Music Technology CURRICULUM
During the pandemic, many people around the world were stuck at home without much to do so they began to make their own music at home. According to the annual NAMM Global Report, that was when sales of music products skyrocketed, which includes pro audio (speaker enclosures, power amplifiers, mixers, cables, wireless microphones and cabled microphones), DJ gear (CD players, turntables, DJ mixers, digital DJ controllers and special effects lighting units), electronic music (keyboard synthesizers, controller keyboards, electronic pianos, rhythm machines/production centers and electronic drums), and recording and computer music (hard disk multi-track recorders, hand-held digital records, rack-mounted processors, computer music hardware, recording and sequencing software and plug-in software and loops).
In 2023, audio production studios in the US market is expected to reach $1.6 billion in revenue - a 3.7% increase from 2018 (IBIS World, 2023). Additionally, with the industry developing more affordable, portable, and easier to use music production gear, more people can now afford to purchase equipment to make music essentially anywhere. When paired with free and affordable online resources (paid subscription platforms, open forums, videos on Youtube, Tik Tok, Instagram, etc), beginners can even learn from a never-ending list of sources on how to use such equipment on their own. But it can become overwhelming on where to start. By providing a structured and comprehensively sequenced course of music technology instruction in a classroom setting (especially Pre-K through 12th grades), the next generation of music makers - whether as professionals or to simply express ourselves in ways that are meaningful and purposeful to us - can become more inspired and empowered to take on self expression.
Below is an on-going and developing source of classroom music technology curriculum with the beginner student and a limited budget and space in mind.
In 2023, audio production studios in the US market is expected to reach $1.6 billion in revenue - a 3.7% increase from 2018 (IBIS World, 2023). Additionally, with the industry developing more affordable, portable, and easier to use music production gear, more people can now afford to purchase equipment to make music essentially anywhere. When paired with free and affordable online resources (paid subscription platforms, open forums, videos on Youtube, Tik Tok, Instagram, etc), beginners can even learn from a never-ending list of sources on how to use such equipment on their own. But it can become overwhelming on where to start. By providing a structured and comprehensively sequenced course of music technology instruction in a classroom setting (especially Pre-K through 12th grades), the next generation of music makers - whether as professionals or to simply express ourselves in ways that are meaningful and purposeful to us - can become more inspired and empowered to take on self expression.
Below is an on-going and developing source of classroom music technology curriculum with the beginner student and a limited budget and space in mind.
WEBSITE: Music Technology by Amy
Sample lesson | how to set up the home recording studio (A hands-on activity)
OBJECTIVES
1. Students will be able to identify the essential components of a basic home recording studio (monitors/speakers, headphones, isolation booth, pop filter, condenser vs dynamic microphone, MIDI controller, cables - XLR vs quarter inch vs power cords, interface, DAW).
2. Students will be able to install and set up components of a basic home recording studio.
1. Students will be able to identify the essential components of a basic home recording studio (monitors/speakers, headphones, isolation booth, pop filter, condenser vs dynamic microphone, MIDI controller, cables - XLR vs quarter inch vs power cords, interface, DAW).
2. Students will be able to install and set up components of a basic home recording studio.
SUGGESTIONS
To start this unit on the home recording studio, students will need to be exposed to the creative process and production gear that was used to make the music they are familiar with. Some great resources include Rolling Stone's interviews with Charlie Puth (Attention) and Oliva Rodrigo (Deja Vu).
To start this unit on the home recording studio, students will need to be exposed to the creative process and production gear that was used to make the music they are familiar with. Some great resources include Rolling Stone's interviews with Charlie Puth (Attention) and Oliva Rodrigo (Deja Vu).
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ACCOMMODATIONS
To both save time and to help students who may be struggling, they have the option to come up to the station in pairs. Students are also given the option to come in during lunch or after school with a friend who may or may not be enrolled in the class to work together like in a low-risk escape room concept. This helps to generate interest amongst students who are not currently enrolled but may be inspired to enroll at a later date.
To both save time and to help students who may be struggling, they have the option to come up to the station in pairs. Students are also given the option to come in during lunch or after school with a friend who may or may not be enrolled in the class to work together like in a low-risk escape room concept. This helps to generate interest amongst students who are not currently enrolled but may be inspired to enroll at a later date.
