Songs for a New Age

For High School Students

By: Kathryn Morgan
Course Descriptive
Songwriting is a creative outlet that allows students to express their feelings. It is
a form of poetry and music making that leads to connections and relationships. This
class is an introduction to songwriting. Students will be taught techniques and strategies
in writing lyrics and melodies. They will learn how to notate music as well as music
technology skills such as recording and editing music through music softwares.
Throughout the semester they will write songs of different genres and use different
recording softwares. They will also learn to work in groups and be collaborative artists
with one another. This semester long class is for all students who have or have not
engaged in music making. We welcome all students into this creative, musical,
encouraging classroom. All students are encouraged to share their opinions and
feelings in this respectful space.

Rationale
Songwriting is a form of creative expression, a tool to learn how to make music
and understand music skills, as well as an interesting and fun way to engage with
students and their community. This songwriting class will not only focus on how to write
songs it will focus on developing skills to produce, record and direct a music video.
According to an article I read entitled ​Composing and Arranging in Middle School
General Music, c​ omposition combines many musical elements in one conscious
manner (Bush). Things like being able to read music, auditory learning, music theory
and more. These skills will be addressed in the class through different assignments. In
another article entitled ​Participatory culture and informal music learning through video
creation in the curriculum. ​In this reading it follows a class as they focus on participatory
culture through the creation of music video. This is a similar project to my own as it is
project based learning. The students felt that projects like these engaged students due
to its relevance to the music they are listening to as well as technology they are
interested in learning about (Cayari). Through technology we are engaging with different
types of individuals, bringing in students who like “popular” music as well as technology.
Another article I read entitled ​Songwriting: A new direction for secondary music
education, ​was about how the use of songwriting classes can provide adolescents with
personal musical experiences. This article describes how songwriting allows students to
connect with their own culture and personal feelings. It also provides opportunity for
students to learn to play instruments that they are interested in learning (Kratus).
Songwriting is a form of music making that can last a lifetime and through this course
students may find a way to engage in music for the rest of their lives.
Expected Impact on Students:
Through this class, I am hoping students will learn the creative art form that is
songwriting. Through songwriting students will be able to meet multiple standards as
well as understand and develop different musical skills. First, students will be able to
read and notate music, including their own original musical ideas. They can also do this
on contemporary technology (HG.1). Students will also be able to compose and arrange
music that incorporates voicing and arranging while using a variety of sounds. (HG.2).
These are standard notational skills that students will be developing in a classroom that
helps engage students in a meaningful way. Students will also be able to improve
musical ideas such as melodic and rhythmic patterns (HG.4). Students will also be able
to evaluate and critique the music of their own creation as well as those of their peers
(HG.10). Students will also be able to analyze music by describing music styles and
forms through listening, as well as examining the importance of cultural influences
(HG.9). Through this course students will be developing all of those skills through
multiple projects.They will also be applying skills that they have learned in their English
classes about storyboards and storytelling in order to develop an idea for their music
video. Students will be engaging in all forms of music making as well as be exposed to
different styles of music and what makes them unique. Through these experiences
students will be learning musical skills while creating and expressing themselves
through music.

Expected Community Impact

Songs for A New Age will have a pretty big impact on the school and the
community. This class will provide more students with the opportunity to engage in
music, which will then lead to more music making in the community. These assignments
that the students will be working on are something they will be extremely proud of and
want to share with the community. By doing so this class can lead to more individuals
searching for careers as songwriters and musicians and performing in local venues and
sharing their music on streaming services. By sharing their music the community will be
impacted and shown the importance of music making and hopefully lead to more
community involvement with music and the arts. The community will also make a
massive impact on the classroom. The community and the culture these students are
from will impact and shape the styles of music the students create and produce. The
community’s support could also massively shape this class. With the support, students
may gain confidence and lead to pursuing a career in music.
 Course Outline

Project 1: ​Original Melody Set to Poem (5 Days)

In this assignment students will be given a short poem that they must write a melody for.
The goal is for them to use the poem and create music that matches the mood and tone
of the poem. They will then use notation software to notate the piece. They will perform
this piece live and share it with the class. Before this project has started we will have
introduced notation software and how it works.

