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					Unit Plan: Dance & Electronica Music
TEACHER: Chris Archer
Keywords: Bands, Drum and Bass, Electronica, Music appreciation, Music industry, Acid, Pop, Production,
New Zealand

              YEARS                                LEVELS                              DURATION
               9-10                                  4- 5                               6 weeks


 Achievement Objectives Being Assessed                   Learning Outcomes

 The Arts: Music – Sound Arts
 Understanding Music in Context                          Students will:

 Students will:                                             Identify, describe or analyse a range of
                                                             patterns, effects, sound qualities and structural
        Level 4: identify and describe the                  devices through listening to a range of dance
         characteristics of music associated with a          (e.g. drum and bass) and electronica music,
         range of sound environments, in relation to         and in particular, describe and manipulate
         historical, social, and cultural contexts.          elements and structural devices using music
        Level 4: explore ideas about how music              listened to as models. (PK)
         serves a variety of purposes and functions
         in their lives and in their communities.           Describe or investigate and/or evaluate the
        Level 5: compare and contrast the                   purposes of dance music from a range of
         characteristics of music associated with a          perspectives. (UC, PK)
         range of sound environments, in relation to
         historical, social, and cultural contexts.         Identify and compare the characteristics of a
        Level 5: investigate how music serves a             range of music from the electronica dance
         variety of purposes and functions in their          genre. (UC, PK)
         lives and in their communities.
                                                            Share and explain personal responses to, and
 The Arts: Music – Sound Arts                                evaluations of recorded electronica dance
 Developing Practical Knowledge in Music                     music. (CI, UC)

 Students will:                                             Playback from memory, selected music ideas
                                                             or sections from electronica dance music
        Level 4: apply knowledge of the elements of         listened to, using appropriate playing
         music, structural devices, and technologies         techniques using instruments or available
         through integrating aural, practical, and           technologies to support playing experiences.
         theoretical skills.                                 (PK, CI, DI)
        Level 5: apply knowledge of the elements of
         music, structural devices, stylistic               Play and improvise in groups with an
         conventions, and technologies through               awareness of ensemble and musical
         integrating aural, practical, and theoretical       expressiveness. (PK, CI)
         skills.
                                                            Use the voice to develop and express musical
 The Arts: Music – Sound Arts                                ideas over a sequenced/electronica
 Communicating and Interpreting in Music                     instrumental backing. (PK, DI)

 Students will:                                             Sing expressively from memory and from
                                                             listening to and analysing recordered music.
        Level 4: prepare, rehearse, and present             (CI, UC)
         performance of music, using performance
         skills and techniques.                             Sing or apply vocal techniques appropriately for
        Level 4: reflect on the expressive qualities        the selected style of music. (CI, UC)
         of their own and others' music, both live
         and recorded.                                      Rehearse and perform live music in electronica
        Level 5: prepare, rehearse, and present
        performances of music, using a range of            style, and evaluate the performance. (PK, CI,
        performance skills and techniques.                 UC)
       Level 5: reflect on the expressive qualities
        of their own and others' music, both live         Record rehearsed live and sequenced
        and recorded.                                      electronica music, and evaluate its
                                                           effectiveness. (PK, CI, UC)

The Arts: Music – Sound Arts                              Experiment with live and electronic sounds and
Developing Ideas in Music                                  musical ideas and improvise with them to
                                                           create extended compositional material. (PK,
Students will:                                             DI)

       Level 4: express, develop, and refine             Select, combine and structure musical ideas in
        musical ideas, using the elements of music,        the style of simple electronica music using
        instruments, and technologies in response          structural devices and appropriate
        to sources of motivation.                          technologies. (PK, DI)
       Level 4: represent sound and musical ideas
        in a variety of ways.                             Reflect on work in progress and improve
       Level 5: use musical elements, instruments,        compositions because of feedback and feed-
        technologies, and conventions to express,          forward. (PK, DI)
        develop, and refine structured compositions
        and improvisations.                               Represent music and songs using graphic
       Level 5: represent compositions and                notation and available sequencers, software
        improvisation frameworks, using                    and recording technologies. (PK, CI)
        appropriate conventions.

