Daily Lesson Plan

Teacher:
Lesson Date:
Subject: Music Technology
Unit Title: Who I Am
Lesson Title: Introduction of DAWs

Standards/Strategies: Agenda: (What is the snapshot of my class flow?)

MENC – National Standards Drill: Students will conduct a listening log. Students
4. Composing and arranging music within specified guidelines. enter and listen to a piece of music for the warm up
6. Listening to, analyzing, and describing music. to get them focused on music and to practice their
7. Evaluating music and music performances. listening and analysis skills.

TI:ME Strategies Opening: Teacher reviews expectations for the day

and other pertinent information that is listed on the
2. Music Production board. Teacher then shares the objectives and has
a. Data Types – MIDI/Digital Audio students share back the learning expectations for the
b. Processes – Looping, Sequencing, Signal Processing & Sound day in their own words.
Design
6. Productivity Tools, Classroom and Lab Management Whole Group: Students are given class time to work
b. Computer Systems (CPU, I/O Devices, Storage Devices/Media, on the unit at whatever point they are. They can
etc.) reference teaching videos on the classroom website
c. Lab Management Systems (Korg, Roland, Lentines, etc.) as needed, they can collaborate and the teacher will
d. Networks (Network Manager Software, Server etc.) circulate checking in with each student throughout
the class period.
Music Technology Common Core Strand
Anchor Standard 1: Generate and conceptualize artistic ideas and work. Independent Practice: Students will craft an original
MI:Cr1.1.T.IIIa Generate melodic, rhythmic and harmonic ideas for composition that demonstrates their understanding
composition and improvisations that incorporate digital tools, resources and and use of musical techniques or students will
systems. demonstrate their knowledge and understanding
Anchor Standard 2: Organize and develop artistic ideas and work. through musical analysis.
MU:Cr2.1.T.IIIa Select, develop, and organize multiple melodic, rhythmic and
harmonic ideas to develop into a larger work that exhibits unity, variety, Closing: Prior to class ending the teacher will remind
complexity, and coherence using digital and analog tools, resources, and students to save work, share any reminders for the
systems. next day, have 3 students share out their work in a
Anchor Standard 3: Refine and complete artistic work. mini concert, clean up and release the class at the
MU:Cr3.1.T.IIIa Develop and implement varied strategies and apply bell.
appropriate criteria to improve and refine the technical and expressive
aspects of draft compositions and improvisations. Resources:
Anchor Standard 7: Perceive and analyze artistic work
MU:Re7.1IIIa Select, describe and compare a variety of musical selections - https://screencast-o-matic.com/
based on characteristics and knowledge of the music, understanding of - Computer
digital and electronic aspects, and the purpose and context of the works. - Headphones
Anchor Standard 9: Apply criteria to evaluate artistic work. - Pencil/Pen
MU:Re9.1.T.IIIa Develop and justify the evaluation of a variety of music - Whiteboard
based on established and personally-developed criteria, digital, electronic - Mixcraft
and analog features, and understanding of purpose and context. - Speakers
Anchor Standard 11: Synthesize and relate knowledge and personal
experiences to make art. Homework:
a Demonstrates understanding of relationships between music and the other
arts, other disciplines varied contexts and daily life.

Common Core
WHST 11-12.1. Write arguments focused on discipline-specific content. (e)

Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)

Students will know how to generate, organize and refine an artistic work by crafting an original composition which represents the
composer and that demonstrates mastery of a digital audio workspace.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE

ASSESSMENT
Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they Copy of listening logs are
enter the classroom?) placed in student’s binders
for review and collected by
As students enter the room, they will be given a listening log. They will copy the title of a piece the teacher after every 10th
of music, the composer/artist and the works genre on to their listening log. The teacher will log for review and
5 min play the piece of music and students will answer questions based on what they hear. assessment.

Some examples of questions asked are: What instruments can you identify in this work?
What does this work make you think of? What colors do you associate with this work?

Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that
should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that
student need to complete before the lesson begins?)

Teacher will lead a discussion regarding the music they heard and what elements played into
the piece of music and make connections between this work and other musical works they are
familiar with.
10
min
Essential Question: What is a Digital Audio Workspace? What are specific compositional
techniques and how do they affect a musical work? How does a composer use various
compositional elements to portray a message within a musical work?

Review of vocabulary: Compositional Techniques, Digital Audio Workspace (DAW),

Instruments, Composition, Composer, Technology.

Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration,

activate prior knowledge], shared reading, shared writing, discussion, writing process.)

Teacher will introduce a digital audio workspace (DAW) by giving a verbal description, sharing
20 - a visual example and allowing students to view multiple examples of online DAWs. The
30 teacher will give an overview of how a DAW works.
min
Teacher will lead discussion as to what programs are considered DAWs, why certain DAWs
are considered more effective than others and how DAWs have a relationship to media
production and technology engineering.

