Music That Matters

Introduction

This group of lessons introduces students to using the programs Magix Music Maker and Audacity. Students will work individually and in small groups to create music loops and recording voice overs to create an advertising jingle for the business companies like Pepsi or Coca Cola. Students will work in an authentic context to complete this real world activity. Over a eight week period, students are required to work in cooperative learning groups (groups of two and four) and create a twenty second commercial using Hip Hop loops in Magix Music Maker and using Audacity to record voice overs. Students are to use technology ( laptops, headphones, Magix Music Maker, Audacity, searching websites) to complete the activities. Students are required to research good advertising principles to create their voice over track (using their laptops) with the new company slogan to the Magix Music Maker Hip Hop loop. Once completed, students groups will present their twenty second company commercial to their peers.

Learning Purposes

Outcomes and Standards Framework

AI 3

The Arts, Art Ideas

Students generate arts works that communicate ideas

The student explores and uses ideas, experiences and observations to make art works within the structure of given tasks, a limited range of choices and a clear sense of purpose.

Task 1

Introduce the task description to students. Generate interest and motivation.

(Lesson 1)

Students, working in cooperative learning groups (four per group) will brainstorm ideas on a 'placemat' (A3 paper, see example at end of lesson 1) to create an advertising slogan for their commercial. Students cannot use any existing or known advertising examples for the company Pepsi or Coke, they must be original and consist of no more than one sentence. For example, Coke 'Things go better with Coke'.

Using the interactive white board, present today's lesson overview to students.

1 Using laptops in the ICT music classroom, students to research article on what makes a good advertising slogan and brainstorm their ideas onto their placemat. How to create a good advertising slogan A list of the agreed summary points to written down in to the centre of their placemat.

2 Students to view 50 good advertising slogans examples from website and in their groups write down examples they believe have the most impact. A list of the agreed summary points to written down in to the centre of their placemat.

3 Students to brainstorm (use placemat activity) and write down their own ideas for their company slogan.

4 Students to finalise their own company slogan (use placemat activity).

Example of placemat activity

Student Evaluation:
Discussion with students on their agreed company slogan. Discuss how have they come to there decision and why. Question how students overcome different decisions, what made them commit to their final slogan sentence. For example, 'Why do things go better with Coke'.
Teacher observations
Peer assessment

Learning Purposes
Outcomes and Standards Framework
ASP 3

The Arts, Skills & Processes

Using and adapting arts technologies

Music Technologies

ICT to manipulate sounds and gather information regarding music.

(Lesson 2)
Summarize last lesson on the elements of whats makes a good advertising slogan. Have student groups check their slogans to see if they have those key elements. This week, students, working in cooperative learning groups (four per group) will collaborate and discuss key points of the Magix Music Program Students to use headphones to eliminate classroom noise.

Using the interactive white board, present today's lesson overview to students.

a) Students to set up laptops, headphones and other resources in ICT music classroom.
b) Students to begin working in the Magix Music Program .

c) Students to begin to experiment using Magix Music on their laptops.

d) Students to experiment with different drum tracks, guitar tracks, bass tracks.
e) Students to save their music loops in their S Drive

e) Students to pack away laptops and other resources in ICT music classroom.

Student Evaluation:
Discussion with students on the Magix Music Program. Discuss how students locate, navigate and create drum loops. What solutions did students use when challenges arose creating drum loops.
Observations
Peer assessment

Learning Purposes
Outcomes and Standards Framework
ASP 3

The Arts, Skills & Processes

Using and adapting arts technologies

Music Technologies

ICT to manipulate sounds and gather information regarding music.

(Lesson 3)

Teacher collaboration with student groups to reinforce learning from last week:

Using the interactive white board, present today's lesson overview to students.

a) Students to set up laptops, headphones and other resources in ICT music classroom.

b) Teacher and student collaboration with creating music loop tracks.
c) Teacher and student collaboration with creating bass, guitar and keyboard tracks.

d) Teacher and student collaboration with music arrangements.

e) Students to pack away laptops, headphones and other resources in classroom.

