CURRICULUM GUIDE
Electronic Music
MU0T05
District 219
Niles Township High Schools
Niles North and Niles West
Skokie, Illinois
Daniel Gregerman
William Koch
Pam Hendrix
Teralyn Keith, Director of Fine Arts
June 2006
Table of Contents
Coursebook Description ..................................................................................[p. 3]
Department Structure ......................................................................................[p. 4]
Instructional Materials .....................................................................................[p. 5]
Agreed Upon Elements ...................................................................................[p. 6]
Units of Instruction with Student Learning Outcomes
Coded to State Goals and/or Benchmarks ..............................[p. 7]
Summative Assessment Description ...............................................................[p. 8]
Unit of Instruction Examples ...................................................................... [p. 9-10]
2
Coursebook Description
Electronic Music
MU0T05
Length: 1 semester
Credit: 1 credit
Open to Grades: 10-12
Grade Weight: III
Prerequisite:
Digital Piano 1 or
Consent of Instructor
This course encompasses aspects of recording, producing,
manipulating, and engineering music and sound. Students will use
several different types of software and involves creating loops,
sound design/sound systems, and working with the many different
digital forms of music used today. Students will learn the basics of
music notation, theory, form, and other musical elements, as well as
study the many different types of media, such as e-mail, web
pages, MP3s, WAV, AIIF, etc.
3
Department Structure
MUSIC PROGRAM SEQUENCES
Pathways illustrate typical movement with a sequence of courses.
Grade Weight Level is indicated in parentheses.
Band
Beginning
Band (III)
Concert
Band (III)
Symphonic
Band(III)*
Symphonic Wind
Ensemble (IV)*
Philharmonic
Orchestra (III)*
Symphonic
Orchestra (IV)*
Chamber
Choir (III)*
Advanced
Choir (IV)*
Orchestra
Beginning
Orchestra (III)
Concert
Orchestra (III)*
Choir
Choraliers
(III)
Concert
Choir (III)*
Non-Performing Electives
Guitar 1 (III)
Guitar 2 (III) *
Digital Piano 1 (III)
Digital Piano 2 (III) *
Electronic Music (III) *
Music Theory (IV) *
* Consent of teacher required
4
Instructional Materials
Text
Reason 3 Ignite! Pub: Thomson Course Technology
PTR: Stacy L. Hiquet 2005
Supplemental Material
Software
Reason 3.0
Band-in-a-Box
Garage Band
Sibelius 4.0
5
Agreed-Upon Elements
Agreed Upon Elements
Mixing
Drum Tracks
Bass Lines
Lead Lines (Melody)
Harmonies
Arranging
Editing
Loops
Effects
Sampling
Sequencing
Audio Routing
Exporting
Importing
Composition
Chord Entry
Musical Styles (Rock, Jazz, R&B, Swing, etc.)
Lead Line (Notated)
Lyrics
Production (CD, MP3, etc.)
Notation
Symbology
Form
Rhythm
Note Reading Basics
Music Theory Basics
Texture
Terminology & Application
Music Industry
Electronic Components
6
Skill Introduced
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Units of Instruction with Student Learning Outcomes Coded to State Goals and/or Benchmarks
State Benchmark
25.B.5
26.A.4d, 5
26.B.4c, 5
27.A.4b
27.B.4a, 4b, 5
26.A.4d, 5
Unit
TV Series Theme Music
Unit Elements
Students will produce 16-24 bars of music that
can be used as an Intro. or as an Outro. for a
new TV series.
Importing/Printing Music in a
Notation Program
26.A.4d, 5
Lead Sheet Creation
26.A.4d, 5
27.B.4a, 4b, 5
25,B.4
26.A.4d, 5
27.A.4a, 5
27.B.4a, 4b, 5
25.A.4, 5
26.A.4d, 5
26.B.4c
27.A.4b
Musical Style Study
Students will import a MIDI file, convert it to
notation, edit, and print it out as a complete
score with individual instrument parts.
Students will use a selected piece of music and
enter the melody and chord structure into the
program Band-in-a-Box and save it as a MIDI
file.
Students will manipulate a predetermined MIDI
file into different musical styles.
Students will study the history of electronic
music from the 1960s to the present.
Electronic Music History
Student Critique
Students will formally listen, assess, and
evaluate their work as well as the work of their
peers.
7
Summative Assessment Description
Students are given both written and individual performance assessments
throughout the semester.
8
Unit of Instruction Example
Electronic Music
Title of Unit
TV Series Theme Music
Student Learning Outcomes
•
Students will produce 16-24 bars of music that can be used as an Intro or
Outro for a new TV series.
•
Students will create their musical ideas inspired by a pre-existing
vocabulary list.
•
Students will incorporate skills learned in Reason 3.0.
•
Students will demonstrate basic composition form and structure.
•
Students will critique their work and the work of their peers.
Length or Timeline
Two weeks
Materials Used to Teach the Unit
Reason 3.0
Internet usage
Supplemental materials
Class Activities
Class discussion
Use of class time
Students sharing information
Out-of-Class Assignments
Drop in the lab for individual work
Research
Individualization
Each student is responsible for his/her own project
Unit Assessment
The unit will be assessed in the following areas: structure/form, melody, chord
sequence, drum patterns, loops, different sound incorporation, effects,
organization, and does the student’s work fit the TV series theme?
9
Unit of Instruction Example
Electronic Music
Title of Unit
Importing/printing music in a notation program
Student Learning Outcomes
•
Students will import a MIDI file, convert it to notation, edit, and print it out
as a complete score with individual parts
Length or Timeline
One week
Materials Used to Teach the Unit
Sibelius 4.0
Supplemental materials
Using previously created material through Band-in-a-Box
Class Activities
Teacher demonstration
Student manipulation of Sibelius and Band-in-a-Box programs
Use of class time
Out-of-Class Assignments
Drop in the lab for individual work
Individualization
Each student is responsible for his/her own project
Unit Assessment
Students will turn in a score and a set of parts in a style of their own choice
other than the original. The unit will be assessed on the score and set of parts
having the correct format as listed in the following areas: title, composer,
instrument, measure numbers, dynamics, rhythm accuracy, form, overall
attention to detail, and organization.
10