Curriculum Matrix
Unit 1: Song Idea & Concept
Wk Topics of Study
Lesson Objectives
1 1: Rules, Lab Safety, & Etiquette Students will be able to:
● Demonstrate knowledge and understanding of class rules, lab safety, and etiquette, including:
○ Arriving on time for class
○ Respecting others in the class
○ Refraining from using profanity
○ Treating the equipment with respect
○ Not bringing food or drinks into the classroom
○ Avoiding hitting the microphones
○ Avoiding throwing the headphones
○ Avoiding stepping on or twisting cables incorrectly
○ Demonstrating knowledge of the proper way to handle equipment and cables
1 2: Music Production Students will be able to:
● Understand the fundamentals of music production and the various steps involved in producing a piece of music with a computer.
● Demonstrate an ability to understand the basics of how to develop an original musical idea and turn it into a polished final mix.
● Gain hands-on experience with popular music production tools and techniques, including audio interfaces, microphones, MIDI sequencers, synthesizers, and drum machines.
Common Core Literacy Focus Standards
CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.RST.9-10.3 - Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA-LITERACY.SL.9-10.1 - Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
LaDall Enterprises Revised 2023 3
● Gain an overview of the technical proficiency needed to set up and configure a recording studio to support their creative goals.
● Understand the role of different software and hardware components in the music production process, and how to effectively use them to achieve desired sonic outcomes.
● Analyze and evaluate the creative and technical aspects of their own music production projects, as well as the work of their peers.
● Appreciate the importance of experimentation and creativity in the music production process, while also following best practices for achieving desired sonic outcomes.
● Gain a deeper understanding of the electronic music genre, its history, and its cultural significance.
2 3: Sounds & Waves Students will be able to:
● Understand the physics of sound and how it travels through the air.
● Comprehend how our ears receive sound and how our brains interpret it.
● Build a foundation for manipulating audio and creating an experience, balance, and blend with the instruments they are mixing.
● Apply this knowledge to improve the quality of their music productions.
● Gain confidence in their ability to work with audio equipment and software.
● Develop critical thinking skills by analyzing and problem-solving through the principles of sound physics.
● Demonstrate an ability to learn and evolve with the information studied.
CCSS.ELA-LITERACY.RI.9-10.7 - Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
CCSS.ELA-LITERACY.RST.9-10.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA-LITERACY.RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
CCSS.ELA-LITERACY.RST.9-10.5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
CCSS.ELA-LITERACY.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's
● Appreciate the importance of studying the technical aspects of music production in order to achieve professional results.
2 4: Analog vs Digital Students will be able to:
● Understand the difference between analog and digital audio.
● Comprehend how digital audio workstations (DAWs) emulate traditional analog processes, gear, and electronics.
● Gain knowledge of the advantages and limitations of both analog and digital audio in music production.
● Use this understanding to make informed decisions about the tools and techniques they use in their own productions.
● Develop critical thinking skills by analyzing the strengths and weaknesses of different audio processing techniques.
● Demonstrate an ability to create music that is stylistically appropriate to different genres and production contexts, by choosing and using appropriate analog and digital processing techniques.
● Appreciate the importance of balancing tradition and innovation in music production, and how a thorough understanding of both analog and digital audio is essential for creating high-quality music.
3 5: Hardware vs. Software Students will be able to:
● Understand the difference between hardware and software in the context of music technology.
● Identify the various types of hardware and software used in music production, such as synthesizers, drum machines, digital audio workstations, and plugins.
capacity to link to other information and to display information flexibly and dynamically.
CCSS.ELA-LITERACY.RST.9-10.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA-LITERACY.RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.
CCSS.ELA-LITERACY.RST.9-10.5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
CCSS.ELA-LITERACY.RST.9-10.6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
CCSS.ELA-LITERACY.RST.9-10.2 - Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
CCSS.ELA-LITERACY.RST.9-10.4 - Determine the meaning of symbols, key terms, and other domain-specific words and
3 6: Microphones & Microphone
Placement
● Recognize the advantages and disadvantages of hardware and software in different production contexts, such as live performance versus studio recording.
● Apply this knowledge to make informed decisions about the hardware and software they use in their own music production.
● Develop critical thinking skills by evaluating the effectiveness and efficiency of different hardware and software combinations in achieving desired sonic outcomes.
● Demonstrate an ability to use different hardware and software tools to create a range of musical textures and sounds.
● Appreciate the role of technology in the evolution of music production, and how a deep understanding of both hardware and software is essential for creating cutting-edge music.
Students will be able to:
● Understand the basic principles of microphone technology and how it converts acoustic energy into an electric current.
● Identify different types of microphones and their specific uses in recording and production contexts.
● Demonstrate an understanding of how microphone choice and placement can greatly affect the final recording product.
● Develop critical thinking skills by analyzing and problem-solving different microphone placement scenarios.
● Apply this knowledge to select appropriate microphones and placement techniques for specific recording situations and musical genres.
phrases as they are used in a specific scientific or technical context.
CCSS.ELA-LITERACY.RST.9-10.5 - Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole.
CCSS.ELA-LITERACY.RST.9-10.8 - Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
CCSS.ELA-LITERACY.WHST.9-10.9 - Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.RST.9-10.3 - Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA-LITERACY.RST.9-10.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
CCSS.ELA-LITERACY.RST.9-10.9 - Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
● Gain confidence in their ability to set up and operate microphones in a recording studio environment.
● Appreciate the importance of experimentation and creativity in microphone placement, while also following best practices for achieving desired sonic outcomes.
● Understand how a deep understanding of microphone technology and techniques is essential for creating high-quality recordings in any musical genre.
4 7: Pro Tools & Logic X Students will be able to:
● Understand the basics of Pro Tools and its role as an industry-standard digital audio workstation.
