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Sound Design using FL Studio 20 Sytrus

Learning Module

Overview

I am a high school electronic music teacher. I teach at an alternative high school located in Chicago, IL. I have been at this particular school for four (4) years. I have been teaching music for ten (10) years. My students are working towards completing their high school diploma. The students I encounter have different musical backgrounds and over education experience. I currently use FL Studio 20 music software. I teach the students general music, music composition, and music engineer techniques.

This learning module applies to the ideas and principles of sound design in FL Studio 12 Sytrus. I am implementing technology, online updates, and online assessments. The course technically is not online. My students do not have access to the internet, so I am improvising with PowerPoint to create an online experience. This learning module is not a stand alone course. This module will be taught in class, while I am there to assist the students, provide additional material, etc.

Before COVID-19, there were a total of three (3) students that are completing the online Sound Design Course. The students have completed two (2) ten (10) weeks cycles with me utilizing FL Studio 12. They are familiar with the software, software vocabulary, and music vocabulary. The students would complete their assignments and I would be working with other students on different projects. I am required to utilize our school-wide common classroom structure and the gradual release of responsibility (GRR) teaching strategy. This will be reflected in the modules.

It will take the students 1-2 weeks to complete this particular learning module.

The GRR model is:

  • I Do (Demonstration)
  • We Do, (Guided Practice)
  • You Do it Together (Cooperative Practice)
  • You Do it Alone (Independent Practice)

Common Classroom Structure:

  • Time (75 minute period): Structure:
  • 2-3 minutes Set the Expectations for the day
  • 15 minutes Students Reading; Writing Prompt
  • 10 minutes Demonstration
  • 10 minutes Guided Practice
  • 25 minutes Cooperative Practice (Groups)
  • 10 minutes Independent Practice
  • 3-5 minutes Wrap-up & Clean Up

During the next completed assessment, save your work on the computer. Once again, ta ten (10) weeks students are going to learn about FL Studio 12 Sytrus, sound design, frequency modulation, and basic music engineering.

This music course is different from the last two (2) cycles. You will have to be more independent in developing your FL Studio 12 skills, completing webinars, watching videos, and submitting your work. You have 40 minutes to complete the survey/assessment. When you hear the timer alarm, please stop working. The purpose of the survey/assessment is to ensure you retained the information from the last cycle. Take your time, and do not ask your peers for assistance. Once you take your time!

 

Standards

Academic Standards (NAfME):

Music National 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.

Music Technology State Standard:

  • MU:Cr1.1.T.Ia: Generate melodic, rhythmic, and harmonic ideas for compositions or improvisations using digital tools.
  • MU:Cr26.B.5: Common for all four arts: Create and perform a complex work of art using a variety of techniques, technologies and resources and independent decision making.
  • 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.
  • MU:Pr4.2.T.Ia: Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances

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 Targets

Students will be able to do the following:

  • Identify the multiple functions of Sytrus plugin
  • Explain how to operate FL Studio 12 Sytrus Plugin.
  • Compose new sounds using sound design techniques

Prerequisites:(Connection of prior knowledge to present and future learning):

  • Students will need to be able to hear, see, count, read, compare and contrast, operate basic functions on a computer, and write. Students will need to know how to navigate through the 5 functions of FL Studio 12. (Browser, Channel Rack, Playlist, Mixer, and Piano Roll).
  • Students will need to know music theory: creating scales, chords, bassline, melodies, notes on the board, and identifying notes on the keyboard.
  • Students will need to know musical form, how to input using a lead sheet, and how to save projects on the computer.
  • Students will need to know how to operate PowerPoint and Microsoft Word

Domain Specific Vocabulary (Key ideas and terms that should be deeply understood within the context of their use):

Tier 1: Terms that students should or may already be familiar with: Music staff, treble clef, bass clef, whole note, piano keyboard, instrument families (brass, percussion, string, and woodwind), melody, rhythm, genre, pitch,

Tier 2: Terms that deepen students’ understanding of content under study. Dynamics, articulation, musical form, measure, bar lines, time signature, instrument identification, channel rack, playlist, mixer, GMS, music filters, quantize, synthesizer

Tier 3: Terms that are specific to the domain. Contour, aural dictation, quantize, equalize, DAW, MIDI, Plug-ins, Frequency, Hertz, Envelope, Filter, reverb, decay

Entry Assessment/Survey

Student-Entry Assessment/Survey

WELCOME BACK!!!!

I am so excited to have you back in class!

