National Music Standards:

2. Performing on instruments, alone and with others, a varied repertoire of music.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts

Illinois Arts Learning Standards Creating:

Organize and develop artistic ideas and work. Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent. Essential Questions: How do musicians make creative decisions?

MU: Cr2.1.5

• Demonstrate selected and developed musical ideas for improvisations, arrangement, or compositions to express intent, and explain the connection to purpose and context.

MU: Cr2.1.6

• Select, organize, construct, and document personal musical ideas for arrangements and compositions within the given form(s) that demonstrate effective beginning, middle, and ending, and convey expressive intent.

MU: Cr2.1.7

• Select, organize, develop, and document personal musical ideas for arrangements, song, and compositions within a given form(s) that utilize compositional techniques and convey expressive intent.

Common Core State Standard: CCSS.ELA-LITERACY.CCRA.L.6

• Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

• 3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
• 7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear”when reading the text to what they perceive when they listen to or watch.

Objectives/Learning Target

• Students will be able to compare and contrast music from an academic and entertainment perspectives.
• Students will be able to explain and operate the Broswer within the 5 Functions of FL Studio 12 music software. Students will be able to identify visually and aurally instrument families.
• Students will be able to understand and operate the Browser and Channel Rack within the 5 functions of FL Studio 12
• Students will be able to create a simple melody.
• Students will be able to compose a simple rhythmic pattern.

Greetings!

Before the students start any assignments they are required to complete an entry survey. The survey consist of eight (8) questions asking them about their musical back ground. If the students what to eloborate they are welcome to use the back of the worksheet. The studnets have a video explaining to the survey. Below is the survey.

Figure 3: Survey

In the video below, I explain how I use the survey data to create dialogue in the classroom. Once the students have completed the survey, I will discuss it for 10-15 minutes. After the discussion, the students provide the students with the material for day one (1) assignment. If students need more time, please allow time for those individuals. If students do not want to be apart of the class discussion, they are not penalized.

Robyn Sutton. (2020, June 09). Survey Teacher [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=H7ZQCKHzVng&feature=youtu.be

Welcome to FL Studio 20 Semester 1 Learning Module. 

Robyn Sutton. (2020, June 09). For the Instructor Welcome Video [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=FHhPAG_Nmyk

Below are the standards and objectives for day 1.

CCSS.ELA-LITERACY.CCRA.L.6: 7. Compare and contrast the experience of reading
a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive
when they listen to or watch.

Objective: Students will be able to compare and contrast music from an academic and entertainment perspectives.

Standard: MU:Pr4.2.T.Ia
Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.

Objective: Students will be able to explain and operate the Broswer within the 5 Functions of FL Studio 12 music software. Students will be able to identify visually and aurally instrument families.

Below is a Welcome Video for the instructor 

Robyn Sutton. (2020, June 09). For the Instructor Welcome Video [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=FHhPAG_Nmyk

Material for the students:

Robyn Sutton. (2020, June 09). Teacher Percussion Family Video [Video}. YouTube. Retrieved from https://www.youtube.com/watch?v=Pd-FPtepdvc

UPDATE:

Now that you have completed your Browser worksheet share your top five (5) sounds from the kick and snare instrument. Reflect to the Guess the Sound video, what sounds took you by surprise? In 5-7 sentences, explain your experience in learning about different sounds.

COMMENT:

In 5-7 sentences, comment on one (1) of your peers post. Be sure to engage in a thoughtful dialogue. If you need an example, watch the video below.

Figure 8: Peer Response Rubric

Robyn Sutton. (2020, June 09). Update 1 [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=2Lddjdhcr0A 

Below are the standards and objectives for day 2.

CCSS.ELA-LITERACY.CCRA.L.6: 7. Compare and contrast the experience of reading
a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive
when they listen to or watch.

Objective: Students will be able to compare and contrast music from an academic and entertainment perspectives.

Standard: MU:Pr4.2.T.Ia
Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.

Objective: Students will be able to identify and operate the Browser and the Channel Rack within the 5 functions of FL Studio 12.

Students are going to analyze two (2) hip hop, artists. Students are going to compare and contrast the videos that are listed below. Encourage the students to pay attention to the instruments that each artist uses, listen to the melody, and pay attention to the song's mood/energy. Students are training our ears to analyze music. Students are required to complete the Venn Diagram worksheet to compare, contrast, and take notes. 

Students are going to learn how to send sounds to the Channel Rack. In this segment, students will learn how to create a basic groove in the Channel Rack using the sounds they selecting on day 1. 

 The assignment is explained in the video Channel Rack Part II at 4:30. If the students need further explanation or demostration, I will encourage them to rewind the video. If that does not help, I will have the students what they understand thus far, and I will provide further instruction to help provide clarity.

Have the students save their assignment upon completition. 

