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Week 2 of FL Studio 12

Learning Module

Overview

I am a high school electronic music teacher. I teach at an alternative high school located in Chicago, IL. The high school is located inside of the Cook County Correctional Center. 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 is a sequene to the previous module. This is week two (2) of the learning module. 

These modules are to be completed in one (1) week. This module is intended for grades 9th - 12th. Additional time should be allotted to students for accommodations. In this learning module, students will learn FL Studio 20 music software by watching videos on specific program application skills and applying those skills learned by webinars that are provided by the teacher. After learning the specific skills through the video tutorials, students will demonstrate the skills learned to create original compositions utilizing music theory and software skills.

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.

F.D. .a.n.d. .F.N. (n.d.). GRR Four Stages of Learning [Image]. Gradual Release of Responsibility. https://sites.google.com/site/gradualreleaseofresponsibility/the-gradual-release-of-responsibility-model/when-and-where-to-use-this-model

 Common Classroom Structure 75 minutes period:

  • 2-3 minute- 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 mintes Independent Practice
  • 3-5 mintes Wrap-up & Clean Up

Student Updates:

My students do not have access to the internet, so they cannot upload an update online and resspond. I am improvising with Power Point and Word to operate as my classroom "drop box".

Material:

  • Computers
  • Headphones
  • Power Point
  • Microsoft Word

Software:

  • This module is designed for the use of FL Studio 20

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

  • Students will need to be able to hear, see, count, read, compare and contrast, operate a computer, and have fine motor skills.
  • Students will need to be able to accomplish everything in week 1. Students will need a basic understanding of a piano keyboard (identify notes on the keyboard), music notes (quarter notes, 8th notes, 8th rest, quarter rest, 16th notes, whole notes, whole rest, half note, and half rest) on the music staff and musical rhythms.
  • Students will need a basic understanding of how to read the notes on the music staff, accidentals, repeat symbol, measures, bar lines, time signature, and how to connect the notes from the music paper to playing the keyboard.
  • Students will need to know how to enable their keyboard, operate, and record the piano roll. Students will need to know the piano numbers on their right and left hand.
  • Students will need to know how to verbally explain and independently operate the 5 main functions of FL Studio 12, which are the Browser, Channel Rack, Piano Roll, Playlist, and Mixer.
  • Students will need to know the 5 functions of FL Studio 12.
  • Students will need to know how to operate the 5 functions of FL Studio 12, aurally identify instruments, identify notes on the piano keyboard, count rhythms, compare and contrast, musical songs, understand what a melody, bass line, drum pattern, and mixing.
  • Students will need to know how to compose a drum pattern, and read a FL Studio 12 grid worksheet
  • Students will need to know how to operate the 5 functions of FL Studio 12, aurally identify instruments, identify notes on the piano keyboard, count rhythms, compare and contrast, musical songs, understand what a melody, bass line, drum pattern, and mixing
  • Students will need to know how to compose a drum pattern, and read a FL Studio 12 grid worksheet

Limitations:

  • If Adobe FL Studio 12 is not available, this module can be easily adapted to another version of Photoshop. However, if you use a different photo manipulation software, the videos should be changed.
  • Schools will not be afford the software and other musical instruments.

Standards

Student

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

Standards. (2018, August 3). NAfME. https://nafme.org/my-classroom/standards/

Illinois Muisc Technology Standards

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.

State of Illinois Board of Education. (2016). Illinois Arts Learning Standards- Music Standards. Www.Isbe.Net. https://www.isbe.net/Documents/Music-Standards.pdf

Teacher

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

Standards. (2018, August 3). NAfME. https://nafme.org/my-classroom/standards/

Illinois Muisc Technology Standards:

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.