                                                          Present, discuss and evaluate compositions
                                                           using appropriate vocabulary. (PK, CI)

Technology:                                            Students will:
Technological practice
                                                          Explore a range of audio software/production
Planning for practice                                      technologies to design, plan, mix and record an
     Level 4: Undertake planning that includes            original electronica song, ensuring that time,
       reviewing the effectiveness of past actions         equipment, materials and personnel are
       and resourcing, exploring implications for          efficiently managed in order to meet deadlines.
       future actions and accessing of resources,
       and consideration of stakeholder feedback,         Present and evaluate the process for
       to enable the development of an outcome.            developing an original electronica song in
                                                           addition to a mixed down recording using
Outcome development and evaluation                         appropriate forms of communication for the
    Level 4: Investigate a context to develop             intended audience.
      ideas for feasible outcomes. Undertake
      functional modelling that takes account of
      stakeholder feedback in order to select and
      develop the outcome that best addresses
      the key attributes. Incorporating stakeholder
      feedback, evaluate the outcome’s fitness
      for purpose in terms of how well it
      addresses the need or opportunity.

Technological knowledge

Technological products
    Level 4: Understand that materials can be
       formed, manipulated, and/or transformed to
       enhance the fitness for purpose of a
       technological product.

Technological practice

Planning for practice


                                                                                                             2
       Level 5: Analyse their own and others’
        planning practices to inform the selection
        and use of planning tools. Use these to
        support and justify planning decisions
        (including those relating to the management
        of resources) that will see the development
        of an outcome through to completion.

Outcome development and evaluation
    Level 5: Analyse their own and others’
      outcomes to inform the development of
      ideas for feasible outcomes. Undertake
      ongoing functional modelling and evaluation
      that takes account of key stakeholder
      feedback and trialling in the physical and
      social environments. Use the information
      gained to select and develop the outcome
      that best addresses the specifications.
      Evaluate the final outcome’s fitness for
      purpose against the brief.

Technological knowledge

Technological products
    Level 5: Understand how materials are
       selected, based on desired performance
       criteria.

English:                                              Students will:
                                                       Listen to a variety of electronica music and
Speaking, writing, and presenting                         express personal responses to the music and
Processes and strategies                                  lyric content.
     Level 4: Integrate sources of information,
       processes, and strategies confidently to          Record and share responses to music listened
       identify, form, and express ideas.                 to with others.

Purposes and audiences                                   Explore ideas for song lyrics using a range of
    Level 4: Show an increasing understanding            models as stimuli.
       of how to shape texts for different purposes
       and audiences.                                    Choose a topic for an original electronica song
                                                          and shape, edit, structure and re-work lyrics to
Ideas                                                     express personal ideas and experiences.
       Level 4: Select, develop, and communicate
        ideas on a range of topics.                      Use a variety of lyric writing conventions
                                                          appropriately and confidently to express
Language features                                         personal ideas through original music
    Level 4: Use a range of language features            composition.
      appropriately, showing an increasing
      understanding of their effects.

Structure
     Level 4: Organise texts, using a range of
        appropriate structures.

Speaking, writing, and presenting

Processes and strategies
     Level 5: Integrate sources of information,
       processes, and strategies purposefully and
       confidently to identify, form, and express
       increasingly sophisticated ideas.



                                                                                                             3
 Purposes and audiences
     Level 5: Show an understanding of how to
        shape texts for different audiences and
        purposes.

 Ideas
          Level 5: Select, develop, and communicate
           purposeful ideas on a range of topics.

 Language features
     Level 5: Select and use a range of
       language features appropriately, showing
       an understanding of their effects.

 Structure
      Level 5: Organise texts, using a range of
         appropriate, effective structures.



AIMS

To explore the development of electronica music, and in particular learn about the elements, features, musical
structures and production technologies employed by electronica bands, focusing on one of New Zealand's
successful electronica bands, Shapeshifter, with reference to the 2006 platinum selling album, 'Soulstice' as a
model for creating a dance song using available technologies.

FOCUSING QUESTIONS

        What is electronica music?
        How and when did it develop?
        How is it related to the drum and bass/dance music genres?
        What are the elements, features, musical structures and production technologies employed in
         electronica music, with a focus on the album 'Soulstice', and in particular the song 'Electric Dream'
         (2006) by Shapeshifter.
        How do I plan for, create and share an original dance song?