Students will be assessed on

Locating loops in Magix Music Maker.
Locating tempos and volume, fade.
Locating beat tracks, dragging into Magix Music Maker workspace.
Extending drum tracks, and bass, guitar and keyboard tracks.
Arrangement of music loops

Student Evaluation:
Marking Rubric
Discussion with students
Observations of group work
Student examples

Task 2

Learning Purposes 1

Outcomes and Standards Framework

ASP 3

The Arts, Skills & Processes

Using and adapting arts technologies

Music Technologies

ICT to manipulate sounds and gather information regarding music

Learning Purposes 2

Outcomes and Standards Framework

AR 3

The Arts, Art Responses

Reflecting: Students record and reflect on the processes and choices when making their own music works and identify features, forms and conventions observed in the music of others, relating them to elements of their own work.

(Lesson 1)

Summarise last weeks lesson by inviting groups to demonstrate how to create their Hip Hop drum loops. Ask each group to discuss what challenges they encountered. Engage groups and get them to discuss how they overcome those challenges. Make sure each group member has a say!

This week students will begin to work in pairs to create their own final group Hip Hop drum loop. Using the interactive white board, present today's lesson overview to students.

a) Students to set up laptops, headphones and other resources in ICT music classroom.

b) Students to view video tutorial of Magic Music Maker on Youtube for tips .

c) Students to click and drag appropriate loops to Magix Music Maker, to complete their 20 second Hip Hop drum loop.

d) Students are to ensure they both work on the creation of the music loops (e.g., students to collaborate on selecting different drum, bass, guitar and keys tracks).

e) Students to save their music loops to their S Drive.

f) Students to pack away laptops and other resources in ICT music classroom.

Student Evaluation:
Discussion with students on their completed Hip Hop drum loops.
Teacher observations
Peer assessment

Learning Purposes 1

Outcomes and Standards Framework

ASP 3

The Arts, Skills & Processes

Using and adapting arts technologies

Music Technologies

ICT to manipulate sounds and gather information regarding music.

(Lesson 2)

Summarise last weeks lesson by inviting groups to demonstrate their completed Hip Hop drum loops.

This week, students will use either Magix Music Program or Audacity to record voice over on completed Hip Hop drum tracks. Once groups have practiced and prepared for their recording, allocate each group a time to record voice over onto Hip Hop drum track. For example, group 1, 10.30am, group 2, 10.40am, etc. Using the interactive white board, present today's lesson overview to students.

a) Students to work in pairs and practice recording their company slogan using Audacity or Magix Music Maker Program.

b) When students are happy with their practice recording, students to 'book' time with teacher to record voice over slogan.

c) Students to record voice over recording.

d) Students to peer assess their recording with other groups and record their feedback.

Student Evaluation:
Discussion with students on their agreed company slogan. Discuss how have they come to there decision and why.

Engage students during their use of Audacity or Magix Music Maker

Ask students to discuss the elements of How to create a good advertising slogan for an international company.

Teacher observations

Peer assessment

Learning Purposes 1

Outcomes and Standards Framework

ASP 3

The Arts, Skills & Processes

Using and adapting arts technologies

Music Technologies

ICT to manipulate sounds and gather information regarding music.

Learning Purposes 2

Outcomes and Standards Framework

AR 3

The Arts, Art Responses

(Lesson 3)

Summarise last weeks lesson by inviting groups to discuss their peer assessment and record any changes their group wants to make to last weeks completed Hip Hop voice and drum loops.

This week students to edit voice track and Hip Hop drum tracks in preparation for the presentations. Using the interactive white board, present today's lesson overview to students.

a) Students to work in pairs and complete any changes (from peer group assessment) to their recording.

b) When students are ready to record changes, students to 'book' time with teacher to re-record voice and drum tracks.

c) Student's to save recording.

Student Evaluation:
Discussion with students their peer group assessment feedback. Discuss how have they come to their decision and why they want to make adjustments (if any).
Teacher observations
Marking Rubric

Learning Purposes 1

Outcomes and Standards Framework

ASP 3

The Arts, Skills & Processes

Using and adapting arts technologies

Music Technologies

ICT to manipulate sounds and gather information regarding music

Learning Purposes 2

Outcomes and Standards Framework

AR 3

The Arts, Art Responses

Task 3

(Lesson 1)

a) Before presenting their Hip Hop track to their peers, each group of students is to give background information on why they have selected their advertising slogan, and why they believe it will be successful.

b) Classroom students to engage groups in discussion and express what they think about the advertising slogan.

c) Students to present their completed 20 second advertising commercial to class and assessment.

Evaluation:

Peer group assessment.

Presentation of the 20 second Hip Hop advertising commercial to classroom and teacher.

Teacher observations.

Assessment: Summative, Marking Rubric