NOTES
In Amy's 3rd year of teaching this music technology class, students of Poly HS has only had access to Chromebooks. The limitation of these laptops is that it is for the purpose of browsing the internet and typing documents so they are incapable of downloading software. Up until recently, students were only able to use Soundtrap (a web-based Digital Audio Workstation). By continuously working with colleagues of other disciplines and developing interdisciplinary content (such as songwriting with literacy, sound design with physics and engineering, creating soundbites for the film class' video projects, making music for the computer science class' AP video game project, and marketing and data analytics with statistics), the administration team at Poly HS has shown their support by providing funding to obtain new equipment.
THE FUTURE OF POLY HS MUSIC TECHNOLOGY PROGRAM
With the support of colleagues (by collaborating to develop unique student projects), school administration (by providing the necessary funding and promotion of the course), and community members (industry professionals donating resources, time and expertise), the future of our music technology program is brighter than ever - and we want to help as many school programs achieve similar goals for generations to come. Because the future of education needs to drive intrinsic and extrinsic motivation in our students, this process will need to involve more student-led projects and work that is designed to draw focus to meeting the students where they are emotionally, intellectually, capability, and culturally. Evolving from the teacher-centered performance ensemble and lecture-style set up, Amy's goal is to create a classroom environment that allows for more hands-on and individualized opportunities.
In Amy's 3rd year of teaching this music technology class, students of Poly HS has only had access to Chromebooks. The limitation of these laptops is that it is for the purpose of browsing the internet and typing documents so they are incapable of downloading software. Up until recently, students were only able to use Soundtrap (a web-based Digital Audio Workstation). By continuously working with colleagues of other disciplines and developing interdisciplinary content (such as songwriting with literacy, sound design with physics and engineering, creating soundbites for the film class' video projects, making music for the computer science class' AP video game project, and marketing and data analytics with statistics), the administration team at Poly HS has shown their support by providing funding to obtain new equipment.
THE FUTURE OF POLY HS MUSIC TECHNOLOGY PROGRAM
With the support of colleagues (by collaborating to develop unique student projects), school administration (by providing the necessary funding and promotion of the course), and community members (industry professionals donating resources, time and expertise), the future of our music technology program is brighter than ever - and we want to help as many school programs achieve similar goals for generations to come. Because the future of education needs to drive intrinsic and extrinsic motivation in our students, this process will need to involve more student-led projects and work that is designed to draw focus to meeting the students where they are emotionally, intellectually, capability, and culturally. Evolving from the teacher-centered performance ensemble and lecture-style set up, Amy's goal is to create a classroom environment that allows for more hands-on and individualized opportunities.
CALIFORNIA CAREER TECHNICAL EDUCATION ANCHOR STANDARDS
- Technology 4.1 | Use electronic reference materials to gather information and produce products and services
- Technical Knowledge & Skills 10.1 | Interpret and explain terminology and practices specific to the Arts, Media, and Entertainment sector
- Technical Knowledge & Skills 10.4 | Collaborate with industry experts for specific technical knowledge and skills
CALIFORNIA CAREER TECHNICAL EDUCATION PATHWAY STANDARDS: DESIGN, VISUAL & MEDIA ARTS
A1 - Demonstrate ability to reorganize and integrate visual art elements across digital media and design applications
- A1.1 View and respond to a variety of industry-related artistic products integrating industry appropriate vocabulary
- A1.2 Identify and use the principles of design to discuss, analyze, and create projects and products across multiple industry applications
- A1.3 Describe the use of the elements of art to express mood in digital or traditional art work found in the commercial environment
- A1.4 Select industry-specific works and analyze the intent of the work and the appropriate use of media
- A1.8 Compare how distortion is used in a variety of media to modify the message being communicated
- A1.9 Analyze the material used by a given artist and describe how its use influences the meaning of the work
- A2.1 Demonstrate skill in the manipulation of digital imagery (either still or video) in an industry-relevant application
- A2.2 Demonstrate personal style and advanced proficiency in communicating an idea, theme, or emotion in an industry-relevant artistic product
- A2.5 Compile a portfolio of multiple original two- and three-dimensional works of art that reflect technical skills in an industry-relevant application
