Pinellas County Schools Key Learnings for
Music Technology and Sound Engineering 1
The Next Generation Sunshine State Standards guide the curriculum for all courses offered in
our public schools. While these provide a clear picture of what students should learn
conceptually from a course, translating them into actual classroom practice can be a challenging
task. The Pinellas County Schools Key Learnings are designed to assist teachers by distilling the
most critical elements of the standards into a user-friendlier format.
In a very small program, all levels may have to be included in one class period. This is not
recommended. Slightly larger programs will have a lower level class and an upper level class,
which is more workable. The largest programs will have multiple classes more aligned to the
state courses, but will still have a combination of levels.
The Pinellas County Schools Key Learnings for this course break the Standards down into ten
key areas. Thorough, in-depth study for mastery of these ten specific areas should make up the
majority of conceptual instruction. Links to each of the aligned state benchmarks are provided
for these ten areas. A variety of assessment forms and teaching resources are provided. The
resource links are part of a living document and will be enhanced and expanded continually. All
Pinellas County Performing Arts Teachers are encouraged to submit resource items throughout
the year.
Revised 8/23/15
Pinellas County Schools Key Learnings
Music Technology and Sound Engineering 1
State Course Description:
Students explore the fundamental applications and tools of music technology
and sound engineering. As they create and learn its terminology, students also
learn the history and aesthetic development of technology used to capture,
create, and distribute music. Public performances may serve as a resource for
specific instructional goals. Students may be required to attend one or more
performances outside the school day to support, extend, and assess learning in
the classroom.
Upon successful completion of this course, the student may truthfully say:
1.
I can explain the fundamental characteristics of sound (e.g., frequency, amplitude, and
propagation), and explain how changes of a given characteristic would impact our
perception of sound (e.g., pitch, loudness, timbre, distance, location, etc.).
2.
I can use a microphone and a digital audio workstation (DAW) such as GarageBand,
Logic, Audacity, etc. to effectively record a musical source of sound (e.g., voice, guitar,
drums, etc.) and make common edits to the resulting digital audio file (e.g., cut, copy,
splice, adjust gain).
3.
I can effectively utilize common digital effect plug-ins (e.g., reverb, delay, chorus,
distortion, filters, etc.) to intentionally alter and enhance the sound of an instrument or
recorded track.
4.
I can improvise simple melodies in a variety of major (e.g., C, G, F) and minor (e.g., A,
E, D) keys using a digital instrument/controller (e.g., keyboard, iPad, touchpad, etc.).
5.
I can create (through live performance or MIDI programming) and identify (through aural
and visual analysis) simple, common chord progressions (e.g., I-V-vi-IV; I-vi-IV-V; I-VIV-V; etc.).
6.
I can describe the basic framework of copyright law, and explain its importance in
regards to music I create, as well as music I listen to.
7.
I can effectively utilize the basic features (e.g., volume faders, pan, EQ, effects,
automation) of a digital audio workstation (DAW) for mixing a multi-track song.
8.
I can create new digital instrument sounds (e.g., using a software synthesizer), edit
existing digital instruments (e.g., by changing the available parameters), and explain the
primary sections of a subtractive synthesizer (oscillator, filter, amplifier).
9.
I can analyze and identify the form of a song and also create a simple song (or melody) in
common musical forms (e.g., ABA, AABA, verse-chorus-verse-chorus-bridge-chorus,
etc.).
Revised 8/23/15
10.
I can read/interpret (decode) and transcribe (encode) simple rhythms in simple meters
using piano roll notation and/or Western Standard Music Notation.
Note: Many of the common audio production and sound engineering terms (e.g., timbre,
feedback, oscillator, etc.) are called something different in entry-level software like GarageBand.
It is important to understand and be able to use the industry-standard terms, but also know how
those terms (and the related concepts) are implemented in the actual software.
Next Generation Sunshine State Standards Big Ideas:
1. C – Critical Thinking and Reflection
2. S – Skills, Techniques, and Processes
3. O – Organizational Structure
4. F – Historical and Global Connections
5. I – Innovation, Technology, and the Future
Next Generation Sunshine State Standards:
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DA.912.S.2.1 Sustain focused attention, respect, and discipline during class, rehearsal, and performance.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within
the school setting.
LAFS.910.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking. Use parallel structure. Use various types of phrases (noun, verb, adjectival, adverbial,
participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to
convey specific meanings and add variety and interest to writing or presentations.
LAFS.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 910 texts and topics.
LAFS.910.RST.3.7 Translate quantitative or technical information expressed in words in a text into visual
form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an
equation) into words.
LAFS.910.SL.1.2 Integrate multiple sources of information presented in diverse media or formats (e.g.,
visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
LAFS.910.SL.1.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
LAFS.910.SL.2.4 Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task.