Project 2: ​Original Poem set to Music (5 Days)

In this assignment students will be given a short melody line that they then must create
lyrics for. The 2 days leading up to this assignment will be an introduction to
Garageband. In this assignment they would use garageband to record them singing the
lyrics they created to the tune. They will then share their recording with the class.

Project 3: ​Original Song (8 Days)

This will be the first time students will create both the melody and the lyrics to their own
original song. They will need to find a way to notate their music as well as record and
produce the song. Once they are done creating their songs, they will have the option on
how they share their piece; either through a recording or a live performance. When
introducing this project I will share original songs, one as a live performance and the
other as a recording, demonstrating what is to be done but also showing that it isn’t
scary.

Project 4: ​Music Video (13 Days)

The Music Video assignment will be towards the end of the semester. Students will pick
an original song created throughout the class in order to record a music video for the
song.

Video Killed the Music Video Star 

Context Statement:​ In our songwriting class for new ages we will be using the skills that we have developed in
filmmaking, audio recording, and songwriting in order to create, direct and produce a music video to their own
original song. Students will write songs, and through their lyrics they will design a music video that will enhance the
audience's understanding of the piece.

Stage 1 - Desired Results 

 

HG.1.3 Goals:
HG.1.4 - I can create a lead sheet for my song (S)
HG.2.1 - I understand guitar tabs/ chords (K)
HG.2.2
- How to record 2 tracks simultaneously (S)
HG.4.1
- How to video record someone with good lighting (S)
HG.4.2 - Know how lighting affects video recording (K)
HG.9.4 - How to make use of digital editing (K)
HGI.6.1 - Know how to slice footage (K)
HGI.6.2 - Correctly use fading features (S)
HGI.19 - Correctly synch music to video footage. (S)
HGI.19.2
- Knowledge of story structure (K)
HGI.19.3
HGI.19.4
- Ability to write down and express story structure for all involved (S)

Generative (Essential) Questions:

● How do develop a storyline to help captivate and explain your song through a music video?
● How do people create meaningful multimedia products?
● How do you work together as a team to develop and execute your vision?

Stage 2 - Evidence 
 
 

Checklist
1. A storyboard for the entire song. May include small descriptions of what is going on in each “section” of
the piece or little pictures. As long as it demonstrates what will be filmed for the video.
a. The storyboard will be turned in to be approved. It can include pictures, descriptions, bullet points
that will accurately and in a detail way describe what they will be doing in their music video
2. An original song, that has been notated in some way. Notation can include lyrics/lead sheets.
a. Students will turn in the lead sheet notation. I must be able to read and understand how it is
notated.
3. A recording of an original song, that was recorded on approval software.
a. Recording will be turned in electronically as a sound file. I must be able to identify the two
instruments and
4. A music video that includes pictures demonstrated in the storyboard, an original song that was recorded
and uses the recording in the music video.

Stage 3 – Learning Plan 

 

What to ask them??

Day 1-3: ​Students will write an original song/notate while writing (3 class periods)
a. Period 1: Planning
i. We will begin by watching multiple music videos of famous artists and creating a list of
things that are done well and aspects of the video that we enjoy. We can then use these
elements and apply them to the students videos.
ii. Teacher will meet individually with students to discuss ideas for their song
iii. Student and teacher will come up best way of writing/notating/recording the song
iv. Students will write and brainstorm ideas for their songs.
 b. Period 2: Writing
i. We will begin with students watching videos created by former students or the teachers
and seeing different ways the artists expressed their work through the video.
ii. Students will continue to write/Show teacher what has been written
iii. Teacher will go around and give guidance to all students
Day 4-5: ​Students will record an original song (2 class periods)
c. Period 1: Recording
i. Students will record one part (vocal/guitar/piano/ect.)
ii. Teacher will assist with recording outlooks
d. Period 2: Recording
i. Student will record the other part (guitar/piano/vocals/ect.)
ii. Teacher will go around and assist in anyway possible
iii. If students finish early they can begin editing music
Day 6 ​Students will develop a storyboard for the music video of their original song (1 class period)
e. Decide who is working together. Teacher will separate class into three groups and students can
then pick one person from each group to form their own group.
f. Small mini storyboard example
i. Teacher can use their own personal music video storyboard as example
Day 7-10 ​Students will record their music video (3 class and outside of class)
g. Periods 1-3
i. Student’s will have one class period per group member to film or plan when they will be
filming their music videos. These portions of the projects will be done outside of class.
Day 11-12 ​Students will edit their music video (2 days)
h. Periods 1-2
i. Both days will be used to edit their music video. Slicing the footage and lining up the music
to match where they want it with the video footage.
Day 13 ​Students will share their music video (1 day)
i. Students will get the opportunity to share their music video with the class.