TEACHER BACKGROUND READING

        Unpacking the Music Strands: Metaphor
         http://arts.unitec.ac.nz/documents/StrandsMetaphor.doc
        Music in a Digital World
         http://www.edgazette.govt.nz/articles.php?action=view&id=6902
        A Model for Teaching Creative Vocal Jazz Improvisation
         http://education.nyu.edu/music/artspraxis/articles/madura.html
        Strategies for Success: Engaging Students in Secondary Schools
         http://www.cal.org/resources/digest/0003strategies.html
        Nga Toi
         http://www.tki.org.nz/r/arts/ngatoi/index_e.php
        Making a Difference in the Classroom: Effective Teaching Practice in Low Decile, Multicultural Schools
         http://www.minedu.govt.nz/index.cfm?layout=document&documentid=6135&indexid=4329&indexpare
         ntid=2107
        Creative Writing with Year 11 Pasifika Students: Getting to the Heart of the Matter
         http://www.tki.org.nz/r/esol/esolonline/teachers/prof_read/cheryl_harvey/home_e.php
        Assessing in the Arts
         http://nces.ed.gov/nationsreportcard/arts/whatmeasure.asp
        Guidance on Teaching Gifted and Talented
         http://www.nc.uk.net/gt/music
        Engaging with the New Zealand Curriculum 2007 – Arts
         http://arts.unitec.ac.nz/engageinarts/


                                                                                                                 4
LEARNING SEQUENCE


Teaching and Learning Experiences                      Ongoing Assessment Approaches

Brainstorm what students know about the culture of     Teacher monitoring of student input to ascertain
drum and bass, electronica, dance, acid, house or      what students already know and can do. Ask open-
jungle music. Encourage students to bring along        ended questions to engage students with deeper
examples of different types of electronica/dance       understandings of artists, musical features and the
music and have them share their own knowledge          purpose and function of dance/electronica music.
and understandings about the artists and musical
features of the music in order to gauge what
students already know. Provide prompts (posters,
terminology, graphic organisers, sentence starters
etc) for students to develop and use appropriate
music vocabulary.

Play a variety of dance - drum and bass music, and     Have each student share at least 1 personal
electronica music - refer to websites to download      perspective on and comparisons of
examples. Encourage students to give personal          dance/electronica music listened to, or share back
responses to music and provide a template for them     responses with peers using the templates from
to listen. (Use p 6 from SWEET II: Another Taste of    SWEET II.
New Zealand Music. MOE/NZMIC. 2004.) Provide
definitions or recap the elements of music and then
compare two electronica songs focusing on
identifying, describing or analysing the distinctive
features of the two selected songs. (Use p 7 from
SWEET II: Another Taste of New Zealand Music.
MOE/NZMIC. 2004.)

Listen to 'Electric Dream' from the 2006 album         Have students share responses on music listened to
Soulstice by Shapeshifter and analyse the tone         or share back responses with peers using adapted
colours, techniques, the tempo/feel, structure,        template from SWEET II.
mood/meaning, purpose and production
technologies used in the song. (Adapt p 7 from
SWEET II: Another Taste of New Zealand Music.
MOE/NZMIC. 2004., for this.)

Have students work out the opening synth riff from     Provide student experts to support students with
'Electric Dream' by Shapeshifter on keyboards          playback tasks, and have students self-assess their
alone or in pairs, or get them to find a similar       ability to do this. How quickly can they do this? Do
automatic arpeggiated function on the keyboard.        they find it easy/difficult - why? Can students
Have some students choose a similar automated          recognise and count patterns? Can students
drum pattern using keyboard functions or drum          improvise musical ideas using percussion playing in
machine after the 12 repetitions of the opening        time with the beat? Can students vocally copy or
synth riff. Some students may also want to             improvise over a beat pattern with attention to
improvise extra percussive sounds using untuned        intonation and vocal quality? Can students use
percussion instruments or drum sounds from the         microphones appropriately and effects to create a
keyboard, following the same or a similar pattern as   desired outcome?
in the song. Encourage some (female or male)
students to apply vocal techniques in a similar way    How well can students represent the
to the recording over the rhythmic pattern at 31       texture/layering/ instrumentation and effects in the
seconds into the song. Singers may want to use         various sections of the song, 'Electric Dream'?
microphones and effects to manipulate the original
sound source. Students may also wish to develop
and express their own ideas over the rhythmic


                                                                                                              5
backing.

Encourage all or some students to playback the
synth bass line that enters 35 seconds into the
song.