During the next ten (10) weeks students are going to learn about FL Studio 12 Sytrus, sound design, frequency modulation, and basic music engineering. This music course is different from the last two (2) cycles. You will have to be more independent in developing your FL Studio 12 skills, completing webinars, watching videos, and submitting your work.

Please take the time to watch the welcome video!

 
Figure 1: Welcome Webinar

You have 40 minutes to complete the survey/assessment. When you hear the timer alarm, please stop working. The purpose of the survey/assessment is to ensure you retained the information from the last cycle. Take your time, and do not ask your peers, for assistance. Once you are completed with the assessment, save your work on the computer. Once again, take your time!

Figure 2 Entry Assessment

 Once you have a completed your assessment, take the time to read the Sytrus worksheet and watch the two (2) videos below. These videos covers basic vocabulary and software functions. 

Figure 3: Sytrus Worksheet
Media embedded May 4, 2020

Sonic Academy. (2015, December). How to use FL Studio: Sytrus. [YouTube]. Retrieved from https://www.youtube.com/watch?v=n1Q2j_Cb4oM

Media embedded May 4, 2020

Justin Brown. FL Studio- FM Synthesis (Sytrus) Explained Visually [YouTube]. Retrieved https://www.youtube.com/watch?v=e4OWsez10Zg

Teacher- Entry Assessment/Survey

There are three (3) students that are going to take the online sound design course. My school has an open enrollment policy. There are students in my class that have not had my course and some students that have. There are three (3) students that are going to take the sound design learning module course. The students will complete their assignments, and I will be working with other students on different projects.

I am required to utilize our school-wide common classroom structure and the gradual release of responsibility (GRR) teaching strategy.

The GRR model is:

  • I Do (Demonstration)
  • We Do, (Guided Practice)
  • You Do it Together (Cooperative Practice)
  • You Do it Alone (Independent Practice)

Common Classroom Structure Time (75 minute period):

  • 2-3 minutes Set the Expectations for the day
  • 15 minutes Students Reading; Writing Prompt
  • 10 minutes Demonstration
  • 10 minutes Guided Practice
  • 25 minutes Cooperative Practice (Groups)
  • 10 minutes Independent Practice
  • 3-5 minutes Wrap-up & Clean Up

Students are required to watch the welcome video, complete entry assessment, and what is sytrus article and videos. Below is all of the material.

Figure 1: Welcome Webinar
Figure 2: Entry Assessment

After the students complete the assessment they are going to read a worksheet and watch two (2) videos on Styrus. These are fundamental videos that cover basic vocabulary and functions. I project that the assessment will take the students the remainder of the class period after following the class structure. The worksheet and videos are in place for "just in case".

Figure 3: Sytrus Worksheet
Media embedded April 15, 2020
Media embedded May 4, 2020

Sonci Academy. (2015, December). How to use FL Studio: Sytrus. [YouTube]. Retrieved https://www.youtube.com/watch?v=n1Q2j_Cb4oM

Media embedded April 15, 2020

Justin Brown. FL Studio- FM Synthesis (Sytrus) Explained Visually [YouTube]. Retrieved https://www.youtube.com/watch?v=e4OWsez10Zg

What is Sytrus?

Student- What is Styrus?

In this lesson are we going to learn a lot of vocabulary! Please be patient and open-minded. It is imperative that I lay down the foundation, before we get deep into it! You will hear different sounds and music differently after this course.

We are going to start with the ADSR article. In this article you are going to learn about Attack, Delay, Sustain, and Release. Take notes while reading the article.

Figure 4: ADSR Article
Figure 5: Note Taker Worksheet

Please take the time to watch the "What is Sytrus?" webinar. In this webinar you will have two (2) videos to watch. The videos goes into depth regarding the function of ADSR and more! Please take your time. 

Assignment #1 is inside of the webinar. You have to complete the following:

  • Access Sytrus through the Channel Rack 
  • Create four 4 chords in the Piano 
  • Change the ADSR Volume and ADSR Filter

 

Figure 6: What Sytrus Webinar.pptx

 

Update #1:

Now that we have some foundation regarding vocabulary words, sound design, and Sytrus interface, how do you feel? In 5-7 sentences explain your initial emotional reaction to this online learning module. Are you still feeling overwhelmed? Excited? Do you hear sounds differently?

COMMENT:

Upload your project to Insight. Listen to one (1) of your peers' chord progression and ADSR manipulation. Give your peers some feedback on their drum groove. Was the rhythm locked in? Did the rhythm feel good? Can you hear the direction of the music

Below is the discussion rubric that will be utilized for your grade.

