Course Proposal: Intro to Music Industry

For Grades 9-12

Adrianne Tomlinson
Course Description:
This “Intro to Music Industry” course is focused on teaching the beginning skills of learning to
create music similar to the popular music students listen to on the radio today. The students will
spend their time learning about various careers in the music industry and then the individual
talents and skills that each entails. The major activities of the course will include: a research
presentation on a music industry career, and then a singing unit where students learn to write
lyrics for songs and demonstrate vocal percussion (beat-boxing), an instrumental unit where they
get to experiment with string and percussion instruments, and a music technology unit where
students learn to record and mix music using an electronic software. At the conclusion of the
year the student will combine all the skills and understandings they received from the various
units to create their own arrangement of a popular song with their peers.

Rationale:
This course is important to provide students with an opportunity to learn in a secondary general
music setting without being pressured into being a part of an ensemble. The types of music
courses offered in a high school should be varied to fit the musical needs of a diverse set of
music learners. In a study done by Abril and Gault, they found that many administrators were
interested in adding courses such as music technology to their curriculum (Abril & Gault, 2008).
This will give more students an opportunity to engage with music in a way that interests them. In
an article by David A. Williams he concluded that music educators believe that more time and
energy is invested on performance goals than other musical goals such as improvising and
composing. (Williams, 2007). Because of this, secondary general music is more centered around
the idea of giving students an outlet to learn about and make music without being forced to
perform. According to Kevin Gerrity, a professor of music education at Ball State University one
can define a secondary general music education course as providing “ a broad array of skills,
knowledge, cultural traditions, and genres to illustrate effectively the breadth and depth of the
musical art form” (Gerrity, 2009). Students should be able to be a musician but also take a
backseat and get an opportunity to listen to the music of other cultures and genres and learn from
it. For example, Bennett Reimer, a music educator, believed that students in these classes should
not just be reduced to having a musicianship role, but be able to have other roles such as
“listenership roles” (Reimer, 2004). A secondary general music class would focus on building
alternative skills to performing such as listening, composing, and improvising. By taking the
focus from performance, students gain a chance to use their voice and other instruments to learn
about music theory, culture, and composition. As a result, the instruments in secondary general
music turn into tools rather than performance mediums. Robin Giebelhausen believes in using
instruments as a tool to not perform, but learn musical skills and knowledges such as dynamics,
musical form, meter, and scales (Giebelhausen, 2015). This will allow students to work on
building skills and learning information about music to apply as they consume music in their
future lives. Students can learn history, theory, ethnomusicology, and more in a general music
class without feeling the pressure of having to perform on a stage or perfect a piece of music. By
implementing general music courses at the secondary level, hopefully future music educators can
foster an informed love of music in a higher population of high school students.

Community Impact:
The community will shape the course content by providing the popular music that the students
will be mimicking during their exploration of how to use music technology. Students will gain
this information by creating polls to share with their student body to receive feedback on the
types of music people are currently listening to. This will provide the music for them to arrange
during their final project or study throughout the year in the singing, instrumentation, and
technology units. The community will also impact the students by helping support the course at
the fundraising events the students will host.

Student Impact:
The students can impact the larger global community by broadcasting their music online on
platforms such as Soundcloud or Spotify. This will allow them to share their work and provide
ideas to other musicians out there. In their school community, they can have their pieces played
on the morning announcements at their school or during lunch time. At the end of the school
year, the Music Share Fair will serve as the conclusion of the final project where all students get
a chance to perform their works they created. In order to advertise this event, the students will
play their pieces at fundraisers for the course that manifest as car washes or bake sales for the
local community to attend. As a result, they will receive the opportunity to incorporate
musicking into their life while doing activities that benefit their local community. Ultimately this
will impact the students by teaching them the skills of planning, problem solving, and working as
a team which will be useful in whatever career path they choose to follow after their high school
education. This will cover standard HG.7 of the VA SOL standards of music which states that
the student will investigate the role of music in society by examining various opportunities to
experience music in the community.
Course Outline:
Quarter One
● Course Introduction/Syllabus and Creating Class Norms (1 Week)
● Career Research (Individual) Project (2 Weeks)
● Listening Lab on Different Genres (4 Weeks)
● Favorite Genre (Individual) Project (2 Weeks)
Quarter Two
● Singing Unit (4 Weeks)
○ Lyrics
○ Melody
○ Harmonies
○ Vocal Percussion
● Instrumentation Unit (5 Weeks)
○ Guitar/Bass
○ Drums and other Percussion
○ Any Other Instruments Students can Access
Quarter Three
● Music Technology (6 Weeks)
○ Layering
○ Looping
○ Recording
● How to Videos (3 Weeks)
○ Creating a instructional video of a certain skill in the DAW
Quarter Four
● Bake the Music Project
○ See the following Project Outline
 Project Outline: Bake the Music

