Produced with Scholar
Icon for Composing Music With Soundtrap

Composing Music With Soundtrap

Learning Module

Abstract

In this learning module, learners will learn about Digital Audio Workstations (DAW) and how to create music with the online DAW, Soundtrap. Learners will think about different situations where digital music is present and apply that understanding to your own compositions. In a final peer-reviewed project, learners will compose music in Soundtrap that depicts the mood and emotions of a chosen piece of media.

Keywords

music education; music composition; soundtracks; Digital Audio Workstations; multiliteracies

Overview

Technology is rapidly changing the educational landscape with its creative and collaborative affordances. In music education, my field of experience, music teachers are harnessing the creative potential of music technology to engage students in musical activities that allow them to create their own music. Traditionally, the emphasis of music education has been to create musically literate students that could read traditional music notation. While reading notation is and should be a literacy goal of music education, some scholars believe the pendulum has swung too far in the direction of reading music and has neglected practices of learning music by ear and creating music in ways other than writing traditional notation (Green, 2002; Kratus; 2007; Kruse, 2016). Likewise, Wall (2018) suggests that music programs that put a heavy focus on performance and reading music exactly the way the composer would want it neglect the creative side of music. Music educators deprive students of rich creative experiences that might allow them to create deeper meaning though music composition and improvisation.

In light of this research, a multiliteracies approach to learning music has the potential to create deeper meaning-making in music education (Owen, 2020). Instead of focusing only on reading music notation, music teachers can use the principles of multiliteracies learning as described by Cope and Kalanzis in order to create deeper and more meaningful learning experiences (Education at Illinois, 2016). In music education, this is translated to learning and playing music in multiple ways. Students might learn songs aurally (by ear) instead of reading notation. They could compose music by writing a graphic score instead of writing notation, allowing them to access sounds and musical ideas that they might not be able to with limited knowledge of musical notation.

Incorporating technology into music learning affords even more opportunities for creativity in music education. Tools like Digital Audio Workstations (DAWs) allow music creators to make and edit music with or without knowledge of traditional music notation. In the past, DAWs have been expensive and out of reach as a tool for education. However, with advances in computing technology, DAWs are now an accessible tool for music educators. For example, the web-based DAW, Soundtrap, allows users to experiment with sounds, create songs, and collaborate with other users.

Over the past few years, I have been curious to try teaching with DAWs like Soundtrap in my middle school music classrooms. The shift to online learning in light of the COVID-19 pandemic has forced me to rethink how I teach music. Using Soundtap, I can keep students engaged in music performing and music creation at home. This learning module is designed to allow students to engage in music-making activities that allow them to be creative in multimodal ways through Soundtrap. While I had my middle school students in mind while designing the learning module, the learning module can be completed by anyone wanting to experiment with music creation. No previous musical knowledge is needed to complete the learning module. Additionally, the learning module takes into consideration the learning by design principles of experiencing, conceptualizing, analyzing and applying as outlined by Cope and Kalantzis (2015) in their multiliteracies pedagogy. Updates 1 and 2 ask learners to think about their experiences with music. Updates 3 and 4 introduce new concepts relating to DAWs and composing digital music. Updates 5 and 6 ask learners to analyze how music is made and used in multimedia contexts. Finally, update 7 asks students to apply their knowledge of composing digital music in a final peer-reviewed project.

Learning Outcomes

Learner

In this learning module, you will learn about Digital Audio Workstations (DAW) and how to create music with the online DAW, Soundtrap. You will think about different situations where digital music is present and apply that understanding to your own compositions. 

Materials: You will need a computer and internet access.

Learning Objectives:

  • You will be able to describe a DAW and its functions
  • You will be able to use the DAW, Soundtrap, to compose music
  • You will be able to describe and write music for different situations and purposes

Instructor

Target Learners: Learners completing this learning module are anyone interested in composing digital music in a Digital Audio Workstation. No previous music experience is needed. 

Anticipated Duration: There is no designated time frame for completing the learning module. However, if the learning module were implemented in middle school music classes, it would be something that would be completed over the course of one semester. 

Materials: Learners need a computer and internet access.

Learner Objectives:

  • Learners will be able to describe a DAW and its functions
  • Learners will be able to use the DAW, Soundtrap, to compose music
  • Learners will be able to describe and write music for different situations and purposes

NAfME Music Standards:

Activities in this learning module are aligned with the NAfME Music Standards for the Music Technology Strand. Individual standards are identified in each update. The complete framework of NAfME Music Technology standards are linked below. 

NAfME Music Technology Standards

Additional Instructor Resources:

Instructors may consider modifying surveys and quizzes to be multiple choice or having students submit video answers if students are English-language-learners or have difficulty with writing.

Update 1: Connecting to Digital Music

Learner

Learning Objective: In this update, you will think about your experience with music. You will also choose music that you think appropriately describes a photo.