State of Illinois Board of Education. (2016). Illinois Arts Learning Standards- Music Standards. Www.Isbe.Net. https://www.isbe.net/Documents/Music-Standards.pdf

Objectives/Learning Target

Student

Objectives/Learning Target

  • I will be able to understand basic music theory.
  • I will be able to explain and operate the Mixer within the 5 Functions of FL Studio 12 music software. Students will be able to identify visually and aurally instrument families.
  • I will be able to identify and operate the Mixer within the 5 functions of FL Studio 12.
  • I will be able to create a simple melody.
  • I will be able to compose a simple rhythmic pattern.

Teacher

Objectives/Learning Target

  • Students will be able to understand basic music theory.
  • Students will be able to explain and operate the Mixer 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 identify and operate the Mixer 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.

Pre-Survey/Assessment

Student

Welcome to the second week of our online learning module. Before we begin learning new content, I need you to complete the assessment attached below. The purpose of the evaluation is to ensure you are retaining the information about music theory and software knowledge. If you do not remember specific components, I will use this data to review the material. You will have 45-minutes to complete the assessment. The rubrics are attached below as well.

Assessment

Welcome to the second week of our online learning module. Before we begin learning new content, I need you to complete the assessment attached below. The purpose of the evaluation is to ensure you are retaining the information about music theory and software knowledge. If you do not remember specific components, I will use this data to review the material. You will have 45-minutes to complete the assessment. If you do not need to review material, please continue to the first assignment for this learning module.

 

Teacher

Welcome to the second week of our online learning module. Before the students begin learning new content, they will need to complete the assessment attached below. The purpose of the evaluation is to ensure that the students retain information about music theory and software knowledge. If the students do not remember specific components, please provide them with the material from the previous week to review by clicking this link.  The link will direct the students to the learning module one. The learning module has all of the videos and material if they need to study certain content.The students will have 45-minutes to complete the assessment.

Assessment

If the students need additional time to complete the assignment, please allow the students the time. The total class period is 75-minutes. 

Day 1

Student

Welcome to tweek two (2) of our learning module. Below are the standards and objectives and standards for day one (1). 

  • I will be able to understand basic music theory.

MU:Pr4.2.T.Ia

  • Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.

Music National Standards

  • 4. Composing and arranging music within specified guidelines.
  • 6. Listening to, analyzing, and describing music.

Rhythm is the groove we feel when we listen to music. When we interact with music, we rock side to side, tap our foot, dance, and groove to the rhythm. How is the groove created? What exactly is rhythm? In the videos below, you are going to learn the music theory behind the songs we enjoy.

Figure 1: Note Taking Worksheet

 

Media embedded July 10, 2020

Khan Academy. Lesson 1: Note values, duration, and time signatures | Music basics | Music |. (2019, April 28). [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=wQHcz7U01M4&feature=youtu.be&list=TLPQMTQwNTIwMjDOaR0jFJ7lJQ 

Media embedded July 10, 2020

Khan Academ. Lesson 1: Staff, names of notes, treble clef | Music basics | Music |. (2019, April 19). [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=rpYRUQvArEY&list=PLSQl0a2vh4HDFvmGd8eL5PJusJqrNZ0ge&index=8&t=0s

Application 

You are going to learn how to classify and create compositions using music theory connected to the rhythm videos. Youwill classify the numeric value of quarter rest, half rest, whole rest, 8th rest and 16th rest. Reference Piano Rhythm Worksheet. The worksheet below describes how the rhythm from the YouTube transfer to FL Studio 12. 

Figure 2: Piano Worksheet

 

In the video below, I will explain how to clap and perform the rhythm worksheet in FL Studio 12. Utilize the the 8th notes rhythm worksheet that is attached below.

Media embedded July 11, 2020

Robyn Sutton. Rhythm Video. (2020, July 10). [Video]. YouTube. Retrieved frohttps://www.youtube.com/watch?v=d2xley9UaD8&feature=youtu.be

Figure 3: 8th Notes Rhythm Work Sheet

Update #1: Utilize the 8th notes rhythm worksheet to perform the rhythms. You are going to practice and record lines 1-6 of the worksheet. Utitlize a kick drum sound of your choice from the browser. Record your rhythmic lines in the piano roll. Save and upload your assignment. Attached is the rubric. 