Have students listen to the lyrics of the verse and
hook ('You shine so bright') of the song and make a
record of the lyric content. In the recording this is
from 52 seconds to 1 minute 32 seconds. Have
students notice where the opening synth riff stops
and starts throughout this section.

Have students notice the drum fill leading into the
next section of the song. Have (some) students
work out the regular synth bass line in this section,
and record the short lyric content of this section.
Have students experiment, improvise or work out
how they might emphasise the climatic feature at
1'56" using a range of tone colours or synth sounds.
Playback this portion with the students.

Have students chart or visually represent the
structure of the song up to 2' 18", showing
instruments, voices, layering and/or effects. Try to
recreate this section of the song using available
instruments, voices and/or technologies.

Record the 2nd verse lyric content from 2' 18" to c.
3 mins. Have students chart or visually represent
the structure of the song from 2' 18" - 3 mins,
showing instruments, voices, layering and/or
effects. Try to recreate this section of the song
using available instruments, voices and/or
technologies. Join in yourself with the students to
model that you are a learner yourself, and support
students with particular learning needs.

Have students notice the new effect (rising synth
chords) from 3' 02". Encourage them to recreate a
similar effect using available
instruments/technologies.

Encourage students to identify the difference in
layering (texture) when the first verse is repeated at
3' 21" - 3' 50". Have them chart or visually represent
this. Notice the thinning of the percussion, the
reappearance of the opening synth riff, the rising
climatic figure and then the build of percussion
again during the hook. Try to recreate this section of
the song using available instruments, voices and/or
technologies.

Have students chart or visually represent 3' 50" to 4'
48" analysing what is occurring texturally and
musically. Try to recreate this section of the song
using available instruments, voices and/or
technologies. Join in yourself.

Finally have students work out how the outro of the      How well can students work out the outro of the
song varies from the into (punched syncopated riff).     song with less guidance from you as the teacher?
Try to recreate this section of the song using           How can you support students who need more help



                                                                                                            6
available instruments, voices and/or technologies.       with this?

Get students to have a go at playing the whole song      Co-construct success or achievement criteria for
along with the recording and then without the            self-evaluating a class/group recording of 'Electric
recording. Rehearse live and sequenced musical           Dream' Suggestion: include
material of 'Electric Dream' using instruments,          instrumental/vocal/textural effectiveness, musical
voices, software and/or audio recording                  expressiveness and ensemble awareness. Have
technologies. Record this. Analyse the students'         students use the vocab in the sentence starters
recording in terms of instrumental/vocal and textural    below.
effectiveness, musical expressiveness and
ensemble awareness.                                      e.g. Self assessment recording/presentation of
                                                         'Electric Dream':
Remember that you may wish to use students that          1.I liked this presentation because …
have some prior musical and creative experience to       2.I think this presentation could have been improved
support and teach other students.                        by …
                                                         3.From this presentation I have learnt a lot about
                                                         Shapeshifter's music because ...
                                                         4.The presentation was interesting - why/why not?
                                                         5.When I do a task like this in Music again I will …

Have groups of students research the purposes and        Peer evaluation of posters or power-points, which
functions and evolution of dance music. They could       clearly demonstrate understandings of the purpose
select from drum and bass, electronica, jungle, acid,    and function, and evolution of dance/electronica
or house (etc) music and present findings as a           music.
poster or power-point presentation accompanied by
audio examples that typify the genre. Refer to           A self-evaluation could involve:
websites as key sources of information.                  self-assessment of key points on purpose and
                                                         function of dance/electronica music:
Once students have completed posters or power-           1. I found the information …(e.g. library, website,
points, lead a classroom discussion comparing the        CD cover, magazine)
characteristics of the various genres of dance           2. I found the task very easy to complete/
music. Have students share and explain their             reasonably easy to complete/difficult to complete
personal responses to the variety of genres of           because …
dance music presented.                                   3. contributed nothing/some information/a lot of
                                                         information/ all the information to the group
                                                         research.
                                                         4. I learnt nothing/ something /a lot /heaps about
                                                         dance music. What I found particularly interesting
                                                         was ...
                                                         5.I found working with my group difficult /
                                                         challenging/ easy / fun (or choose your own
                                                         comment)…

                                                         Teacher monitoring of individual input into
                                                         classroom discussion comparing the characteristics
                                                         of the various genres of dance music.