Final Assessment  

Reflection: ​Along with their actual product and the rubric that goes along with that, Students will
complete a final reflection on the assignment. This reflection should include the steps that they did in
order to complete the assignment. They should also reflect upon what they learn from this experience in
creating, designing and editing a music video.

Goal/Quality No  Minimal  Meet  Exceeds 

Evidence  Evidence  Expectations  Expectations 

1. An original song An original song An original song was An original song has An original song has been
that includes two was written that written that included been created that created with two or more
instruments and a includes only one one or more includes two different instruments. It has been
instrument. It has instruments. It has instruments. It has notated in a clear way
form of notation
been notated in a been notated in a way been notated in a that anyone in and out of
 way only the that only the teacher clear way that others the class can read.
student and the student can in the class can
understands understand understand.

2. A Storyboard was A storyboard was A storyboard was A storyboard was created

created A storyboard was completed and created depicting and gives very clear
partially describes ideas what was in the music details and instruction for
completed that behind what is in the video. It is clear and what the students are
gives little to video. concise and going to create in their
know description accurately shows music video. It also
to what will be in what is in the music explains how the
the video. video and has a storyboard will relate to
connection to the the song.
original song.

3. A recording of the A recording was Recording was Recording was Recording created that
original song. created that created that included created that included includes 2 or more
included only 2 instruments, but 2 instruments that instruments spliced
one instrument only recorded on one were spliced together. together on one
or was two track instead of sliced They include the recording using their
instruments that together. Poor quality whole song and are of assigned recording
aren’t finished or not put together. good quality. software. The quality is
slicing together. nice and clean and could
be published as
submitted.

4. The Music Video The video The Music Video is The Music Video is The music video is filmed
Film Quality footage is blurry filmed with decent filmed with good in high quality and the
or has glares and lighting and the music lighting and the music music is incorporated well
the music has is lined up somewhat has been sliced and and aligned properly.
been correctly to the video incorporated in an
incorporated footage. appropriate manner
incorrectly and
not aligned
correctly.

5. Did video kill the Assignments All parts of the All aspects of the All aspects of the
music video star? were somewhat assignments are assignment were assignment were
completed and completed but not to completed well and completed better than
were turned in the extent asked. met the above asked and was turned in
late. Some parts of the requirements on time
assignments were
turned in late

Budget

Proposed Budget 

Item Name   Use   Cost  Quantity Overall Cost

(linked to provider)  (How will this be used by students/teacher?)  (per unit) 
 This is a big portion of their final project. They will $179 6 $1,074
Camcorder use the camera’s to film their music videos.

https://www.be
stbuy.com/site/
sony-handyca
m-cx405-flash-
memory-camco
rder-black/2964
179.p?skuId=2
964179

Meteor USB They need some good microphones to record their $70 6 $420
Microphone songs with so that way they can get some high
quality sound.
https://www.be
stbuy.com/site/
samson-meteo
r-usb-micropho
ne-with-noise-c
ancellation-soft
ware/5213400.p
?skuId=521340
0

Guitar’s It would be nice to have some instruments $119 3 $357

https://www.gu available for them to use to record in case they
itarcenter.com/ don’t have their own.
Yamaha/F335-
Acoustic-Guita
r.gc

Keyboard’s I am worried the school I am working at will not $199 3 $600

https://www.gu have pianos that we will have access too. Having 3
itarcenter.com/ keyboards that the students can use to record will
Williams/Legat be very helpful.
o-III-88-Key-Dig
ital-Piano.gc

Total Cost $2,451

References
Bush, J. E. (2007). Composing and arranging in middle school general music.
General Music Today,​ ​21(​ 1), 6-10.

Cayari, C. (2015). Participatory culture and informal music learning through video
creation in the curriculum. ​International Journal of Community Music​, 8(1),
41–57.

Kratus, J. (2016). Songwriting: A new direction for secondary music education.

Music Educators Journal​, ​102(​ 3), 60-65.