Figure 7: Peer Review Rubric.docx

 

Teacher- What is Sytrus?

The students are going to learn more vocabulary in this segment. They are also going to create a four (4) part chord progression and play around with designing sounds in Sytrus. The majority of the instruction will be taught via a webinar and video that is attached below. I created this webinar to reflect a flip classroom. 

I am going to follow the GRR model and the Classroom Structure below:

The GRR model is:

  • I Do (Demonstration)
  • We Do, (Guided Practice)
  • You Do it Together (Cooperative Practice)
  • You Do it Alone (Independent Practice)

Common Classroom Structure:

  • Time (75 minute period): Structure:
  • 2-3 minutes Set the Expectations for the day-
  • Greet the Students
  • Talk about our standards and objectives for the class period.
  • 15 minutes Students Reading- Read ADSR Article, write definitions, and write down any questions they might have. Students have definitions in their webinar.
Figure 4 ADSR Article

 The remainder of the class structure will be taught via webinar. During this time, I am working with other students hands on the three (3) students are independent. They can access for assistance if needed. 

  • 10 minutes Demo
  • 10 minutes Guided Practice
  • 25 minutes Cooperative Practice (Groups)
  • 10 mintes Independent Practice
  • 3-5 mintes Wrap-up & Clean Up
Figure 5: What is Sytrus Webinar

Below is a rubric for assignment #1.

Figure 6. Effort Rubric.doc

Update #1:

Now that we have some foundation regarding vocabulary words, sound design, and Sytrus interface, how do you feel? In 5-7 sentences explain your initial emotional reaction to this online learning module. Are you still feeling overwhelmed? Excited? Do you hear sounds differently?

COMMENT:

Upload your project to Insight. Listen to one (1) of your peers' chord progression and ADSR manipulation. Give your peers some feedback on their drum groove. Was the rhythm locked in? Did the rhythm feel good? Can you hear the direction of the music.

Below is the discussion rubric that will be utiized:

Figure 7: Peer Review Rubric.docx

 

Main Function

Student Main Function

Welcome to Module #2! 

We are really getting into the depth of sound design with the vocabulary, modulation, low pass filters, etc. Every module, we will go a little deeper into sound design. In this module we are going to focus on the Main Module of Sytrus. You are going to learn how to navigate and utilize the main module. 

Watch the video below that focuses on everyday sounds! 

Media embedded May 13, 2020

Chaereen Pak. (2017, February). Everyday Sounds. [YouTube]. Retrieved from https://www.youtube.com/watch?v=vJRViYyOiUg

Main/Universal- Means the entire project. If you make any changes in the main module, you will effect the entire project. 

Read the article below about Sound Design. Only read pages 1-5. Take notes on "ahh moments", write your ideas down, or something that caught your attention. 

Figure 8: The Creative Guide to Sound Design.pdf
Figure 9: General Notetaker.pdf

Watch the webinar below about Sytrus Main Module. Assignment #2 is inside of the webinar. 

Assignment #2:

  • Create 4 new chords (Yes, I know I didn’t)
  • Slow your tempo down for a R&B Groove
  • Use the Main Module Functions: Modulation X, Y, Vol, LFO, Pitch, ADSR, and OUT to create your original sound
  • Add in Hi Hats
  • Add in a Kick Snare Groove
  • Optional: Create a Bassline

Robyn Sutton. (2020, May) Sytrus Main Operator Webinar. [YouTube]. Retrieved from https://youtu.be/JXbj6eE2qpQ

Media embedded May 13, 2020
Media embedded May 13, 2020
Figure 10: Sytrus Main Module Webinar.pptx
Figure 11: Sytrus Assignment Rubric.docx

Update #2:

Your ears are developing! You hear music and sound with more knowledge and understanding. Reflect on how much concentration it requires you to utilize to analyze different sounds? Do you have to clear your thoughts? If so, explain how? Explain the "locked-in" mode? Reflect on your creative process. When you are creating your sound design, what are your thoughts and emotions. 

COMMENT: Upload your response and comment one one (1) of your peers updates. 

Below is the discussion rubric that will be utiized for your grade.

Figure 12: Peer Review Rubric.docx

 

Teacher Main Function

In module 2, students are going to learn how to navigate and operate the main module in Sytrus. They going to learn how to create their first sound using the main function. Students are going to read an article about sound design and creativity. This article not only only focuses on music sounds, but all of the sound effects around us. My intentions is to guide and train their ears to the sounds we ignore everyday.

