1.3 Cook Like A Chef

• Objectives

  Musical:

  • Learn how to follow a set of directions to create a song in a particular style.

  • Apply a song’s ingredients in 8-bar phrases to create song sections.

  Technical:

  • Open a project by copying and pasting a URL.

  • Navigate sounds from the loop library.

  • Add loops to a project.

  • Copy, paste, and duplicate regions.

  • Add section names to the timeline.

  • Trim regions to a given beat.

• Procedure

  As a Class:

  1. Listen to songs from the EDM playlist at the beginning, middle, and the end of class. The more students can get the sound of the style in the ear, the better their tracks will sound.

  2. Watch the top video and discuss how recipes can be used to produce songs in different styles. Make connections between other creative practices and how they follow “recipes” to create specific styles.

  3. Complete some of the connection activities to build confidence and understanding of the material.

  4. Watch the longer step videos and create an EDM track together as a class using the teacher's computer and a projector.

  5. Show students how to pay close attention to choosing samples that work together sonically, rhythmically, and harmonically.

  Individual:

  1. Instruct students to copy and paste the assignment URL from their LMS to open the Soundtrap Assignment on their own devices.

  2. Have students watch the short step videos to create their own EDM track.

  3. Remind students to check their work by viewing the checklist.

• Assessment

  Informal Assessment:

  • Check for understanding by asking questions between the class viewing of the step videos. Walk around the room while students complete the individual portion of their projects to check for understanding of the technical objectives, such as dragging and dropping loops, stretching/looping regions, and copying/pasting.

  Formal Assessment:

  • The completed loop-based EDM projects can be graded by the instructor against the rubric. Students can also present their projects to each other in small groups or to the entire class.

• Connection Activities

  Recipe Writing:
  After examining the recipe for EDM tracks, have students create recipe cards for the styles of music they like. They can do this individually, in partners, or in small groups. They should focus on the instruments used, song form, or any other component that is unique to the style.

  Phrase Counting & Clapping:
  Listen to teacher or student-selected songs and instruct students to clap when they hear a new section. Once they can identify the section together, have them identify the beat and count along with the music. They can count the bars in each phrase along with the number of phrases in each section by counting the beat out loud and replacing the first number in each bar with the number of bars that have passed in the phrase. They can then hold up fingers in a raised hand to count how many phrases have passed in each phrase.
  This is an example of a song section that is separated into two 4-bar phrases. Here is how it would be counted by class:

  (hold up one finger) 1 2 3 4 | 2 2 3 4 | 3 2 3 4 | 4 2 3 4 |
  (hold up another finger) 1 2 3 4 | 2 2 3 4 | 3 2 3 4 | 4 2 3 4 |

  EDM Style Search & Find:
  Crashes, risers, and subtraction are common in EDM but are also in other popular music genres. After listening to these in the EDM playlist, instruct students to search their own music libraries to find crashes, risers, and subtraction in other music genres. Students can get into teams and challenge each other to find as many examples as possible. You would be surprised to see how many examples of these are found in trap, pop, and even metal songs!

• Differentiation

  Enrichment:
  If students have met the requirements of the project, they can continue to add more layers of loops to enhance the depth of the music. To prevent the layered tracks from overpowering each other, instruct students to mix their volumes and adjust the stereo image placement by accessing the volume and panning controls in each track’s instrument panel. As a general rule, keep drum and bass tracks in the center and pan chordal parts and melodies to the left or right.

  Remediation:
  If students are having trouble with the technical or musical elements of the lesson, partner them up with students who have a firm grasp of the topic. They can also focus on creating one 8-bar song section to simplify the assignment.

• Notes

  This will be the first time that students will be using the Soundtrap studio. This is a great opportunity to model the troubleshooting and self-sufficient nature of producing and to celebrate students who are displaying these characteristics. Encourage students to use the videos in the side panel and try to figure out issues that arise while they are making music—it is part of the process. Also, remind students that since this is the first time using Soundtrap, their songs might not sound perfect. Again, part of the process. If you choose to have students play their tracks for each other, talk to them about what it means to collaborate in a positive way.

• Standards & Pathways

  Core Arts Standards

  • Creating:

    • Anchor Standard 1 (Generate and conceptualize artistic ideas and work): Students generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related frameworks.

    • Anchor Standard 2 (Organize and develop artistic ideas and work): They organize and develop musical ideas for defined purposes and contexts.

    • Anchor Standard 3 (Refine and complete artistic work): Students evaluate and refine selected musical ideas to create a complete composition.

  • Performing:

    • Anchor Standard 4 (Select, analyze, and interpret artistic work for presentation): Students explain how context (such as personal, social, cultural, and historical) informs performances.

  • Responding:

    • Anchor Standard 7 (Perceive and analyze artistic work): Students identify and describe the expressive qualities (such as dynamics, tempo, and timbre) that reflect creators'/performers' expressive intent.

  • Connecting:

    • Anchor Standard 11 (Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding): Students synthesize and relate knowledge and personal experiences to make music.

  Technology Literacy Standards

  • Empowered Learner (ISTE Standard 1):

    • Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

  • Creative Communicator (ISTE Standard 6):

    • Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.

  • Global Collaborator (ISTE Standard 7):

    • Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

  Career Pathways

  • Music Production: Skills in creating and arranging music.

  • Sound Engineering: Technical knowledge of audio equipment and software.

  • Broadcasting and DJing: Understanding audience engagement and playlist curation.

  • Multimedia Production: Integrating music with video game audio, product commercials, and podcasts.