Context Statement:​ The learners completing this project will have a variety of skill sets when it comes to
creating music. The students will have different comfort levels when it comes to using their singing voice,
playing an instrument or using technology to produce music. The setting of this curricula will be a
classroom where students are welcomed to try new things and make mistakes. Therefore, they will be able
to learn from them and develop as a music maker in an encouraging environment. The music they will
create should be thought of as a cake. It takes many ingredients and time to be made. This project takes
place at the end of the school year after students learn about and know some of the different careers
available in music and what skills and tasks each job entails. As a result, students will be able to use their
singing voice, play string and percussion instruments, and utilize DAWs to create beats, mix loops of
music, and record their own live performance. During this project, the teacher will work as a facilitator
and ask thoughtful questions to get students to problem solve and learn how to work outside of their
comfort zone. At the conclusion of this project, students will extend and utilize their skills and knowledges
to be more conscious of the work necessary to create the art they listen to as music consumers and
articulate their opinions of the music they experience based on what they have learned during the course.

Desired Results

Standards: Goals:
HG.1 ​The student will ● I can identify the melody, harmony, and bassline in a digital audio
read and notate music, workstation using one or more modality by the end of this project. (K)
including using ● I can compose an arrangement that includes lyrics, a melody, harmonies,
contemporary and a bassline of a piece using traditional instruments and electronic
technology. instruments by the end of this project. (S)
● I can critique the layering of the melody, harmony and bassline, of the
HG.2 ​The student will musical creations done by my peers and myself with musical terminology
compose and arrange in comparison to the original piece once our project is complete. (S)
music within specified ● I can play a given instrument using appropriate techniques in order to
guidelines by using a keep the instrument in good condition to represent a melody, harmony or
variety of sound, bassline during this project. (S)
notational, and ● I can explain in words verbally and on paper the feelings a piece of music
technological sources. evokes from me to others after listening to it actively during this project.
(S)
HG.3​ The student will ● I can utilize my skills of singing, playing an instrument, and recording
perform a varied and layering music in a DAW to create my own original song. (T)
repertoire of music,
including recognizing
and demonstrating
proper instrumental
technique.

HG.5​ The student will

investigate
characteristics of
musical sounds by
employing technology
to explore musical
sounds.

HG.8​ The student will

demonstrate concert
etiquette at musical
performances by
exhibiting acceptable
behavior as an active
listener.

HG.9​ The student will

analyze music by
describing and
interpreting works of
music, using inquiry
skills and music
terminology.

HG.10​ The student

will evaluate and
critique music by
examining and
applying accepted
criteria for critiquing
musical performances
of self and others.

HG.11​ The student

will investigate
aesthetic concepts
related to music by
analyzing and
justifying personal
responses to works of
music.

Generative (Essential) Questions:

- How can technological instruments and traditional instruments interact to make meaningful
sound?
- What forms of technology can I use to create music?
- What roles need to be filled in order to create a piece of music?
 Evidence