Below is a video that focuses on everyday sounds. Students will just watch the video. There is not an assignment.

 

Media embedded April 15, 2020

Chaereen Pak. (2017, February). Everyday Sounds. [YouTube]. Retrieved from https://www.youtube.com/watch?v=vJRViYyOiUg

After watching the video, students will read pages 1-5 of an article on sound design and creativity. Students will take notes on "ahh moments", write your ideas down, or something that caught your attention. 

 

Students will watch the Main Module Webinar. Within the webinar, I provided an explanation of Styrus Main Module. I go over vocabulary and how to operate the main module. The students have additional instructional videos that are embedded in the webinar.

 

Figure 10: Sytrus Main Module Webinar
Figure 11: Sytrus Assignment Rubric
Figure 12: Peer Review Rubric

Students Update:

Update #2:

Your ears are developing! You hear music and sound with more knowledge and understanding. Reflect on how much concentration it requires you to utilize to analyze different sounds? Do you have to clear your thoughts? If so, explain how? Explain the "locked-in" mode? Reflect on your creative process. When you are creating your sound design, what are your thoughts and emotions.

COMMENT: Upload your response and comment one one (1) of your peers updates.

Below is the discussion rubric that will be utilized for your grade.

 

Oscillators (Operators) 1-6

Student Operators 1-6

In this lesson are we going to learn more vocabulary! Please be patient and open-minded. It is imperative that I lay down the foundation, before we get deep into it! You will hear different sounds and music differently after this course.

We are going to start with the Oscillator article. In this article you are going to learn about different sound shapes, what is an oscillator, and how to use this feature in your projects.Take notes while reading the article.

Figure 13: Quick Guide To Oscillator Making Music.pdf
Figure 14: General Notetaker.pdf

Please take the time to watch the "What are Oscillators?" webinar. In this webinar you will have four (4) videos to watch. Please take your time.

Figure 15: What are Oscillators.pptx

Assignment #3:

Option A:

  • Use your project from Assignment #2
  • Create an original sound for your chords using the Oscillators
  • Create an original sound for your kick/snare using the Oscillators
  • Create an original sound for your bassline using the Oscillators

Option B:

  • Create a new project (chords, kick/snare, hi hats, and baseline)
  • Create an original sound for your chords using the Oscillators
  • Create an original sound for your kick/snare using the Oscillators
  • Create an original sound for your bassline using the Oscillators
Figure 16: Assignment 3 Rubric

Update #3:

You have taken the time to learn a new skill set. It can be a little frustrating and annoying. In 5-7 sentences, how can you take the same soft skills you are developing and apply those skills to other classes and life? Explain how you have worked through your frustration and worked with your peers to complete these assignments.

COMMENT: Upload your response and comment one one (1) of your peers updates.

Below is the discussion rubric that will be utiized for your grade.

Figure 17: Peer Review Rubric.docx

 

Teacher Operators 1-6

The students are going to learn more vocabulary in this segment. They are also going to create a four (4) part chord progression, create hi hat rolls, baseline, create kick/snare groove, and play around with designing sounds in Sytrus Oscillators. The majority of the instruction will be taught via a webinar that is attached below. The webinar includes instruction from me working in the software and instructional videos from YouTube.

I am going to follow the GRR model and the Classroom Structure below:

The GRR model is:

  • I Do (Demonstration)
  • We Do, (Guided Practice)
  • You Do it Together (Cooperative Practice)
  • You Do it Alone (Independent Practice)

Common Classroom Structure:

  • Time (75 minute period): Structure:
  • 2-3 minutes Set the Expectations for the day-
  • Greet the Students
  • Talk about our standards and objectives for the class period.
  • 15 minutes Students Reading- Read Oscillators Article, write definitions, and write down any questions they might have. Students have definitions in their webinar.

Below is the webinar that the students will have to work on. If students need to complete previous assignments, they will have the time to do so.

Media embedded May 3, 2020

 

Figure 15: What are Oscillators? Webinar
Figure 13: Quick Guide To Oscillator Making Music.pdf
Figure 16: Assignment 3 Rubric
Figure 17: Peer Review Rubric.docx

Students Update:

Update #3:

You have taken the time to learn a new skill set. It can be a little frustrating and annoying. In 5-7 sentences, how can you take the same soft skills you are developing and apply those skills to other classes and life? Explain how you have worked through your frustration and worked with your peers to complete these assignments.