Figure 4: Rhythmic Assessment

COMMENT: Choose one of your peers update and provide feedback on their rhythm performance utilizing the rubric. Provide constructive feedback on how they can improve their skill set. 

Figure 5: Peer Response Rubric

Teacher

Below are the standards and objectives and standards for day 1.

  • Students will be able to understand basic music theory.

MU:Pr4.2.T.Ia

  • Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.

Music National Standards

  • 4. Composing and arranging music within specified guidelines.
  • 6. Listening to, analyzing, and describing music.

In the videos below, the students are going to learn the music theory behind the songs we enjoy.  While watching the videos the students are going to take notes. 

Figure 1: Note Taking Worksheet

Update #1: Utilize the 8th notes rhythm worksheet to perform the rhythms. You are going to practice and record lines 1-6 of the worksheet. Utitlize a kick drum sound of your choice from the browser. Students will record their rhythmic lines in the piano roll. The students will save and upload their assignment. Attached is the rubric.

Figure 2: Piano Rhythm Worksheet
Figure 3: 8th Notes Assessment

COMMENT: Choose one of your peers update and provide feedback on their rhythm performance utilizing the rubric. Provide constructive feedback on how they can improve their skill set.

Figure 5: Peer Response Rubric

 

Day 2

Student

Welcome to Day 2! 

 Below are the standards and objectives and standards.

  • I will be able to understand basic music theory.

MU:Pr4.2.T.Ia

  • Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.

Music National Standards

  • 4. Composing and arranging music within specified guidelines.
  • 6. Listening to, analyzing, and describing music.

During this module, you will learn how to explain music staff, lines/spaces, and accidentals. You will classify the notes on the piano keyboard. I have provided a copy of the scale code work sheet that we utilized last week. You should know how to create a major scale. 

Figure 6: Note Taking Worksheet
Figure 7: Scale Code Worksheet
Media embedded July 13, 2020

Khan Academy. (Lesson 3: Bass clef, grand staff and the octave | Music basics | Music |  (2019, April 19). [Video]. Retrieved from YouTube. https://www.youtube.com/watch?v=3SQOfqHJ1QM&list=PLSQl0a2vh4HDFvmGd8eL5PJusJqrNZ0ge&index=9

Media embedded July 13, 2020

Khan Academy. Lesson 1: Staff, names of notes, treble clef | Music basics | Music |. (2019, April 19). [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=rpYRUQvArEY&list=PLSQl0a2vh4HDFvmGd8eL5PJusJqrNZ0ge&index=7

Media embedded July 13, 2020

Khan Academy. Lesson 8: Natural sign, more on accidentals and key signature | Music basics | Music |. (2019, April 28). [Video]. YouTube. Retreived from https://www.youtube.com/watch?v=7rwd7i6Ls9M&list=PLSQl0a2vh4HDFvmGd8eL5PJusJqrNZ0ge&index=14

Below is a quick cheat sheet on accidentals. 

Figure 8: Accidentals (Music). (n.d.). [Image]. All About Music Theory. https://www.allaboutmusictheory.com/piano-keyboard/accidentals-music/

 

UPDATE #2

Let's apply all of the music theory that we have learned. You should have access to your project from last week. You have already created a melody utilizing the major scale. We are going to focus on the melody line in the piano roll. You are going to add 3-5 accidentals in your melody. Remember that the accidental notes are NOT apart of the scale.

Follow the steps below to complete the assignment.

  • Make a copy of your melodic track in the Channel Rack (refer to your notes from last week)
  • You will have two (2) melodic tracks
  • Change the second melodic track to FL Keys
  • Complete 3-5 accidental changes
  • Add in 3-5 new rhythmic pattern from day one (1) assignment 
  • Playlist- Add the new melodic track to the project 
  • Make changes as needed
  • Save and upload your project

COMMENT: Use the Venn diagram to compare and contrast a classmate's melodies. Reflect on these questions:

  • With the accidentals, did the energy (mood) of the project change? If so, explain the energy of melody one (1) and melody two (2).
  • Do the composer need to change the drum groove to for the new melody? Explain why and how the composer can do make those changes.