- A2.6 Create an artistic product that involves the effective use of the elements of art and the principles of design
- A2.7 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view
- A2.9 Create a multimedia work of art that demonstrates knowledge of media and technology skills
- A3.1 Identify and describe the role and influence of new technologies on contemporary arts industry
- A3.2 Describe how the issues of time, place, and cultural influence and are reflected in a variety of artistic products
- A3.3 Identify contemporary styles and discuss the diverse social, economic, and political developments reflected in art work in an industry setting
- A3.4 Identify art in international industry and discuss ways in which the work reflects cultural perspective
- A3.5 Analyze similarities and differences of purpose in art created in culturally diverse industry applications
- A4.2 Deconstruct how beliefs, cultural traditions, and current social, economic, and political contexts influence commercial media (traditional and electronic)
- A4.4 Analyze the relationship between the artist, artistic product and audience in both an existing and self-generated project
- A4.5 Analyze and articulate how society influences the interpretation and effectiveness of an artistic product
- A4.6 Create an artistic product for a specific industry and modify that product to accommodate a different aesthetic perspective
- A5.1 Compare and contrast the ways in which different artistic media (television, newspapers, magazines, and electronic media) cover the same commercial content
- A5.2 Explore the role of art and design across various industry sectors and content areas
- A5.3 Deconstruct works of art, identifying psychological content found in the symbols and images and their relationship to industry and society
- A5.4 Predict how changes in technology might change the role and function of the visual arts in the workplace
- A5.6 Prepare portfolios of original art created for a variety of purposes and commercial applications
- A6.1 Evaluate the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical or aesthetic purposes or both
- A6.2 Analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings
- A7.2 Use language in natural, fresh, and vivid ways to establish a specific tone
- A7.4 Integrate databases, graphics, and spreadsheets into electronically processed documents
- A8.1 Understand the component steps and skills required to design, edit, and produce a production for audio, video, electronic, or printed presentation
- A8.2 Use technology to create a variety of audio, visual, written, and electronic products and presentations
- A8.3 Know the features and uses of current and emerging technology related to computing (e.g., optical character recognition, sound processing, cable TV, cellular phones)
- A8.4 Analyze the way in which technical design (e.g., color theory, lighting, graphics, typography, posters, sound, costumes, makeup) contributes to an artistic product, performance, or presentation
- A8.5 Differentiate writing processes, formats, and conventions used for various media
- A8.6 Analyze and assess technical support options related to various media and design arts
- A8.7 Evaluate how advanced and emerging technologies (e.g., virtual environment or voice recognition software) affect or improve media and design arts products or productions
CALIFORNIA CAREER TECHNICAL EDUCATION PATHWAY STANDARDS: PERFORMING ARTS
B1 - Explore and formulate responses to peer and professional work using the fundamental elements of Theater, Dance, and Music
- B1.7 Deconstruct formal and informal (improvisational) performances of theater, dance, and music, both live and electronic, and evaluate using appropriate artistic vocabulary
- B2.2 Describe how the elements of music are used
- B2.5 Analyze and describe significant musical events perceived and remembered in a given industry generated example
- B2.6 Analyze and describe the use of musical elements in a given professional work that makes it unique, interesting, and expressive
- B3.2 Describe how the issues of time, place, and cultural influence and are reflected in a variety of artistic products
- B4.3 Apply basic music elements (rhythm, meter, tempo, timbre) to construct and perform dances for a variety of professional settings
- B5.1 Sing or play a repertoire of musical literature representing various genres, styles, and cultures with expression and technical accuracy
- B5.2 Sing or play music written in multiple parts, individually or with a group
- B5.4 Employ a variety of music technology to record, integrate, or modify a live or recorded performance to produce a new artistic product
- B5.5 Compose music in distinct styles
- B5.6 Compose and arrange music for various combinations of voice and acoustic and digital/electronic instruments using appropriate ranges and traditional and nontraditional sound sources
- B5.7 Create melodic and rhythmic improvisations in a style or genre within a musical culture (gamelan, jazz, and mariachi)
- B7.1 Identify and compare how film, theater, television, and electronic media productions influence values and behaviors
- B7.3 Analyze the historical and cultural perspective of the musician in the professional setting