Do you play an instrument? Have you ever composed music before? Click on the survey link below and fill out the survey about any previous musical experience (remember, you do not need any previous musical experience to complete this learning module).

Music Experience Survey

What Does Music Say?

Before we dive in to learning about Digital Audio Workstations and composing digital music, let's think about what music can say. Think about the music you like to listen to. Do you like pop, rock, country, classical, bachata, salsa, etc.? Do you like music that has acoustic instruments like piano, acoustic guitar, and drumset or do you like electronic music with synthesizers and drum beats? Do you listen to music associated with certain culturesDoes the music you listen to sound calm, excited, angry, or intense? Let's focus on those thoughts in the next activity. 

Look at the photo below of a sunset: 

(Brendel, 2007, https://commons.wikimedia.org/wiki/File:Sunset_Marina.JPG)

Find a song you like that might musically describe the photo of the sunset above. In the comment section below, paste a link of the song (YouTube, Spotify, Apple Music, etc.). Write at least 50 words about why you chose the song you posted. Talk about the characteristics (loud, soft, acoustic, digital, hopeful, angry, etc.) of the song and what they say about the photo.

Instructor

This update will immerse students in activities that bring in their own experiences and existing knowledge about composing music.

Learning Objectives:

  • Students will describe their previous experience with composing music through a survey
  • Students will be able to select a piece of music that they think accurately musically describes a photo of a sunset

NAfME Music Standards (Technology Strand):

MU:Re7.I.T.Ia Cite reasons for choosing music based on the use of the elements of music, digital and electronic aspects, and connections to interest or purpose.

MU:Cn10.0.T.Ia Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

 

Update 2: Introduction to Digital Audio Workstations

Learner

Learning Objective: In this update, you will learn what a Digital Audio Workstation is. You will also learn how to login to the online DAW, Soundtrap.

What is a Digital Audio Workstation? 

Digital Audio Workstations (DAWs) are the computer programs that musicians, sound engineers, and producers use to record and make music. Every song that you listen to was recorded and edited with a DAW. There are many different DAWs. Some of them are Pro Tools, GarageBand, Audacity, Logic, and Soundtrap. While each DAW is a little different, they all serve the same purpose of recording and editing music. The DAW that we will be using to compose is called Soundtrap.

Watch the video below to learn more about DAWs:

Media embedded April 19, 2020

(Transverse Audio. (2018, January 17). What is a DAW? (Digital Audio Workstation tutorial) [Video]. YouTube. https://www.youtube.com/watch?v=QfZLfqTMVhQ&t=88s)

The DAW that we will be using in this learning module is called Soundtrap. Soundtrap is an online, simplified DAW that is easy to use for beginners. Below is a screenshot of what Soundtrap looks like: 

Screenshot of the DAW, Soundtrap

Login to Soundtrap: Click on the link below and sign in with your Google Account or create your own account using your school email.

Login to Soundtrap

Make a comment: In the comment section below, describe what a DAW is and what it can be used for.

 

Instructor

In this update, learners are introduced to the Digital Audio Workstation and how it is used.

Learning Objectives:

  • Learners will be able to identify how a Digital Audio Workstation is used
  • Learners will be able to login to Soundtrap and enter the "studio"

NAfME Standards:

MU:Cr1.1.T.Ia Generate melodic, rhythmic, and harmonic ideas for compositions or improvisations using digital tools. 

Update 3: DAW Vocabulary

Learner

Learning Objective: In this update, you will learn the parts of a DAW and be able to name them accurately. 

The DAW environment has specific names that are associated with its different parts. Below is a screen shot of some of the parts in the DAW, Soundtrap.

Soundtrap Vocabulary

Track: The track is where a single sound is recorded or a single loop is inserted. Once you find a loop you like, drag it on to a new track. 

Loops: Loops are small soundbites of a specific musical instrument like piano, drums, guitar, or synthesizers that play over and over again. Loops are pre-recorded in Soundtrap and ready for you to put in a track. Click on the purple music note to browse loops in Soundtrap.

Looping: Looping is when you play a loop over and over again. Soundtrap does looping automatically when you add a loop so if you do not want it to play over and over again, click the looping button and it will only play through the section once. 

Playback: Click the play button to hear a playback of your song.

Record: Click the record button if you want to record your voice or an instrument that you are playing live. The microphone in your computer will listen to you and record your singing or playing in Soundtrap.

Solo Track: Click this button if you want to ONLY hear this track (it will mute all the other tracks).

Mute: Click this button if you want to mute this track (it will play everything but this track). 

Metronome: Move the metronome up or down to make the song go faster or slower.

Export: Click file, export to export the song to an MP3 file that you can share.

These elements of Soundtrap are also explained in the video below.