COMMENT: Upload your response and comment one one (1) of your peers updates.

Below is the discussion rubric that will be utilized for your grade.

 

Frequency Modulation

Student Frequency Modulation

We have been learning a lot! Now, we are going to learn about Frequency Modulation (FM). We have gained some information about FM through the previous videos. 

We are going to start with the Frequency Modulation (FM) article. In this article you are going to learn about what is FM, how is was discovered, and developed. Take notes while reading the article.

Figure 18: An Introduction To Frequency Modulation.pdf
Figure 19: Cornell Notes.pdf

Please take the time to watch the "What are Oscillators?" webinar. In this webinar you will have two (2) videos to watch. Please take your time.

Figure 20: Frequency Modulation FM Webinar

Assignment #4

  • Create a new project using 4 chords
  • Use a melodic line
  • Bassline
  • Kick/Snare Groove of your choice
  • Hi Hat Rolls with different pitches
  • ABA Form
  • 16 measures
  • Use ADSR, Oscillators, and FM
  • Optional: Record Hook or Ad Libs

 

Figure 21: Assignment #4 Rubric

Update #4:

Let's reflect on staying positive throughout our creative process or any process in life. We need to stay positive and motivated to complete a project, task, class, goals, etc. We have to stay self-motivated and reflective. In 7-10 sentences, use this time to reflect on how you have been positive during this learning module and a difficult time in life. What did you learn about yourself? What motivated you to keep going?

COMMENT: Upload your response and comment one one (1) of your peers updates.

Below is the discussion rubric that will be utiized for your grade.

Teacher Frequency Modulation

The students are going to learn about frequency modulation (FM). They are also going to create a four (4) part chord progression, create hi hat rolls, baseline, create kick/snare groove, and play around with designing sounds using FM. The majority of the instruction will be taught via a webinar that is attached below. The webinar includes instruction from me working in the software and instructional videos from YouTube.

I am going to follow the GRR model and the Classroom Structure below:

The GRR model is:

  • I Do (Demonstration)
  • We Do, (Guided Practice)
  • You Do it Together (Cooperative Practice)
  • You Do it Alone (Independent Practice)

Common Classroom Structure:

  • Time (75 minute period): Structure:
  • 2-3 minutes Set the Expectations for the day-
  • Greet the Students
  • Talk about our standards and objectives for the class period.
  • 15-20 minutes Students Reading- Read Frequency Modulation Article, write definitions, and write down any questions they might have. Students have definitions in their webinar.

Below is the webinar that the students will have to work on. If students need to complete previous assignments, they will have the time to do so. Below is the webinar that the students need to complete.

 

Figure 20: Frequency Modulation FM Webinar

Below is the frequency Modulation (FM) article and note taking worksheet. 

Figure 18: Frequency Modulation Reading Article
Figure 19: Cornell Notes.pdf

Below is assignment #4. I go in to details about the assignment in the webinar. 

Assignment #4

  • Create a new project using 4 chords
  • Use a melodic line
  • Bassline
  • Kick/Snare Groove of your choice
  • Hi Hat Rolls with different pitches
  • ABA Form
  • 16 measures
  • Use ADSR, Oscillators, and FM
  • Optional: Record Hook or Ad Libs
Figure 21: Assignment #4 Rubric

Update #4:

Let's reflect on staying positive throughout our creative process or any process in life. We need to stay positive and motivated to complete a project, task, class, goals, etc. We have to stay self-motivated and reflective. In 7-10 sentences, use this time to reflect on how you have been positive during this learning module and a difficult time in life. What did you learn about yourself? What motivated you to keep going?

COMMENT: Upload your response and comment one one (1) of your peers updates.

Below is the discussion rubric that will be utilized for your grade.

 

Figure 22: Peer Review

 

Sound Selection/Sound Design

Student- Sound Design

During this module, you are going to learn how to select a sound from Syrus. These are pre-made and you can also manipulate these sounds. There is not an article, but I want you to reflect about your creative process. I talked about this in the webinar. You are going to complete the webinar and videos included in the webinar. If you have missed any assignments, please use this time to complete any missing assignments or projects.

I wanted to provide you with some creative inspiration from other artists and their creative process. 