REPLY: Respond to one (1) classmate upate. Follow the rubric. 

Figure 9: Peer Response Rubric

Additional Resource 

How can you add accidental notes to your melody? The video below provide strategies.

Media embedded July 10, 2020

Learn Music Free. Lesson 28: Accidentals. The Natural Sign. (2016, November 26). [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=i1wdUYvriTM

Teacher

Welcome to Day 2!

Below are the standards and objectives and standards.

  • I will be able to understand basic music theory.
  • I will be able to explain and operate the Mixer within the 5 Functions of FL

MU:Pr4.2.T.Ia

  • Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.

Music National Standards

  • 4. Composing and arranging music within specified guidelines.
  • 6. Listening to, analyzing, and describing music.

During this module, students will learn how to explain music staff, lines/spaces, and accidentals. The students will classify the notes on the piano keyboard. I have provided a copy of the scale code work sheet that we utilized last week. The students will have access to all of their notes and week one (1) modules for review as needed. The students are building on their project from module one (1). 

Figure 7: Scale Code
Figure 6: Note Taking

UPDATE #2

Let's apply all of the music theory that we have learned. You should have access to your project from last week. You have already created a melody utilizing the major scale. We are going to focus on the melody line in the piano roll. You are going to add 3-5 accidentals in your melody. Remember that the accidental notes are NOT apart of the scale.

Follow the steps below to complete the assignment.

  • Make a copy of your melodic track in the Channel Rack (refer to your notes from last week)
  • You will have two (2) melodic tracks
  • Change the second melodic track to FL Keys
  • Complete 3-5 accidental change
  • Add in 3-5 new rhythmic pattern from day one (1) assignment
  • Playlist- Add the new melodic track to the project
  • Make changes as needed
  • Save and upload your project

COMMENT: Use the Venn diagram to compare and contrast a classmate's melodies. Reflect on these questions:

  • With the accidentals, did the energy (mood) of the project change? If so, explain the energy of melody one (1) and melody two (2).
  • Do the composer need to change the drum groove to for the new melody? Explain why and how the composer can do make those changes.

REPLY: Respond to one (1) classmate upate. Follow the rubric.

Figure 9: Peer Response Rubric

Additional Resources:

Odd Quartet. Accidentals, the basics - Music Theory Crash Course. (2017, January 14). [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=4ekV1GYADKg

Media embedded July 10, 2020
Media embedded July 10, 2020

Music Discoveries Piano. What are sharps, flats and naturals? (2019, March 3). [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=WOvy0WxcpKU

Day 3

Student

Welcome to Day !

Below are the standards and objectives and standards.

  • I will be able to understand basic music theory.

MU:Pr4.2.T.Ia

  • Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.

Music National Standards

  • 4. Composing and arranging music within specified guidelines.
  • 6. Listening to, analyzing, and describing music.

During this learning module, students will learn and understand natural minor and harmonic minor scales. Students will analyze and discover various techniques to create natural minor and harmonic minor scales, such as Busy Work Beat Lead Sheets and traditional patterns used to create the scales. 

Sometimes we want to express darker emotions in music and the major scale isn't going to cut it. We might consider using minor scales instead. Minor scales sound darker and more sorrowful than major scales. There are few different flavours of minor scale that we tend to use. In this video we have a look at the natural minor scale.

Figure 10: Scale Code
Media embedded July 10, 2020

Dave Conservatoire. The Natural Minor Scale. (2012, February 19). [Video]. YouTube. Retreived from https://www.youtube.com/watch?v=zFqlHWMXW0Y

Another flavor of minor scale is the harmonic minor scale. It will be very useful to know about when later we try and add harmony to pieces using a minor scale. It is a good idea, just like with any scale to try and learn what this scale looks like and sounds like starting on a twelve different pitches.