Listen to and analyse a range of dance music songs       Teacher led discussion around lyric writing
focusing on the lyric content. Provide models of         conventions - how well do the students understand
lyrics so that students become familiar with lyric       these? Adapt self-assessment from key points on
writing conventions.                                     purposes and functions of dance/electronica music.

Have students choose a topic or song title for an        Teacher monitoring of progress.
original dance/electronica song. Encourage
students in pairs or in groups to explore and create
ideas for dance music song lyrics. Some may wish
to use instruments, voice/s, software and
technologies whilst developing lyrics, whereas
others may wish to create lyrics first. Other students
may create the musical ideas first providing a
stimulus for the lyric writing. Allow for a variety of
ways of working.


                                                                                                                7
 Share progress of ideas with others, seeking            Peer feedback on musical and/or lyric ideas for
 feedback from peers. Then encourage students to         original song, considering appropriateness for the
 shape, edit and re-work lyrics in response to peer      genre, lyric structure (verses, hook etc) etc.
 feedback.                                               Students set goals for re-shaping, editing and re-
                                                         working of lyrics as a response to feedback.

 Have students in pairs or in small groups explore       Self-assessment of their contribution to the creative
 the features of a range of available audio              process:
 software/sequencing/production technologies that
 they may consider to help them create their original    I contributed to my group's preparation by:
 dance/electronica song. Students should consider        - staying on task (How? etc).
 how to design, plan, mix and record their song and      - encouraging others to stay on task.
 ensure that the group works cohesively in order to      - accepting other people's ideas.
 manage time, equipment and personnel to meet the        - memorizing the lyrics ?
 deadline for the finished product.                      - suggesting ways to make our performance more
                                                         effective.
 Encourage students to experiment and improvise          - staying focused with other members in my group.
 with live and recorded/sampled/sequenced sounds         - encouraging others to listen and share and
 or loops and lyrical vocal ideas to create and extend   accept/reject ideas.
 musical ideas for their song.                           - other ideas?

 Share work in progress with peers and improve           See summative assessment below
 their songs because of feedback and feed-forward.

 Rehearse and/or represent songs using
 graphic/visual or conventional notation or
 combinations of and record the song using available
 technologies. Present final song as mp3 or other
 audio format and burn on to CD. Some students
 may wish to design a jewel case sleeve to go with
 this.

 Get students to share the process for developing
 and recording the original song (P M I).

 Present, discuss and evaluate the song in terms of
 the effectiveness of the musical material, interest
 and appropriateness for the genre.

 Record all songs onto CD and provide each student
 with a copy as a means of celebrating their abilities
 and musical success.


Summative Assessment

Summative assessment criteria around the original dance song created by groups of students could be co-
constructed with the students or the following could be adapted:




                                                                                                                 8
ASSESSMENT

Arts

Learning Outcomes

Students will:

   Identify, describe or analyse a range of patterns, effects, sound qualities and structural devices through
    listening to a range of dance (e.g. drum and bass) and electronica music, and in particular, describe and
    manipulate elements and structural devices using music listened to as models. (PK)

   Describe or investigate and/or evaluate the purposes of dance music from a range of perspectives. (UC,
    PK)

   Identify and compare the characteristics of a range of music from the electronica dance genre. (UC, PK)

   Share and explain personal responses to, and evaluations of recorded electronica dance music. (CI, UC)

   Playback from memory, selected music ideas or sections from electronica dance music listened to, using
    appropriate playing techniques using instruments or available technologies to support playing
    experiences. (PK, CI, DI)

   Play and improvise in groups with an awareness of ensemble and musical expressiveness. (PK, CI)

   Use the voice to develop and express musical ideas over a sequenced/electronica instrumental backing.
    (PK, DI)

   Sing expressively from memory and from listening to and analysing recordered music. (CI, UC)

   Sing or apply vocal techniques appropriately for the selected style of music. (CI, UC)

   Rehearse and perform live music in electronica style, and evaluate the performance. (PK, CI, UC) ]

   Record rehearsed live and sequenced electronica music, and evaluate its effectiveness. (PK, CI, UC)

   Experiment with live and electronic sounds and musical ideas and improvise with them to create extended
    compositional material. (PK, DI)

   Select, combine and structure musical ideas in the style of simple electronica music using structural
    devices and appropriate technologies. (PK, DI)