Power 106 Los Angeles. (2013, August). Big Sean Speaks on His Process of Making Music. [YouTube]. Retreived from https://www.youtube.com/watch?v=UOuIFLis60Q

Media embedded April 19, 2020
Media embedded May 13, 2020

 Curtiss King TV. (2018, July). 12 Things That Kills Your Creativity When Making Music. [YouTube]. Retrieved from https://www.youtube.com/watch?v=58czIvXqtKE

Media embedded May 13, 2020
Media embedded May 13, 2020

Watch the the "Styrus Sound Selection" below. Your assignment is located inside of the webinar. 

Figure 23: Sytrus Selecting Sounds Webinar

Assignment:

  • Complete any assignments of projects that you have missed this week. I will sign off on your assignment tracker sheet once everythign is completed and graded. 

Update #5:

Let's reflect, in 10-15 sentences what did you lean from the three (3) YouTube videos regarding creativity. How can you apply these concepts to your creative process? Can these concepts be applied to life? If so, why or why not?

COMMENT: Upload your response and comment one one (1) of your peers updates.

Below is the discussion rubric that will be utiized for your grade.

Figure 24: Peer Review

Teacher- Sound Design

The students are going to learn how to select sounds from Syrus. These are sounds are already manipulated. They can change these sound using the knowledge and skillset from the previous modules. The webinar include instruction from me working in the software and instructional videos from YouTube.

I am going to folow the GRR model and the Classroom Structure below:

The GRR model is:

  • I Do (Demostration)
  • We Do, (Guided Practice)
  • You Do it Together (Cooperative Practice)
  • You Do it Alone (Independent Practice)

Common Classroom Structure:

  • Time (75 minute period): Structure:
  • 2-3 minutes Set the Expectations for the day-
  • Greet the Students
  • Talk about our standards and objectives for the class period.
  • 15-20 minutes Students Reading- Read Frequency Modulation Article, write definitions, and write down any questions they might have. Students have definitions in their webinar.

Below is the webinar that the students will have to work on. If students need to complete previous assignments, they will have the time to do so. Below is the webinar and videos that the students need to complete. These belows are to provide students with information regarding producers creative process. 

Power 106 Los Angeles. (2013, August). Big Sean Speaks on His Process of Making Music. [YouTube]. Retreived from https://www.youtube.com/watch?v=UOuIFLis60Q

Media embedded April 19, 2020
Media embedded April 19, 2020
Media embedded April 19, 2020

Curtiss King TV. (2018, July). 12 Things That Kills Your Creativity When Making Music. [YouTube]. Retrieved from https://www.youtube.com/watch?v=58czIvXqtKE

Below is the Sytrus Sound Selection webinar the students need to complete. In this webinar they learn how to select preset sounds, manipulate the preset sounds and other skills. 

Figure 23: Selecting Sounds From Sytrus.pptx

Student Assignment:

  • Complete any assignments of projects that you have missed this week. The students have an assignment tracker worksheet. The students write down the work that is required and I sign off on it once it is completed and graded. This is a requirement for our school.

Update #5:

Let's reflect, in 10-15 sentences what did you lean from the three (3) YouTube videos regarding creativity. How can you apply these concepts to your creative process? Can these concepts be applied to life? If so, why or why not?

COMMENT: Upload your response and comment one one (1) of your peers updates.

Below is the discussion rubric that will be utiized for your grade.

Figure 24: Peer Review

 

Final Project

Student- Final Project

CONGRATS!! 

You have made it through the entire learning module and we are on the final project. We are going to use the entire class period ot produce your final project. If you need yo complete any previous assignments use this time to do. 

Below is a webinar that goes into details and expectations about the project.

Figure 25: Final Project Webinar

Below is the final project rubric. This is how yo are going to be graded. You will grade yourself at the end of your presentation as well. 

Figure 26: Final Project Rubric

 

 

Teacher- Final Project

Students are going to use the entire class period (75 minutes) to complete their final project. If students need more time that is fine. I will allow them to have more time to complete the project. 

The webinar below provides the students with the details that I need to complete the final project. 

Figure 25: Final Project Webinar

Below is the final project rubric. The students will have an opporunity to grade themselves on the final project. 

Figure 26: Final Project Rubric

 

References

Sonic Academy. (2015, December 23) How to Use FL Studio Sytrus- What is FM/ Styrus?. [Video] Retrieved. YouTube. https://www.youtube.com/watch?v=n1Q2j_Cb4oM

Justin Brown. FL Studio- FM Synthesis (Sytrus) Explained Visually. [Video] Retrieved. YouTube. https://www.youtube.com/watch?v=e4OWsez10Zg

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