Description:
Students will write lyrics and compose a vocal melody for the verse and chorus of their 3.3 project. They will then record the vocal part, edit, and mix their song.

Musical:
Phrase structure of a vocal line
Introduction to what makes a melody memorable
Lyric content and structure

Technical:
Creating a good signal-to-noise ratio with a microphone
Setting up microphone levels
Learning proper vocal recording techniques
Introduction to EQ, compression, reverb, and delay in a vocal signal chain

Prep:

Find lyrics to songs you like and practice analyzing their rhyme scheme and syllabic structure.
Try writing your own lyrics using some of the strategies listed in the connection activities. Here is a list of 100 prompts to get you started
After writing your lyrics, try setting them to the example 3.3 music or your own composition.
To select examples for your class, reference their collaborative playlists or poll students anonymously. Choose song sections with appropriate lyrics that demonstrate a clear point of view, message, and language type (literal or figurative), and that work well for illustrating rhyme and syllabic structure.
Test the recording gear you plan to use with students to determine the best setup for the room, ensuring high-quality recordings without disrupting the classroom environment.

Materials:

Headphones for recording
USB mics, or an audio interface with a dynamic or condenser mic
A quiet space for recording (optional: create quiet spaces using tri-fold poster boards and moving blankets).

To create an isolated recording space, set up tri-fold poster boards on a desk in the most isolated part of the room, with the opening facing the wall. Place a moving blanket over the top and sides of the poster board to create a sound baffle. Have students sit against the wall with the moving blankets between them and the rest of the class. This will provide acoustic isolation and help minimize sound reflections in the recording area.

There are many parallels between song lyrics and poetry. Reach out to teachers who are teaching creative writing or covering a poetry unit in your school. Try to coordinate these projects so they coincide during the school year, allowing the main ideas to be reinforced in both classes. Students can also practice setting melodies to pre-existing lyrics by using poetry they have written for other classes.

As a Class:

Watch the top video and discuss the toplining process, focusing on the point of view, message, and construction of lyrics. Additionally, discuss what elements contribute to a memorable vocal melody.
Complete some of the connection activities to build confidence and deepen understanding of the material.
Collaboratively create lyrics for an existing verse and chorus as a class.

In Groups:

Have students form songwriting partners or groups, and choose one of their 3.3 projects for toplining.
Instruct them to select a topic and create a title for their song.*
Partner groups should then write the lyrics for either the chorus or verse.*
Next, have them write the remaining section of the song.
If they haven’t already done so during the lyric-writing process, guide partner groups to set the lyrics to a melody.*
Allow partner groups time to practice their vocal track.
Rotate partner groups through the recording stations to record their vocals.
Instruct partner groups to edit their vocal recordings.
Have partner groups mix the instrumental and vocal tracks to create a cohesive sound.*

*Possible checkpoints

Informal Assessment:

Check for understanding of lyric construction and vocal melody by asking questions after watching the top videos.
Monitor progress and mastery during connection activities.
Check in with partner groups at the indicated checkpoints in the procedure section.

Formal Assessment:

Completed projects should be shared with the class, school, and community. Create a place to showcase student work within the school by designing a playlist wall using QR codes, their album art, and lyric/music videos (see enrichment).
Host a listening party after school for friends and family.
Play student songs during daily announcements or in the hallways outside the music room.
Add songs to a class SoundCloud or Spotify account. Consider using a distribution service like DistroKid to get the songs onto streaming platforms.

Lyric Analysis:
Choose a teacher- or student-selected song to analyze the lyrics and answer the following questions:

Content:

Who is the song’s point of view from?
What is the song about? Is it describing something, telling a story, etc.?
Is the language literal or figurative?

Construction:

How many stanzas are in each song section?
How many lines are in each stanza?
What is the syllable scheme of each line?
What is the rhyme scheme in each stanza?

Lyric Remix:
Have students recreate the words of a teacher- or student-selected stanza. They should keep a similar flow and rhyme scheme to make the remix. (The chorus from "Call Me Maybe" works well for this.)