I can identify the melody, harmony, and bassline in a digital audio workstation using one or more
modality by the end of this project. (K)
● Meets Expectation: Student can answer a short quiz that asks which instruments have the harmony,
melody, or bassline in a particular recording.
● Exceeds Expectation: Student can answer a short quiz that asks which instruments have the
harmony, melody, or bassline in a particular recording and identify other aspects such as tonality or
meter.
● Developing Expectation: Student can answer the short quiz and discern the bassline of the piece
but sometimes confuses which part is the harmony and which is the melody.
I can compose an arrangement that includes lyrics, a melody, harmonies, and a bassline of a piece
using traditional instruments and electronic instruments by the end of this project. (S)
● Meets Expectation: Student creates and turns in a midi file that includes, their vocal with lyrics,
harmony on another instrument and a bassline.
● Exceeds Expectation: Student creates and turns in a midi file that includes their vocal with lyrics,
vocal harmonies, instrumental harmonies, and a bassline.
● Developing Expectation: Student creates and turns in a midi file that includes their vocal with
lyrics over a bassline.
I can critique the musical arrangements done by my peers and myself using musical terminology
once our project is complete. (S)
● Meets Expectation: Student fills out and turns in a survey that asks yes/no questions about the
dynamics, harmonies, vocal tone, and rhythms in their peers work. This will show that they are
providing their feedback based on the musical elements they encounter as they listen to the song.
○ Questions on the Survey:
■ Does the arrangement have a variety of dynamics?
■ Do the harmonies in the arrangement match those of the original piece?
■ Is the vocal tone appropriate for the specific genre of music?
■ Are there any parts that are off beat compared to the rest?
● Exceeds Expectation: Student fill out and turns in a survey that asks yes/no questions about the
dynamics, harmonies, vocal tone, and rhythms in their peers work. In addition, they give open
ended comments to elaborate on and justify their answers.
○ Question on Survey with Comment:
■ Does the arrangement have a variety of dynamics?
● Yes, but the vocal melody needs to come out more of the instrumental
harmonies.
● Developing Expectations: Student can not answer all questions on the survey, but provide their
personal opinion of the arrangement without using any particular musical terminology.
○ Opinion: I like this arrangement because this song sounds fast and catchy.
I can play a given instrument using appropriate techniques in order to keep the instrument in good
condition to represent a melody, harmony or bassline during this project. (S)
● Meets Expectation: The student creates and turns in a video about the do’s and dont’s of playing a
particular instrument then performs a part of a song with the instrument.
● Exceeds Expectation: The student creates and turns in a video about the do’s and dont’s of playing
 a particular instrument and then performs an original song with the instrument.
● Developing Expectations: The student creates a video about the do’s and dont’s of playing an
instrument but can play a part of a song yet.
I can explain in words verbally and on paper the feelings a piece of music evokes from me to others
after listening to it actively during this project. (S)
● Meets Expectation: The student speaks about the feeling a song evokes from him/her with a group
of peers and then writes a short paragraph to turn in.
● Exceeds Expectation: The student speaks about the feeling a song evokes from him/her with a
group of peers and then turns the feelings into an original work of art (song, painting, poem etc.)
● Developing Expectation: The student can either speak or write about the feeling a song evokes but
not do both.
I can utilize my skills of singing, playing an instrument, and recording and layering music in a DAW
to create my own original song. (T)
● Meets Expectation: The student creates and turns in a midi file from a DAW of them singing lyrics
to an original melody and harmonizing with an instrument over a bassline.
● Exceeds Expectation: The student creates and turns in a midi file from a DAW of them singing
lyrics to an original melody and harmonizing with multiple instruments over a bassline.
● Developing Expectation: The student create and turns in a midi file from a DAW of them singing
lyrics to an original melody over a bassline.

Learning Plan

Timeline of Bake the Music:

Week One:
● Teacher Introduces the Project
● Students Create their Groups (3-5 people)
● Students Select a Song to be Arranged
● Students Decide their Roles in the Project (Singer, Instrumentalist, Sound Engineer etc.)
Week Two:
● Students Decide Instrumentation for Bassline
● Students Create the Bassline of the Piece
● Students Record the Bassline of the Piece
● Students Turn in Bassline to Receive Feedback from Teacher
Week Three:
● Students Edit their Bassline based on Teacher Feedback
● Students Create Harmonies to the Bassline of the Piece on at least one other Instrument
● Students Record and Add Harmonies of other Instruments to the Bassline
● Students submit the Bassline and Instrument Harmonies to Receive Feedback from the Teacher
Week Four:
● Students Edit their Instrumentation Based on Teacher Feedback
● Students Record and Add the Vocal Melody of the Piece to the Bassline and Instrumentation
● Students Record and Add Vocal Harmonies of the Piece to the Bassline and Instrumentation
● Students Submit the Bassline, Instrument Harmonies, and Vocals to Receive Feedback from
Teacher
Week Five:
 ● Students Edit their Vocals Based on Teacher Feedback
● Different Groups Listen to Each Other’s Songs and Provide Feedback to their Peers
● Student’s Make Final Revisions Based on All Feedback
● Students Submit their Final Recording of Their Song
Week Six:
● Students Begin to Transform their Recording into Live Performance
● Students Practice Their Parts Live with the Members of their Group
● Students Record Their Performance on Video Live
● Teacher Provides Feedback on Live Video Performance
Week Seven:
● Students Use Feedback from Teacher to Improve their Live Performance
● Students Practice their Live Performance
Week Eight:
● Students Perform Their Arrangements at the “Music Industry Showcase”
Week Nine:
● Students Reflect on Their Project and what they Learned During the School Year

Final Assessment

Goal/Quality No Evidence Developing Meet Exceeds

Expectations Expectations Expectations

1 ​I can identify the
melody, harmony, and
bassline in a digital audio
workstation using one or
more modality by the end
of this project. (K)
The student can The student can The student can The student can identify
not identify the identify some parts of identify the melody, the melody, harmony, and
harmony melody a song in a digital harmony and bassline bassline in a digital audio
or bassline in a audio workstation in a digital audio workstation using one or
digital audio such as the melody, workstations using more modality and
workstation using harmony, and bassline one or more modality. identify additional
any modality. using one or more musical elements such as
modality. tonality or meter.