20 - Independent Practice: (individual practice, discussion, writing process.) Students original

30 composition that
min Students will listen to and view an example of how to use Mixcraft. demonstrates
understanding and mastery
https://screencast-o-matic.com/watch/cDjvFujnTi of the use of a DAW and
graded in accordance with
Students will then craft a 1 minute piece of music which will demonstrate the student’s ability the music technology rubric
to work within a DAW. (below).
 During independent practice, the teacher will be circulating, addressing misconceptions,
reteaching as needed, redirecting behavior as needed, engaging in individual
modifications/accommodations and addressing student questions and concerns.

Student choice:
Students have the choice to use alternate DAW platforms such as Cakewalk, FLStudio, Open
Labs, Soundation, Bandlab, Studio One or another of their choosing/preference.

OR
OR
Students have the choice to demonstrate their understanding not through the development of
an original composition but rather students can demonstrate their understanding of a DAW by Students will be assessed
creating a presentation on various DAWs that highlights their strengths and weaknesses. on their presentation and
Students must include at least 3 DAWs not including Mixcraft. the strengths and
weaknesses discovered for
various DAWs.
Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective and
connect the lesson to the unit?)

5 min At least 3 students will volunteer to perform a concert of their composition to share with the
class. During this time students will give feedback and the teacher will check for
understanding of the use of a DAW.

Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of Students will be assessed
all learners?) on their original
composition for the
The teacher will circulate during independent practice time to ensure that all learners enrichment project and it
understand how to master the technique and reteaching to the individual student will happen will be graded in
as needed. Enrichment and Extension projects will be assigned and offered as needed. accordance with the music
technology project rubric
For students who quickly master the concept they will have the opportunity to demonstrate (below).
their mastery by crafting an additional 1 minute work that shares something else about them
with the class. Students may also choose to extend their existing piece to 2+ minutes instead
of choosing to craft a 2nd work.

OR OR

Student Choice for Enrichment:

Students who did not complete the alternate activity to demonstrate mastery through a Students will be assessed
presentation may choose to complete this exercise to further deepen and demonstrate their on their presentation of
knowledge. various DAWs.

OR OR

Students may choose to complete 2 separate 30 second works that share something about Students will be assessed
them with the class. The pieces must be different styles and share different stories or traits. on the enrichment project
and it will be graded in
accordance with the music
technology project rubric
(below).
Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?)

All student work will be placed on the individual student’s online portfolio. Students will be tasked with writing a description of what
they did to demonstrate mastery and in that written description students will be asked to explain how their mastery was
demonstrated and in their own words reinforce the learned objective.

Music Technology Grading Rubric:

Meets Criteria Harmonically Correct Balance & Blend Creativity & Online Portfolio Post
Craftsmanship
50 10 10 10 20
All criteria are met in There were no The full range of the Highly Creative (see The post is highly
such a way that the harmonic flaws piece is balanced. description below) descriptive and
essence of the (unprepared Levels are correct provides detailed
project is dissonances, texture with no distortion insight to how the
showcased. problems or clashing and panning is used project was created.
melodies.) to enhance the
stereo field.
45 8 8 8 15
Most criteria are met. There are some There are some Very Creative The post is
harmonic flaws, but flaws in the balance complete, but not
the piece is still and blend. very descriptive.
successful.
30 5 5 5 10
Some criteria are There are some There are many Somewhat creative. The post is vague.
met. harmonic flaws that flaws in the balance
detract from the and blend.
enjoyment of the
piece.
20 0 0 0 0
None of the criteria There are many There is too much Not creative The post includes no
were met, but a harmonic flaws. distortion or other useful information
project was flaws to clearly hear
submitted. the piece.

A few words on craftsmanship and effort:

Creativity is a measure of what you have done with the project at hand. If you simply meet the project requirements, but do not put
your own special touch on the music, you have met the criteria, but you have not been creative. You can create a piece with four
loops lasting for 2 minutes and while your project is “done” how interesting or creative is it? You should always ask yourself if you
have truly spent time being creative and investing in your craftsmanship.

Craftsmanship is an indicator of class time used wisely, and putting care into the final product. Evidence of good effort is usually
found in the details of the final project. For example, subtle changes that are unexpected, movement of sound, care in crafting your
piece in regards to balance, panning and other techniques we learn in class.
Name: ________________________ Date: ________________

LISTENING LOG (#0)

Title: Composer/Artist:

Genre: What instruments do you hear?

How does this work make you feel? If you close your eyes, what do
picture while you listen to work?

What do you think this work is about? Would you recommend this to
someone, why or why not?