Complete The Couplet:
Give students the first or last line of a two-line stanza. Have them write their own line to complement the one provided, paying attention to the flow and rhyme. Share the couplets with the class. You can use proverbial phrases for the pre-existing line. Here is a list of them. It’s helpful to have students say the words out loud when finding their flow: if it’s awkward to say, it will be awkward to sing.

Finish The Stanza:
Supply the first or last line of a four-line stanza and have students complete the remaining lines. They should choose their rhyme scheme. Share the stanzas with the class.

Lyric Prompts:
Give students a prompt to tell a story through a verse. Have them create stanzas individually or in pairs. Share the results with the class.

Group Toplining:
Play a section of a song with drums, bass, and chord layers on loop for the class. Have students write their own lyrics for the section individually or in pairs. Encourage students to add pitch to their lyrics. Remind them to keep the choruses simple and repetitive to get people to sing along.

Remediation:
Predetermined song topics and structures can be provided to students who are struggling to make decisions or who need simplification. The song can also be shortened to include only one verse. Instead of creating a melody, students can chant their song lyrics. For students who have difficulty matching pitch, Soundtrap’s vocal tuner can be used to auto-tune their vocal recordings. Additionally, the vocal changer can anonymize student voices if they are uncomfortable sharing recordings of their singing.

Enrichment:
More advanced students can create new material, separate from their 3.3 projects, to write lyrics and melodies. They can also work on their musical material while composing their lyrics and melodies. These students can experiment with more advanced rhyme schemes and rhythmic structures (e.g., internal rhyming, triplet flow). They can also add a bridge to their song by constructing new musical material and creating contrasting melodies and lyrics. Once finished, students can design album art and produce a music video for their song. The music video can also be a lyric video.

Songwriting is an excellent way to encourage creativity in the music production classroom, allowing students to explore areas related to music composition. Since students will be writing lyrics, creating melodies, and singing, they may express vulnerabilities that haven’t surfaced in class before. Remind them that their first song won’t be their best, and that it’s perfectly fine to sound “just okay.” If you’re a singer, avoid modeling with an exceptional vocal performance, as it could discourage some students. Instead, model with a more casual, normalized sound to encourage those who may feel self-conscious.

When students are working in partner groups, take the opportunity to review the role of collaboration, particularly the role of a producer. Point out examples of good collaboration when you see them, reinforcing positive behaviors. For students who enjoy songwriting, encourage them to continue writing music beyond this project. Suggest they keep a songwriting journal to jot down verse ideas and maintain their creative process outside of class.

Core Arts Standards for Songwriting:

Creating:
- Anchor Standard 1: Generate artistic ideas by writing and conceptualizing song lyrics and sections.
- Anchor Standard 2: Organize lyrics and melodies into a cohesive verse/chorus song structure.
- Anchor Standard 3: Refine lyrics and melodies through repetition and variation to complete a song.
Performing:
- Anchor Standard 4: Present lyrical ideas and melodies for feedback and refine them based on peer critique.
Responding:
- Anchor Standard 7: Analyze songs from different genres to understand structure and melodic techniques.
- Anchor Standard 8: Present and explain choices made during the songwriting process, discussing themes and lyrical choices.
Connecting:
- Anchor Standard 11: Connect songs to cultural, historical, and societal contexts, exploring how different genres approach songwriting and lyricism.

Technology Literacy Standards:

Empowered Learner (ISTE Standard 1): Use digital tools to write, arrange, refine, and record lyrics, and track progress.
Creative Communicator (ISTE Standard 6): Communicate ideas through songwriting and present final projects using technology.

Career Readiness:

Songwriting: Developing skills in writing, arranging, and structuring lyrics and melodies.
Music Production: Learning the technical aspects of recording and editing vocal tracks.
Sound Engineering: Understanding how to mix and balance vocal and instrumental tracks.
Multimedia Production: Integrating music into multimedia projects such as lyric or music videos.

Songwriting

Podcasting