Media embedded July 10, 2020

 

Dave Conservatoire. The Harmonic Minor Scale. (2012, February 19). [Video]. YouTube.     Retrieved from https://www.youtube.com/watch?v=tFA8GVaCgsk

Melodies are the one element of a song people remember, along with the lyrics atop the melody. It is THE most important element of a song because people remember it for years and years. Think of the song happy birthday, it doesn't use chords, drums or bass yet we remember it and share it every single year. Melody is key in awesome songs which turn into classics. Music Theory is about understanding why melodies work. 

Media embedded July 10, 2020

Busy Work Beats. How to Start a Melody. (2019, February 11). [Video]. YouTube. Retreived from https://www.youtube.com/watch?v=coh3EW-W_N8&t=50s

UPDATE #3: Create two (2) different melodies. Below are the guidelines

  • Use FL Keys
  • The melody needs to be 8 measures
  • Use a combination of rhythm
  • Use the Roller Coaster Method from the Busy Work Beats Video
  • Create one (1) melody using the harmonic minor scale in Pattern 1
  • Create a one (1) melody using the natural minor scale in Pattern 2
  • Save and upload your project

COMMENT: In 5-7 sentences, your own words explain the aural (through your ears) difference between the two (2) different scales. Use evidence from the video to support your claim.

REPLY: In 5-7 sentences, explain if you agree or disagree with your classmate's statement. Use evidence from the video to support your claim.

Figure 11: Peer Rubric

 

Teacher

Welcome to Day 3!

Below are the standards and objectives and standards.

  • Students will be able to understand basic music theory.
     

MU:Pr4.2.T.Ia

  • Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.

Music National Standards

  • 4. Composing and arranging music within specified guidelines.
  • 6. Listening to, analyzing, and describing music.

During this learning module, students will learn and understand natural minor and harmonic minor scales. Students will analyze and discover various techniques to create natural minor and harmonic minor scales, such as Busy Work Beat Lead Sheets and traditional patterns used to create the scales.

 

Figure 10: Scale Code

UPDATE #3: Create two (2) different melodies. Below are the guidelines

  • Use FL Keys
  • The melody needs to be 8 measures
  • Use a combination of rhythm
  • Use the Roller Coaster Method from the Busy Work Beats Video
  • Create one (1) melody using the harmonic minor scale in Pattern 1
  • Create a one (1) melody using the natural minor scale in Pattern 2
  • Save and upload your project

COMMENT: In 5-7 sentences, your own words explain the aural (through your ears) difference between the two (2) different scales. Use evidence from the video to support your claim.

REPLY: In 5-7 sentences, explain if you agree or disagree with your classmate's statement. Use evidence from the video to support your claim.

Figure 11: Peer Response

 

Day 4

Student

Welcome to Day 4!

Below are the standards and objectives and standards.

  • I will be able to understand basic music theory.

MU:Pr4.2.T.Ia

  • Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.

Music National Standards

  • 4. Composing and arranging music within specified guidelines.
  • 6. Listening to, analyzing, and describing music.

During this module, you will learn how to create major and minor chords by using a number system. You will also learn how to input chords in the Piano Roll. I have provided a copy of the chord code work sheet. You will also learn how to add chords and a melody to your previous compositions. We are going to continue to build on what you have created.

The videos below explains how to create chords, the purpose of chords, and how to implement chords in your music.

Figure 12: Chord Worksheet
Media embedded July 11, 2020

Busy Works Beats. What is a Chord? Music Theory Defined. (2015b, December 14). [Video]. Retrieved from YouTube. https://www.youtube.com/watch?v=MDpw0erIWSM

Media embedded July 13, 2020

Busy Works Beats. What is a Chord Progression? (2015b, December 15). [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=jfFZnUWi8yE

Media embedded July 13, 2020

Busy Works Beats. Chord Codes - The Secret to Getting Started with Music Theory Immediately. (2018, June 7). [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=j5vJ4og_dv4

UPDATE #4:

Start a new project 

  • Select a piano sound from Sytrus 
  • Select your scale and starting note 
  • Create a 4 chord progression using the number system for major chords in Pattern 1
  • Create a 4 chord progression using the number system for minor chords in Pattern 2
  • Each chord needs to sustain for 1 or 2 measures 
  • You should heave a total fo 4 measures for Pattern 1 and Pattern 2
  • Save and upload your assignment 

COMMENT:  In 5-7 sentences, explain the strategies that you have utilized to create your chords progression. Use evidence from the videos to support the strategies you utilized in the assignment. Which sound do you prefer? A major chord progression or minor chord progression?

REPLY: Choose one (1) peer assignement. In 5-7 sentences, explain if you can hear and see the strategies that your peer utilized. Use evidence from the videos to support your claim. Provide one (1) suggestion to help improve their assignement.

Figure 13: Peer Response

 

Teacher

Welcome to Day 4!

Below are the standards and objectives and standards.

  • Students will be able to understand basic music theory.
  • Students will bbeb able to create major and minor chords. 
     

MU:Pr4.2.T.Ia

  • Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.

Music National Standards

  • 4. Composing and arranging music within specified guidelines.
  • 6. Listening to, analyzing, and describing music.

During this module, the students will learn how to create major and minor chords by using a number system. The students will also learn how to input chords in the Piano Roll. I have provided a copy of the chord code work sheet. The students will also learn how to add chords and a melody to their previous compositions. The stu are going to continue to build on what you have created. 

The videos below explains how to create chords, the purpose of chords, and how to implement chords in your music.

UPDATE #4: Start a new project.

  • Select a piano sound from Sytrus
  • Select your scale and starting note
  • Create a 4 chord progression using the number system for major chords in Pattern 1
  • Create a 4 chord progression using the number system for minor chords in Pattern 2
  • Each chord needs to sustain for 1 or 2 measures
  • You should heave a total fo 4 measures for Pattern 1 and Pattern 2
  • Save and upload your assignment

COMMENT: In 5-7 sentences, explain the strategies that you have utilized to create your chords progression. Use evidence from the videos to support the strategies you utilized in the assignment. Which sound do you prefer? A major chord progression or minor chord progression?

REPLY: Choose one (1) peer assignement. In 5-7 sentences, explain if you can hear and see the strategies that your peer utilized. Use evidence from the videos to support your claim. Provide one (1) suggestion to help improve their assignement.

Figure 12: Chord Worksheet
Figure 13: Peer Response

 

Day 5

Student

Welcome to Day 5!

Below are the standards and objectives and standards.

  • I will be able to understand basic music theory.

MU:Pr4.2.T.Ia

  • Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.

Music National Standards

  • 4. Composing and arranging music within specified guidelines.
  • 6. Listening to, analyzing, and describing music.

During this module, you will continue to focus on major and minor chords by using the number system. We are going to focus on chord progressions. We talked a little about chord progressions in the previous module. We are going to dive a little deepen and create a project based on chord progressions. Please take notes while watching the videos. You will choose strategies to implement in your project. 

Figure 14: Note Taking Worksheet
Media embedded July 12, 2020

Bro Beatz TV. MELODY SECRETS: HOW TO MAKE CHORD PROGRESSIONS LIKE A GOD (+ FREE TOOL). (2019, August 6). [Video]. YouTube.Retrieved from https://www.youtube.com/watch?v=ZZ9uYRwsWdA

Media embedded July 13, 2020

Busy Works Beats. 3 Levels of Chords: How to Triads to Einstein Equations - FL Studio. (2019, September 24). [Video]. YouTube. https://www.youtube.com/watch?v=gh_nWtW43Yk

Media embedded July 13, 2020

How to Make Chords in FL Studio 20 [Pt.2]. (2018, December 19). [Video]. YouTube. https://www.youtube.com/watch?v=ImKP6QkEplU

Upate #5: 