The file name is your last name-channel rack.flp

Below is an example:

• Smith-Channel Rack.flp

UPDATE 2: After creating your first drum groove upload the document to the dropbox so we can listen. What did you find interesting about transferring a rhythm to the software? Was this concept challenging? Did it come with ease?

REPLY: Reply to 1 classmates Update 2. In 3-5 sentences, eplain what did you fought interesting in their sound selection and groove? Provide positive feedback.

Figure 14: Peer Response Rubric

Below are the standards and objectives for day 3.

CCSS.ELA-LITERACY.CCRA.L.6: 7. Compare and contrast the experience of reading
a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive
when they listen to or watch.

Objective: Students will be able to compare and contrast music from an academic and entertainment perspectives. 

MU:Pr4.2.T.Ia
Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.

Objective: Students will be able to identify and operate the Browser, Channel Rack, and Piano Roll within the 5 functions of FL Studio 12.
Students are going to analyze one (1) hip hop artist. Encourage the students to pay attention to the instruments that each artist uses, listen to the melody, and pay attention to the song's mood/energy. Students are training our ears to analyze music. Students are required to complete the Music Investigator worksheet.  

Students are going to take notes on sharp symbol, notes on the piano keyboard, define measures/bar lines, counting within the measure, define octave, and define melody. Students are going to learn how to navigate the Piano Roll. The students have a video that provides instruction and an assignment for the Piano Roll. 

 UPDATE 3: Let's stop and reflect. You are learning new material and a skill set. When you are sharing your compositions, are you nervous about what your peers' feedback? In 5-7, Explain why or why not? How are you overcoming those emotions? How can the strategies you use to overcome the feelings you expressed be transferred to other classes and life?

REPLY: Reply to 1 classmates Update.

Figure 20: Peer Review Rubric

Below are the standards and objectives for day 4.

CCSS.ELA-LITERACY.CCRA.L.6: 7. Compare and contrast the experience of reading
a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive
when they listen to or watch.

Objective: Students will be able to compare and contrast music from an academic and entertainment perspectives.

Standard: MU:Pr4.2.T.Ia
Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.

Objective: Students will be able to identify and operate the Browser, Channel Rack, and Piano Roll within the 5 functions of FL Studio 12.

Students are going to analyze one (1) hip hop artist. Encourage the students to pay attention to the instruments that each artist uses, listen to the melody, and pay attention to the song's mood/energy. Students are training our ears to analyze music. Students are required to complete the Music Investigator worksheet.

Figure 21: Music Investigator Worksheet

Now that students are listening to different instrumental sounds in songs, lets head over to FL Studio 20 to learning about the Piano Roll. During this demonstration, make sure that you have your vocabulary grid worksheet to write down definitions and steps. We are going to focus on scales and melodies. Below are all of the material that the students will needs

Figure 22: Vocabulary Grid

Figure 23: Note Taking Worksheet

Figure 24: Piano Keyboard

Figure 25: Scale Code

Robyn Sutton. (2020, June 09). Major Scale Pattern [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=vh7hIY_lqnU&feature=youtu.be

Students Assignment: 

• Finishing writign the C major scale from the video 
• Write the D major Scale 
• Write the F major Scale 

UPDATE 4: Creativity. Are you trusting yourself throughout this process to enjoy your creative process? In your own words, describe creativity? How do you allow yourself to be creative in life? You can be creative in writing, drawing, art, problem-solving, etc.

REPLY: Reply to 1 classmates Update.

Figure 26: Peer Rubric

The students have learned a lot this week regarding music theory, FL Studio 20, and creativity. In this segment, they are going to build on our knowledge from the week. The students will watch different videos that will provide you with strategies to improve your drum parts and melody.

The students are required to take notes of the process to incorporate into your creative process. They are going to use these strategies to create your first eight (8) measure composition. Allow the students to have the entire class period to watch the videos and practice.

Robyn Sutton. (2020, June 09). All Together [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=4yZ7XHYtESQ&feature=youtu.be 

Update #5:

I have asked you to be creative, and sometimes that isn't easy. Take some time to watch the video below about creativity. In 5-7 sentences, what did you take away from this video? Can you apply those concepts to this project? Can you transfer the skill sets to life?

REPLY: Reply to 1 classmates Update.

Figure 27: Peer Response Rubric

Students are going to present their composition.  In the video below, I explain the presentation assignment. The presentation questions and rubric is attached below. Allow the students 3-5 minutes to present their project to the class.

Questions:
1.) What emotion do I want to express in my composition?
2.) What inspired me to write this composition?
3.) What scale will I use?
4.) What sounds will I use?
5.) What musical strategies will I use in the melody and the drum part?

Figure 28: Final Project Assessment

Robyn Sutton. (2020, June 09). Presentation. [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=4yZ7XHYtESQ