   Reflect on work in progress and improve compositions because of feedback and feed-forward. (PK, DI)

   Represent music and songs using graphic notation and available sequencers, software and recording
    technologies. (PK, CI)

   Present, discuss and evaluate compositions using appropriate vocabulary. (PK, CI)

Criteria


                                                                                                                 9
Note: Negotiate the learning intentions and success criteria with your students and share them with students
at the outset.
e.g. For Learning Outcome 1: Learning Intention: "We are learning to identify and describe musical patterns,
effects, sound qualities and ways of extending musical ideas in dance music that we have listened to"
Success Criteria: "We'll know we've achieved this when we can recognise, describe and play with musical
patterns (e.g. synth riff), effects, sounds and ways of extending musical ideas".

For Learning Outcome 2: Peer evaluation of posters or power points that clearly demonstrate understandings
of the purpose and function, and evolution of dance/electronica music.
e.g. Learning Intention: "We are learning about the impact of dance music on the listener"
Success Criteria: "We'll know we've achieved this when we can explain why dance music is listened to and
favoured by some people for different reasons."

A self-evaluation for this Learning Outcome could involve key points on purpose and function of
dance/electronica music:
1. I found the information … (e.g. library, website, CD cover, magazine)
2. I found the task very easy to complete/ reasonably easy to complete/difficult to complete because …
3. I contributed nothing/some information/a lot of information/ all the information to the group research.
4. I learnt nothing/ something /a lot /heaps about dance music. What I found particularly interesting was ...
5. I found working with my group difficult / challenging/ easy / fun (or choose your own comment) …
Teacher monitoring of individual input into classroom discussion comparing the characteristics of the various
genres of dance music.

For Learning Outcome 5 - provide student experts to support students with playback tasks, and have students
self-assess their ability to do this. As a teacher, consider - How quickly can they do this? Do they find it
easy/difficult - why? Can students recognise and count patterns? Can students improvise musical ideas using
percussion playing in time with the beat? Can students vocally copy or improvise over a beat pattern with
attention to intonation and vocal quality? Can students use microphones appropriately and effects to create a
desired outcome? How well can students represent the texture/layering/ instrumentation and effects in the
various sections of the song, 'Electric Dream'? How well can students work out the outro of the song with less
guidance from you as the teacher? How can you support students who need more help with this?

For Learning Outcomes 10 & 11 - Co-construct success or achievement criteria for self-evaluating a
class/group recording of 'Electric Dream' Suggestion: include instrumental/vocal/textural effectiveness,
musical expressiveness and ensemble awareness. Have students use the vocab in the sentence starters
below.
e.g. Self-assessment recording/presentation of 'Electric Dream':
1. I liked this presentation because …
2. I think this presentation could have been improved by …
3. From this presentation, I have learnt a lot about Shapeshifter's music because ...
4. The presentation was interesting - why/why not?
5. When I do a task like this in Music again I will …

Summative criteria – see p8.

Technology: Technological Practice
            Technological Knowledge
LEVELS 4/5

Criteria:

Students will:

 Explore a range of audio software/production technologies to design, plan, mix and record an original
  electronica song, ensuring that time, equipment, materials and personnel are efficiently managed in order
  to meet
  deadlines.
  Learning Intention: "We are learning to use audio software and hardware to design, plan mix and record our
  original song"
  Success Criteria: "We'll know we've achieved this when we have mixed and recorded our song and met the
  deadline set by our teacher."

                                                                                                            10
 Present and evaluate the process for developing an original electronica song in addition to a mixed down
  recording using appropriate forms of communication for the intended audience.
  Learning Intention: "We are sharing how we put together our mixed and recorded our original song."
  Success Criteria: "We'll know we've achieved this when we have presented the process with the class and
  when we have got their feedback on how effective they think our dance music piece is."



English: Speaking, Writing and Presenting
LEVELS 4/5

Criteria:

Students will:

 Listen to a variety of electronica music and express personal responses to the music and lyric content.)
  Learning Intention: "We are learning to give our own personal opinions about dance music and lyrics using
  music vocabulary."
  Success Criteria: "We'll know we've achieved this when we have shared our opinions with others."

 Explore ideas for song lyrics using a range of models as stimuli.
  Learning Intention: "We are learning to compose our own lyrics for a dance song using models that we
  have listened to"
  Success Criteria: "We'll know we've achieved this when we have shared our ideas for our song lyrics with
  others and listened to others' feedback fro improving our ideas."