  • Access your project from day #4
  • Decide if you are going to focus on minor or major chords. 
  • Choose three (3) strategies from the videos above and implement those strategies into your project. Be prepared to explain which strategies you utiized. 
  • Create a melodic line on top of your chord progression 
  • Create a drum groove using a kick drum, snare drum, and hi hat. I will attach a drum groove worksheet. You are welcome to create your original drum groove. 
  •  Select a sound from Sytrus for your chords 
  • Select a sound from Sytrus for your melody 
  • Each chord needs to sustain for 1 or 2 measures
  • Save and upload your assignment
Figure 15: Drum Groove Lead Sheet

COMMENT: In 5-7 sentences, explain the strategies that you have utilized to create your chords progression. Use evidence from the videos to support the strategies you utilized in the assignment. Which strategies did you find interesting? Which strategies were complicated?

REPLY: Choose three (3) peer assignement. In 5-7 sentences, explain if you can hear and see the strategies that your peer utilized. Use evidence from the videos to support your claim. Provide one (1) suggestion to help improve their assignement.

Figure 16: Peer Response

 

Teacher

Welcome to Day 5!

Below are the standards and objectives and standards.

  • Students will be able to understand basic music theory.
     

MU:Pr4.2.T.Ia

  • Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.

Music National Standards

  • 4. Composing and arranging music within specified guidelines.
  • 6. Listening to, analyzing, and describing music.

During this module, students will continue to focus on major and minor chords by using the number system. The students are going to focus on chord progressions. We talked a little about chord progressions in the previous module. This module dives a little deeper about chords.Please take notes while watching the videos. You will choose strategies to implement in your project.

If the students need more time to complete their project, please allow them the time. 

Upate #5:

  • Access your project from day #4
  • Decide if you are going to focus on minor or major chords.
  • Choose three (3) strategies from the videos above and implement those strategies into your project. Be prepared to explain which strategies you utiized.
  • Create a melodic line on top of your chord progression
  • Create a drum groove using a kick drum, snare drum, and hi hat. I will attach a drum groove worksheet. You are welcome to create your original drum groove.
  • Select a sound from Sytrus for your chords
  • Select a sound from Sytrus for your melody
  • Each chord needs to sustain for 1 or 2 measures
  • Save and upload your assignment
Figure 15: Drum Groove Lead Sheet

COMMENT: In 5-7 sentences, explain the strategies that you have utilized to create your chords progression. Use evidence from the videos to support the strategies you utilized in the assignment. Which strategies did you find interesting? Which strategies were complicated?

REPLY: Choose three (3) peer assignement. In 5-7 sentences, explain if you can hear and see the strategies that your peer utilized. Use evidence from the videos to support your claim. Provide one (1) suggestion to help improve their assignement.

 

Presentation

Student

Welcome to the presentation day! I am really excited to hear your final composition. You will present your project from Day 5. You will have 5-7 minutes to present your project. Please be prepared to answer the following questions.

  • Identify the strategies you utilize for your project
  • Provide the name of the video
  • Explain the strategy or strategies
  • Specifically Identify in your project how you implemented those strategies
  • Explain which chords you created and why?
  • Explain the melodic line you created. Which scale did you use? What strategies did you utilize to create your melody?

Below is the presentation rubric.

Figure 17: Presentation Rubric

You will complete three (3) peer reviews based on the rubric that is attached above.

Teacher

Welcome to the presentation day! I am really excited to hear your final composition. You will present your project from Day 5. You will have 5-7 minutes to present your project. Please be prepared to answer the following questions.

  • Identify the strategies you utilize for your project
  • Provide the name of the video
  • Explain the strategy or strategies
  • Specifically Identify in your project how you implemented those strategies
  • Explain which chords you created and why?
  • Explain the melodic line you created. Which scale did you use? What strategies did you utilize to create your melody?

Below is the presentation rubric.

Figure 17: Presentation Rubric

You will complete three (3) peer reviews based on the rubric that is attached above.