- B7.5 Create a product comparing and contrasting universal themes and sociopolitical issues in a variety of music, dance, or theatrical products
- B8.1 Critique discipline-specific professional works using the language and terminology specific to the discipline
- B8.2 Use selected criteria to compare, contrast, and assess various professional performance forms
- B8.3 Analyze the aesthetic principles that apply in a professional work designed for live performance, film, video, or live broadcast
- B8.4 Use complex evaluation criteria and terminology to compare and contrast a variety of genres of professional performance products
- B9.1 Examine the training, education, and experience needed to pursue discipline-specific performance options
- B9.2 Demonstrate effective knowledge and skills with the audiovisual equipment and technology used in professional performance
- B9.3 Demonstrate entry-level competencies for a career in an artistic or technical field in the theatrical arts
- B9.5 Contrast differing roles in professional skill sets of creators, performers, and others involved in the production and presentation of the performing arts
- B9.6 Create a career plan leading to professional performance in one of the performance disciplines
CALIFORNIA CAREER TECHNICAL EDUCATION PATHWAY STANDARDS: PRODUCTION & MANAGERIAL ARTS
C1 - Demonstrate knowledge of industry safety standards and practices in all areas of technical production
- C1.4 Apply safety related decision making and problem-solving techniques to live, recorded, or multimedia generated production
- C2.1 Analyze the production sequence involved in creating a media based or live performance production
- C3.1 Identify the skills and competencies of the various members of a production team including producer, production manager, director, assistant director, stage manager, production designer(s), post production, etc
- C4.1 Know the main elements and functional responsibilities involved in the production and presentation of the performing, visual, and media arts
- C4.2 Know how artistic processes, organizational structure, and business principles, including funding and budgeting, are interrelated in both live and media production
- C4.3 Identify the responsibilities and activities associated with the preproduction, production, and post-production of a creative project
- C4.4 Demonstrate understanding of the appropriate use of technology in each phase of the production planning
- C4.5 Create a call sheet for equipment, crew, technical support, and cast requirements for an arts, media, and entertainment production
- C5.1 Identify essential qualifications and technological competencies for each team member, including artists, designers, performers, composers, writers, and technicians
- C5.2 Plan the general coordination of various elements in a project or production
- C6.1 Design a production flow chart identifying chain of responsibility for a specific type of arts, media, and entertainment production
- C6.2 Create a budget for an aspect of an arts, media, and entertainment production of the arts, media, and entertainment industry
- C6.3 Design a promotional packet demonstrating knowledge of promotional
- C6.4 Create a promotional example using electronic media
- C6.5 Create a public service announcement using two or more production methods materials, such as standard public service announcements
- C7.1 Identify and describe licensing management for live and media based productions and intellectual properties
- C7.2 Identify successful business models and analyze various facets of those models, such as market analysis, marketing strategy, and product value
- C7.3 Discuss the relationships between publishers, developers, distributors, marketers, and retailers
- C7.4 Understand the role of audience and market research in promotional planning
- C7.5 Understand the components of marketing campaigns for live and media based productions, including advertising in both traditional and social media
- C7.6 Demonstrate understanding of the distribution component of both live and media based production including Web, print, radio, television, and communication based options
CALIFORNIA VISUAL AND PERFORMING ARTS STANDARDS
CREATING
RESPONDING
CONNECTING
- 2.0 Plan and Make | Musician's creative choices are influenced by their expertise, context, and expressive intent
- 3.1 Evaluate and Refine | Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria
- 3.2 Present | Musicians' presentation of creative work is the culmination of a process of creation and communication
RESPONDING
- 7.1 Select | Individuals’ selection of musical works is influenced by their interests, experiences, understandings, and purposes
- 7.2 Analyze | Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music
- 8.0 Interpret | Through their use of elements and structures of music, creators and performers provide clues to their expressive intent
- 9.0 Evaluate | The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria
CONNECTING
- 10.0 Synthesize | Musicians connect their personal interest, experiences, ideas, and knowledge to creating, performing, and responding
- 11.0 Relate | Musicians connect societal, cultural, and historical contexts when creating, performing, and responding