your
audio clips, choose a starting tempo)
● Use the zoom slider to help you place your audio clips on the desired beat
location.
● Use layering to create interest in your arrangement
● Be creative and have fun!!!
C. Closing/Wrap-up: (This is a recap of the key learning of the day to check for
understanding. Could be a ticket to leave as individuals or group answers.)
Quick class discussion about what we learned today.

D. Assignment:
Complete the poem project if you have not already, and be prepared to present it next
class, as well as give feedback to your peers.