Reference

State of Illinois Board of Education. (2016). Illinois Arts Learning Standards- Music Standards. Www.Isbe.Net. https://www.isbe.net/Documents/Music-Standards.pdf

Standards. (2018, August 3). NAfME. https://nafme.org/my-classroom/standards/

How to Start a Melody. (2019, February 11). [Video]. YouTube. https://www.youtube.com/watch?v=coh3EW-W_N8&t=50s

F.D. .a.n.d. .F.N. (n.d.). GRR Four Stages of Learning [Image]. Gradual Release of Responsibility. https://sites.google.com/site/gradualreleaseofresponsibility/the-gradual-release-of-responsibility-model/when-and-where-to-use-this-model

Khan Academy. Lesson 1: Note values, duration, and time signatures | Music basics | Music |. (2019, April 28). [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=wQHcz7U01M4&feature=youtu.be&list=TLPQMTQwNTIwMjDOaR0jFJ7lJQ

Khan Academy. Lesson 1: Staff, names of notes, treble clef | Music basics | Music |. (2019, April 19). [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=rpYRUQvArEY&list=PLSQl0a2vh4HDFvmGd8eL5PJusJqrNZ0ge&index=8&t=0s

Robyn Sutton. Rhythm Video. (2020, July 10). [Video]. YouTube. Retrieved frohttps://www.youtube.com/watch?v=d2xley9UaD8&feature=youtu.be

Khan Academy. (Lesson 3: Bass clef, grand staff and the octave | Music basics | Music | (2019, April 19). [Video]. Retrieved from YouTube. https://www.youtube.com/watch?v=3SQOfqHJ1QM&list=PLSQl0a2vh4HDFvmGd8eL5PJusJqrNZ0ge&index=9

Khan Academy. Lesson 1: Staff, names of notes, treble clef | Music basics | Music |. (2019, April 19). [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=rpYRUQvArEY&list=PLSQl0a2vh4HDFvmGd8eL5PJusJqrNZ0ge&index=7

Khan Academy. Lesson 8: Natural sign, more on accidentals and key signature | Music basics | Music |. (2019, April 28). [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=7rwd7i6Ls9M&list=PLSQl0a2vh4HDFvmGd8eL5PJusJqrNZ0ge&index=14

Learn Music Free. Lesson 28: Accidentals. The Natural Sign. (2016, November 26). [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=i1wdUYvriTM

Odd Quartet. Accidentals: The basics - Music Theory Crash Course. (2017, January 14). [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=4ekV1GYADKg

Music Discoveries Piano. What are sharps, flats and naturals? (2019, March 3). [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=WOvy0WxcpKU

Dave Conservatoire. The Natural Minor Scale. (2012, February 19). [Video]. YouTube. Retreived from https://www.youtube.com/watch?v=zFqlHWMXW0Y

Dave Conservatoire. The Harmonic Minor Scale. (2012, February 19). [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=tFA8GVaCgsk

Busy Work Beats. How to Start a Melody. (2019, February 11). [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=coh3EW-W_N8&t=50s

Busy Works Beats. What is a Chord? Music Theory Defined. (2015b, December 14). [Video]. Retrieved from YouTube. https://www.youtube.com/watch?v=MDpw0erIWSM

Busy Works Beats. What is a Chord Progression? (2015, December 15). [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=jfFZnUWi8yE

Bro Beatz TV. MELODY SECRETS: HOW TO MAKE CHORD PROGRESSIONS LIKE A GOD (+ FREE TOOL). (2019, August 6). [Video]. YouTube.Retrieved from https://www.youtube.com/watch?v=ZZ9uYRwsWdA

Busy Works Beats. 3 Levels of Chords: How to Triads to Einstein Equations - FL Studio. (2019, September 24). [Video]. YouTube. https://www.youtube.com/watch?v=gh_nWtW43Yk

Busy Work Beats. How to Make Chords in FL Studio 20 [Pt.2]. (2018, December 19). [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=ImKP6QkEplU

Standards. (2018, August 3). NAfME. https://nafme.org/my-classroom/standards/