 Choose a topic for an original electronica song and will shape, structure, edit and re-work lyrics to express
   personal ideas and experiences. (PW)
   Learning Intention: "We are learning to shape, edit and re-work our song lyrics as a response to feedback
   from our peers."
   Success Criteria: "We'll know we've achieved this when we have completed re-working our ideas."

 Use a variety of lyric writing conventions appropriately and confidently to express personal ideas through
   original music composition. (PW)
   Learning Intention: "We are learning to use particular lyric structures to express our own ideas."
   Success Criteria: "We'll know we've achieved this when we feel confident that our lyrics communicate our
   own ideas clearly and are clearly structured."


RESOURCES

Electronic

Arts Online

       Teacher Resource Exchange - Pop Rock 'n' Retro
        http://arts.unitec.ac.nz/resource-exchange/view_resource.php?res=88
       Teacher Resource Exchange - Hip Hop
        http://arts.unitec.ac.nz/resource-exchange/view_resource.php?res=8
       Teacher Resource Exchange - Finding Our Own Voice
        http://arts.unitec.ac.nz/resource-exchange/view_resource.php?res=138

Reviewed Resources

       Electronic Music Software Makes Instruction More Interactive
        http://www.eschoolnews.com/news/showStory.cfm?ArticleID=6002
       Banding Together
        http://www.nytimes.com/learning/teachers/lessons/20010309friday.html
       Create a Band


                                                                                                             11
       http://www.creatband.com/
      Digital Music Notebook
       http://music.yamaha.com/services/dmn/main.html;jsessionid=3749692FFAFA81225C729E11F476A78
       2
      Home Recording Connection
       http://www.homerecordingconnection.com/news.php
      Virtual Beat Blender
       http://www.beatblenders.com/flash/demo.php
      Songwriting Tips and Tools - The Muse's Muse
       http://www.musesmuse.com/
      Songnet
       http://www.songnet.co.nz/index.php
      Play it Strange
       http://www.playitstrange.co.nz/
      New Zealand Muzic Net
       http://www.muzic.net.nz/
      New Zealand Music
       http://www.nzmusic.com/
      Amplifier
       http://www.amplifier.co.nz/
      MTV
       http://www.mtv.com/
      NZ Music.com
       http://www.nzmusic.com/
      Muzic.net.nz
       http://www.muzic.net.nz/
      Shapeshifter
       http://www.shapeshifter.co.nz/
      Dance Music - Definitions
       http://en.wikipedia.org/wiki/Electronic_dance_music
      Acid House - Definitions
       http://en.wikipedia.org/wiki/Acid_house
      Synth Music and Related Topics
       http://www.synthtopia.com/

Other Web Resources

      http://en.wikipedia.org/wiki/List_of_electronic_music_genres
      http://en.wikipedia.org/wiki/Drum_and_bass
      http://www.drumandbass.co.nz/
      http://songwriter101.com/
      http://arts.unitec.ac.nz/resources/ict.php?discipline=Music
      http://www.sounddogs.com/
      http://www.goldwave.com/
      http://arts.unitec.ac.nz/resource-exchange/view_resource.php?res=78
      http://www.tki.org.nz/r/assessment/exemplars/arts/music/mu_4a_e.php
      http://www.tki.org.nz/r/assessment/exemplars/arts/music/mu_5a_e.php
      http://www.tki.org.nz/e/community/arts/music/music_L5/music_L5_A4_menu.php
      http://www.tki.org.nz/e/community/arts/music/music_L4/music_L4_A1_menu.php
      http://www.tki.org.nz/e/community/arts/music/music_L4/music_L4_A2_menu.php
      http://en.wikipedia.org/wiki/Category:Musical_techniques
      http://www.teachernet.gov.uk/supportpack/
      http://findarticles.com/p/articles/mi_m2493/is_1_56/ai_n16677451
      http://www.globaldarkness.com/articles/articles.htm
      http://www.eschoolnews.com/news/showStory.cfm?ArticleID=6002
      http://www.mainz.ac.nz/mainz/
      http://www.edgazette.govt.nz/articles.php?action=view&id=6902
      http://www-camil.music.uiuc.edu/mtt/default.htm
      http://arts.unitec.ac.nz/resource-exchange/view_resource.php?res=57
      http://arts.unitec.ac.nz/resource-exchange/view_resource.php?res=66