2 ​I can compose an
arrangement that includes
lyrics of a melody,
harmonies, and a bassline
of a piece using traditional
instruments and/or
electronic instruments by
the end of this project. (S)
The student can The student can The student can The student can compose
not compose an compose an compose an an arrangement that
arrangement with arrangement that arrangement that includes lyrics of a
lyrics of a vocal includes some but not includes lyrics of a melody, multiple vocal
melody, all of the following: melody, instrumental and instrumental
instrumental lyrics of a melody, harmonies, and a harmonies, and a bassline
harmonies, and a instrumental bassline of a piece of a piece using
bassline with any harmonies, and a using traditional traditional instruments
type of bassline of a piece instruments and/or and/or electronic
instruments. using traditional electronic instruments. instruments.
instruments and/or
electronic
instruments.
3 ​I can critique the layering The student can
of the melody, harmony
and bassline, of the musical
creations done by my peers
and myself with musical
terminology in comparison
to the original piece once
our project is complete. (S)
4 ​I can play a given
instrument using
appropriate techniques in
order to keep the
instrument in good
condition to represent a
melody, harmony or
bassline during this project.
(S)
5 ​I can explain in words
verbally and on paper the
feelings a piece of music
evokes from me to others
after listening to it actively
during this project. (S)
6 ​I can utilize my skills of
singing, playing an
instrument, and recording
and layering music in a
DAW to create my own
original song. (T)
The student can The student can The student can critique
not provide a critique the musical critique the musical the musical creations done
critique of the creations of themself creations done by by themself and others
musical creations and others without themself and others using musical
of themself and musical terminology. using musical terminology and provide
others. terminology. feedback on how to better
the music.
The student can The student can The student can play The student can teach
not play an verbalize how to play an instrument with others how to play an
instrument with an instrument with appropriate techniques instrument with
appropriate appropriate to represent a melody, appropriate techniques to
techniques to techniques to harmony or bassline. represent a melody,
represent a part represent a melody, harmony, or bassline.
of a song. harmony or bassline.
The student can The student can The student can The student can create an
not explain the explain in one explain in words artistic representation
feeling a piece of modality the feeling a verbally and on paper (painting, song, poem
music evokes piece of music evokes the feeling a piece of etc.) of the feeling a piece
from them. from them. music evokes from of music evokes from
them. them.
The student can The student can The student can utilize The student can utilize
not utilize their utilize their skills of their skills of singing, their skills of singing,
skills of singing, singing, playing an playing an instrument, playing an instrument,
playing an instrument, and and recording and and recording and
instrument, and recording and layering layering in a DAW to layering in a DAW to
recording and in a DAW to create an create an original create an original piece of
layering in a original piece of piece of music. music with 4 or more
DAW to create music that is purely parts.
an original piece instrumental.
of music.
 Proposed Budget

Item Name Use Cost Quantity Overall Cost

(How will this be used by students/teacher?) (per unit)

Piano Keyboard Students will use the pianos to create harmonies $60 8 $480
for their final project.

Recording Students will use the microphones to record $30 8 $240

Microphone their voices and instruments.

Tambourine Students will use the tambourine as an $15 5 $75

instrument in their final project.

Acoustic Guitars Students will use the acoustic guitar as an $160 4 $640
instrument in their final project.

Electric Guitar Students will use the electric guitar as an $150 2 $300
with Amp instrument in their final project.

Drum Sets Students will use drum sets as an instrument in $160 2 $320
their final project.

Headphones Students will use headphones to listen to their $15 29 $435

recordings.

Storage The microphones and headphones will need a $5 2 $10

Containers storage container to keep them organized.
Total Cos​t $2,500
 References
Abril, C. R., & Gault, B. M. (2008). The state of music in secondary schools: The principal's
perspective. ​Journal of Research in Music Education,​ ​56(​ 1), 68-81.

Gerrity, K. W. (2009). Enhancing middle-level general music: Suggestions from the

literature.​Music Educators Journal​, ​95​(4), 41-45.

Giebelhausen, R. (2015). In the Beginning of the Middle: Curriculum Considerations for Middle
School General Music. ​General Music Today,​ ​29(​ 1), 41–45.

Reimer, B. (2004). Reconceiving the standards and the school music program. ​Music Educators
Journal​, ​91​(1), 33-37.

Williams, D. A. (2007). What are music educators doing and how well are we doing it? Music
Educators Journal, 94(1), 18–23.