Click on the link below to take the Soundtrap vocabulary quiz.

Soundtrap Vocabulary Quiz

Instructor

In this update, learners will learn vocabulary associated with a DAW and be able to recognize and name different parts of the DAW.

Learning Objectives: 

  • Learners will be able to recognize and name different elements (tracks, record, playback, loops and looping, mute, solo track, metronome, export to MP3) of the DAW, Soundtrap

NAfME Standards

MU:Cr1.1.T.Ia Generate melodic, rhythmic, and harmonic ideas for compositions or improvisations using digital tools.

Instructor Considerations:

Instructors may consider modifying surveys and quizzes to be multiple choice or having students submit video answers if students are English-language-learners or have difficulty with writing.

Update 4: First Composition

Learner

Learning Objective: In this update, you will compose a short song with three tracks in Soundrap using loops.

Directions:

  1. Login to Soundtrap
  2. Enter the studio to start a new song
  3. Click on the "loops" button to browse loops and choose one you like
  4. Drag the loop to a new track
  5. Drag the end of the loop to the number "8" at the number line at the top
  6. Repeat steps 3-5 to add two more loops on new tracks
  7. Rename your song (where it says "untitled")
  8. Export your song to an MP3 and email it to your instructor OR share it with your instructor using the "share" button

Watch the video below to see a demonstration.

Media embedded April 19, 2020

 Make a comment: What was difficult or easy about using Soundtrap? 

Instructor

In this update, learners will compose a song in Soundtrap with three tracks using loops.

Learning Objectives: 

  • Learners will be able to use Soundtrap to compose a song that is eight measures long and has three tracks with loops.

NAfME Standards

MU:Cr1.1.T.Ia Generate melodic, rhythmic, and harmonic ideas for compositions or improvisations using digital tools. 

 

Update 5: Photo Soundtrack

Learner

Learning Objective: In this update, you will analyze a photo and determine which sounds in Soundtrap best represent that photo. You will compose a three-track song that musically describes the photo. 

Music composers often have an idea or concept in mind when making music. Not having an idea or concept can sometimes make it difficult to create a complete musical idea when composing. In this update, you will focus your composition based on emotions and moods represented in a photo.

Look at the photo below. What mood or emotions are represented in the photo? 

(Loannidis, n.d., https://pixabay.com/photos/fog-mystery-forest-mystical-4464547/

Now think about that mood or emotion in terms of music. What kinds of musical sounds would represent the mood or emotion portrayed in the photo? 

Peer-Reviewed Project #1

Use Soundtrap to compose a three-track song. Choose loops in Soundtrap that you think represent the mood and emotions portrayed in the photo above. Think of it as a soundtrack to the photo- what would this photo sound like? 

Here are the requirements for the composition:

  1. Use at least three tracks (you can use more but no more than 6)
  2. Must be at least 16 measures long
  3. Attach your song as an MP3 to the peer-reviewed project request in CGScholar

Answer the following questions beneath your uploaded song in your project (at least 100 words):

  1. What are the moods and emotions you tried to capture in your song (based on the photo)
  2. Why did you choose the sounds and loops that you used in your song? 

Click on the link below to view the rubric for the project:

Soundtrap Composition Rubric

After you submit your project, you will receive a request to review two other compositions. Use the rubric above to evaluate your peers' compositions.

Instructor

In this update, learners will compose a song with three tracks in Soundtrap that musically describes a photo. 

Learning Objectives:

  • Learners will be able to analyze aspects of a photo and decide what musical sounds represent the photo.

NAfME Standards

MU:Cr1.1.T.Ia Generate melodic, rhythmic, and harmonic ideas for compositions or improvisations using digital tools.

MU:Re9.1.T.Ia Evaluate music using criteria based on analysis, interpretation, digital and electronic features, and personal interests.

 

Update 6: Where is Music?

Learner

Learning Objective: In this update, you will brainstorm and describe other situations where music is used to enhance the mood or emotion of a specific kind of media. 

So far, you have used music to enhance and describe the mood and emotion of photos. The music you composed brought deeper meaning to the photo and the photo gave you inspiration and focus for your composition. 

Music is used in many situations to enhance the meaning of the media it is paired with. Below is an example of how music can impact the mood and meaning of a movie scene. In this scene in Disney's Finding Dory, the fish are experiencing a harrowing but exhilarating moment when they are released back into the ocean. By pairing this scene with Louis Armstrong's "What A Wonderful World," the creators are able to capture the emotions of fright and happiness all at the same time.

Media embedded April 19, 2020

 

(LichGod. (2016, October 26). Finding Dory epic truck falling scene HD 1080p [Video]. YouTube. https://www.youtube.com/watch?v=-0kJ5-3IAzY)

Make a comment: Think of a scene in a movie, TV show, or commercial where music is used in a particularity effective (or ineffective!) way to enhance the emotion of the scene. Describe the emotions of the scene and analyze how effective (or ineffective) the music is at enhancing the emotion or mood of the scene. 