                                                                                              12
       http://www.tki.org.nz/r/arts/music/intomusic4/




New Zealand Curriculum Exemplars

       The Arts Exemplars
        http://www.tki.org.nz/r/assessment/exemplars/arts/index_e.php
       Technology Exemplar Project
        http://www.tki.org.nz/r/assessment/exemplars/tech/index_e.php
       English Exemplar Project
        http://www.tki.org.nz/r/assessment/exemplars/eng/index_e.php
       Mathematics Exemplar Project
        http://www.tki.org.nz/r/assessment/exemplars/maths/index_e.php
       Science Exemplar Project
        http://www.tki.org.nz/r/assessment/exemplars/sci/index_e.php

Print

       Into Music 3: Classroom Music in Years 7-10 Item No. 27579 [book] Year of Publication: 2003 (In
        particular, examine pp 38 - 39: Technology in Music)
       Into Music 4: Classroom Music in Years 1-13 Item No. 31133 [kit] Year of Publication: 2005
       Sweet I - A Taste of New Zealand Music, MOE/NZMIC. 2003.
       Sweet II - Another Taste of New Zealand Music, MOE/NZMIC. 2004.
       SOUND ARTS - The MENZA magazine. Past publications with teaching and learning ideas may be
        relevant to this unit of work.




School/Community

       Find out about electronica bands that perform or are based in your region and invite them in to share
        performances or discuss with students how they create music.
       Visit ARTS ONLINE - CAFE site to peruse community electronica artists who may be available to offer
        workshops or performances in your area: http://arts.unitec.ac.nz/arts-cafe/

Other

       Making Music (MOE/NZMIC), 2005.
       Audition (Adobe) Software available on CD-ROM for PC. A professional audio editing tool, with
        advanced audio mixing, editing, and effects. The Software for Learning information page includes a
        link to the Adobe website, teacher support material, technical specifications, and licensing details for
        New Zealand schools. http://www.adobe.com/downloads/#product=92
       iLife Software available on CD-ROM for MAC. A set of multimedia tools to support learners as they
        make their own music, edit videos, create DVDs, organise photo albums. Tools include GarageBand,
        iTunes, iPhoto, iMovie, and iDVD. The Software for Learning information page includes a link to the
        iLife website, learning examples using this software, technical specifications, and licensing details for
        New Zealand schools. http://www.tki.org.nz/r/ict/software/snapshot/ilife_garageband_e.php
       Pro Tools Free Software available as download Freeware for PC or MAC. From this web page, you
        can download Pro Tools software. This freeware provides digital audio production tools. Includes
        recording, editing, mixing, and processing features. Pro Tools offers up to 8 tracks of audio and 48
        tracks of MIDI, real-time plug-ins. http://www.download.com/Pro-Tools-Free/3000-2182_4-
        3296394.html


                                                                                                                13
      Audacity is free, open source software for recording and editing sounds. It is available for Mac OS X,
       Microsoft Windows, GNU/Linux, and other operating systems. http://audacity.sourceforge.net/
      ACID It's easy to create original music-even if you're new to loop-based music software. Download
       and install ACID XPress for PC only. Then, get loops from our Loops & Samples collection or from
       ACIDplanet.com to create your own music.
       http://www.sonycreativesoftware.com/download/step2.asp?DID=551
      Cakewalk is the world’s leading developer of powerful and easy to use products for music creation and
       recording. These products include award-winning digital audio workstations and sequencers, fully
       integrated music software and hardware solutions, and innovative virtual instruments.
       http://www.cakewalk.com/
      http://www.macupdate.com/index.php?order=name
      http://www.sibelius.com/products/groovy/index.html
      http://www.computermusic.co.nz/

NEXT LEARNING STEPS
The next learning steps for these students could be to:
    Compare and contrast their original composition with electronica/dance music from New Zealand and
       overseas.
    Appropriately notate their original song (for example, as lyrics with a chord chart).
    Compose, perform, and record songs in another genre or style (for example, reggae, rhythm and
       blues, ballad).



 Strengths                                             Further Development

 This unit has not been trialed, and once you have     What were students reactions/feedback to you
 used or adapted it, consider:                         during and after the unit? What would you do
                                                       differently next time?

 What worked well and why?



 What could be improved and how?




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