LAFS.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.
MU.912.C.1.1 Apply listening strategies to promote appreciation and understanding of unfamiliar musical
works.
MU.912.C.2.2 Evaluate performance quality in recorded and/or live performances.
MU.912.C.2.3 Evaluate one’s own or other’s compositions and/or improvisations and generate
improvements independently or cooperatively.
MU.912.C.3.1 Make critical evaluations, based on exemplary models, of the quality and effectiveness of
performances and apply the criteria to personal development in music.
MU.912.F.1.2 Incorporate or adapt new, emerging, or previously unfamiliar technology to create an
innovative composition, music project, or related product.
MU.912.F.3.2 Summarize copyright laws that govern printed, recorded, and on-line music to promote
legal and responsible use of intellectual property and technology.
MU.912.H.2.4 Examine the effects of developing technology on composition, performance, and
acquisition of music.
MU.912.H.3.1 Apply knowledge of science, math, and music to demonstrate, through an acoustic or
digital performance medium, how sound production affects musical performance.
MU.912.S.1.3 Arrange a musical work by manipulating two or more aspects of the composition.
MU.912.S.1.5 Research and report on the impact of MIDI as an industry-standard protocol.
MU.912.S.1.7 Combine and/or create virtual and audio instruments.
MU.912.S.1.8 Record, mix, and edit a recorded performance.
MU.912.S.3.4 Analyze and describe the effect of rehearsal sessions and/or strategies on refinement of
skills and techniques.
Revised 8/23/15
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Pinellas County Schools
High School Band 1 Key Learnings
Teacher Planning Tool
NGSSS Code
I can explain the fundamental characteristics of sound (e.g.,
frequency, amplitude, and propagation), and explain how changes of
a given characteristic would impact our perception of sound (e.g.,
pitch, loudness, timbre, distance, location, etc.).
I can use a microphone and a digital audio workstation (DAW) such
as GarageBand, Logic, Audacity, etc. to effectively record a musical
source of sound (e.g., voice, guitar, drums, etc.) and make common
edits to the resulting digital audio file (e.g., cut, copy, splice, adjust
gain).
I can effectively utilize common digital effect plug-ins (e.g., reverb,
delay, chorus, distortion, filters, etc.) to intentionally alter and
enhance the sound of an instrument or recorded track.
MU.912.H.3.1
MAFS.912.A-CED.1
LAFS.910.RST.2.4
LAFS.910.RST.3.7
MU.912.S.1.8
MU.912.F.1.2
MU.912.H.3.1
I can improvise simple melodies in a variety of major (e.g., C, G, F)
and minor (e.g., A, E, D) keys using a digital instrument/controller
(e.g., keyboard, iPad, touchpad, etc.).
I can create (through live performance or MIDI programming) and
identify (through aural and visual analysis) simple, common chord
progressions (e.g., I-V-vi-IV; I-vi-IV-V; I-V-IV-V; etc.).
I can describe the basic framework of copyright law, and explain its
importance in regards to music I create, as well as music I listen to.
I can critically evaluate the quality and effectiveness of a recorded
musical performance and effectively utilize the basic features (e.g.,
volume faders, pan, EQ, effects, automation) of a digital audio
workstation (DAW) for mixing a multi-track song.
I can create new digital instrument sounds (e.g., using a software
synthesizer), edit existing digital instruments (e.g., by changing the
available parameters), and explain the primary sections of a
subtractive synthesizer (oscillator, filter, amplifier).
I can analyze and identify the form of a song and also create a
simple song (or melody) in common musical forms (e.g., ABA,
AABA, verse-chorus-verse-chorus-bridge-chorus, etc.).
I can read/interpret (decode) and transcribe (encode) simple rhythms
in simple meters using piano roll notation and/or Western Standard
Music Notation.
MU.912.S.1.8
MU.912.F.1.2
MU.912.H.3.1
MU.912.C.1.1
MU.912.F.1.2
MU.912.S.1.5
MU.912.S.3.4
MU.912.F.1.2
MU.912.C.1.1
MU.912.S.1.3
MU.912.S.1.5
MU.912.S.3.4
MU.912.F.3.2
MU.912.C.1.1
MU.912.C.2.2
MU.912.C.2.3
MU.912.C.3.1
MU.912.H.3.1
MU.912.S.1.3
MU.912.S.1.8
LAFS.910.SL.1.2
MU.912.S.1.7
MU.912.H.3.1
MU.912.S.1.5
MU.912.S.1.3
LAFS.910.RST.2.4
LAFS.910.RST.3.7
Revised 8/23/15
Revised 8/23/15