Instructor

In this update, learners will explore different ways music is used to enhance meaning in different types of media.

Learning Objectives:

  • Learners will be able to anylize and describe different situations where music is used to enhance the mood or emotion of a type of media. 

NAfME Standards

MU:Re7.I.T.Ia Cite reasons for choosing music based on the use of the elements of music, digital and electronic aspects, and connections to interest or purpose.

MU:Re8.1.T.Ia Explain and support an interpretation of the expressive intent of musical selections based on the treatment of the elements of music, digital and electronic features, and purpose.

Update 7: Final Composition

Learner

Learning Objective: In this final update, you be able to create a soundtrack in Soundtrap to a photo or video of your choosing that enhances the mood and meaning of the video. 

Now that you have thought about the different ways music can enhance and contribute to the mood and emotions of different types of media like photos and videos, you will create a soundtrack to a piece of media of your choosing. 

Work #2 Instructions

Choose a photo or a short video (no more than 2 minutes) that does not have music already set to it. Pick something that is of interest to you (remember to keep it classy). 

Compose a song in Soundtrap that captures and enhances the mood and emotions of the photo or video. Here are the guidelines for the song. 

  • Song must have at least 4 tracks
  • Song must be at least 16 measures long (but no more than 2 minutes total)
  • Chose tracks and sounds that you think describe and enhance the photo or video

After you have composed the song, export the song to an MP3 file. In work request sent to you in CGScholar, post the original media you chose (photo or video), the MP3 of the song you composed, and write at least 200 words about what emotions and mood you tried to convey in the song and why you chose the sounds you used in the song. 

As you complete your Work 2, consider some of the feedback you received from your peers after you completed Work 1. 

After you submit your draft, complete a peer-review for at least two other peers' compositions. 

Below is the rubric for your final composition. Use this rubric to review your peers' works. 

Soundtrap_20Composition_20Rubric.pdf

 

Instructor

In this update, learners will tie all concepts learned through this learning module and create a soundtrack (using Soundtrap) to a video of the learner's choice that captures the mood and emotions of the video.

Learning Objectives: Learners will be able to compose a soundtrack using Soundtrap that captures the mood and emotions of a video of the learner's choosing.

NAfME Standards

MU:Cr1.1.T.Ia Generate melodic, rhythmic, and harmonic ideas for compositions or improvisations using digital tools.

MU:Cr3.1.T.Ia Drawing on feedback from teachers and peers, develop and implement strategies to improve and refine the technical and expressive aspects of draft compositions and improvisations.

MU:Pr6.1.T.Ia Using digital tools, demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.

MU:Cr3.2.T.Ia Share compositions or improvisations that demonstrate a proficient level of musical and technological craftsmanship as well as the use of digital tools and resources in developing and organizing musical ideas.

References

Brendel. (2007, December 25 ). File:Sunset Marina.JPG [Photo]. In Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Sunset_Marina.JPG

Cope, B. & Kalantzis, M. (Eds). (2015). A pedagogy of multiliteracies: Learning by design. Palgrave.

Education at Illinois. (2016, April 19). 8.4 Synesthesia or mode switching [Video]. YouTube. https://www.youtube.com/watch?list=PLV_zfgB7n1yS3-Wk65IC7-Sd4_9lpiU2_&time_continue=76&v=l6ZBINnYgG4&feature=emb_title

Green, L. (2002). How Popular Musicians Learn. Routledge.

Kratus, J. (2007). Music education at the tipping point. Music Educators Journal, 94(2), 42–48.

Kruse, A. J. (2016). ‘They wasn’t makin’ my kinda music’: a hip-hop musician’s perspective on school, schooling, and school music. Music Education Research, 18(3). https://doi.org/10.1080/14613808.2015.1060954

Loannidis, L. (n.d.). Fog mystery forest [Photo]. Pixabay. https://pixabay.com/photos/fog-mystery-forest-mystical-4464547/

National Association for Music Education. (2014). 2014 music standards (technology). https://nafme.org/wp-content/files/2014/11/2014-Music-Standards-Technology-Strand.pdf

Owen, S. (2020). Multiliteracies in music education. In CGScholar. https://cgscholar.com/community/profiles/sarah-owen-44241/publications/209464

Transverse Audio. (2018, January 17). What is a DAW? (Digital Audio Workstation tutorial) [Video]. YouTube. https://www.youtube.com/watch?v=QfZLfqTMVhQ&t=88s

Wall, M. P. (2018). Does school band kill creativity? Embracing New Traditions in Instrumental Music. Music Educators Journal, 105(1), 51–56. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1190546http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1190546