● Gain technical proficiency in installing and using Pro Tools for music production and audio engineering.
● Identify and troubleshoot potential problems that may arise while using Pro Tools.
● Develop critical thinking skills by problem-solving technical issues within the software and its associated hardware.
● Gain an appreciation for the importance of proper setup and configuration of Pro Tools to achieve desired sonic outcomes.
● Understand the features and tools available in Pro Tools and how to effectively use them to produce high-quality audio recordings and mixes.
● Develop technical proficiency in recording, editing, and mixing audio using Pro Tools.
● Analyze and evaluate their own audio recordings and mixes, as well as those of their peers, using the skills and knowledge gained in this lesson.
● Appreciate the importance of digital audio workstations in contemporary music production and audio engineering.
CCSS.ELA-LITERACY.RST.9-10.3 - Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA-LITERACY.RST.9-10.8 - Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
4 8: Roles & Responsibilities
● Gain a deeper understanding of the history and evolution of Pro Tools as a digital audio workstation and its significance in the music industry.
Students will be able to:
● Understand the different roles and positions within the music industry and their responsibilities.
● Analyze the collaborative nature of music production and how each role contributes to the final product.
● Gain an appreciation for the importance of teamwork and communication in the music industry.
● Develop critical thinking skills by evaluating the effectiveness of the collaboration between different roles in the creation of successful music projects.
● Understand the role of record labels and their impact on the music industry.
● Analyze and evaluate the influence of executive producers, music producers, songwriters, artists, vocalists, musicians, engineers, managers, agents, and attorneys in the creation and distribution of music.
● Understand the legal and business aspects of the music industry and their impact on the careers of artists and music professionals.
● Analyze and evaluate the impact of technology and social media on the music industry and the various roles within it.
● Appreciate the diversity of roles and career paths available within the music industry.
● Gain a deeper understanding of the music industry as a complex and dynamic ecosystem.
CCSS.ELA-LITERACY.RST.9-10.4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies, science, and technical subjects.
CCSS.ELA-LITERACY.RST.9-10.3 - Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
CCSS.ELA-LITERACY.RST.9-10.8 - Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
5
CCSS.ELA-LITERACY.RL.9-10.5 - Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice
9: Music Structure Students will be able to:
● Understand the basic structure of a song, including its different parts such as verse, chorus, bridge, and pre-chorus.
● Identify the functions of each song part and how they contribute to the overall meaning and emotion of the song.
● Analyze popular songs to identify their song structure and use them as a reference for creating their own compositions.
● Compose original songs using the basic song structure and demonstrate effective use of each song part to convey the intended message or emotion.
● Evaluate and revise their own compositions based on the feedback and critique of their peers and instructors.
5 10: Creative Process Students will be able to:
● Develop a deep understanding of the creative process behind making music, from concept to creation and ultimately, release.
● Recognize the needs of each stage of the creative process and the roles and responsibilities of the artists and various music professionals involved in a project.
● Gain insight into the process of songwriting, demo creation, recording, post-production, and rollout.
● Learn how to effectively collaborate with other music professionals, including producers, engineers, musicians, and songwriters, to bring a project to fruition.
● Develop critical thinking skills to analyze and evaluate the creative process and identify areas for improvement.
to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-LITERACY.W.9-10.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.SL.9-10.1.D - Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is needed to deepen the investigation or complete the task.
CCSS.ELA-LITERACY.RST.9-10.3 - Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA-LITERACY.RST.9-10.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
CCSS.ELA-LITERACY.RST.9-10.9 - Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
6 11: Review Song Idea & Concept
● Create and produce music that meets industry standards and is appealing to audiences.
Students will be able to:
● Develop and refine their ideas for a piece of music, including melody, harmony, rhythm, and lyrics.
● Organize their ideas and create a plan for the production of a song or musical piece.
● Understand the importance of persistence and dedication in completing a musical project.
● Gain skills in the use of digital audio workstations and other music software to help them in the creation and production process.
● Collaborate effectively with other musicians and artists to bring their ideas to fruition.
● Evaluate their work and make improvements to their musical compositions.
CCSS.ELA-LITERACY.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Unit 2: Structure & Lyrical Content
Wk Topics of Study
7 12: Music HistoryPart 1
Lesson Objectives
Students will be able to:
● Describe the life and musical career of Antonin Dvorak and explain how his interest in folk music influenced his compositions.
● Define what true folk music is and identify examples of folk music from different regions around the world.
Common Core Literacy Focus Standards
CCSS.ELA-LITERACY.RI.9-10.3 - Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
CCSS.ELA-LITERACY.SL.9-10.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-
8 13: Music HistoryPart 2
● Explain the influence of Africans in America and their contribution to music.
● Students will be able to analyze the cultural and historical context of folk music and African American music, and how these genres have evolved over time.
● Students will be able to perform and/or compose music that reflects elements of folk music or African American music, and incorporate these elements into their own creative work.
Students will be able to:
● Identify and describe the impact of African American music on various genres.
● Understand the cultural and historical significance of African American music in shaping the music industry.
● Recognize the contributions of African American musicians and artists to the development of music in the United States.
● Analyze and compare the various genres of African American music - such as spirituals, gospel music, jazz, blues, rock & roll, country, funk, soul music, & R&B - and their characteristics
one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
9 14: Music HistoryPart 3
Students will be able to:
● Understand the cultural and financial impact of hip hop on American society and popular culture.
CCSS.ELA-LITERACY.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.9-10.3 - Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
CCSS.ELA-LITERACY.RI.9-10.7 - Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
CCSS.ELA-LITERACY.SL.9-10.2 - Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-LITERACY.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
● Learn about the history of hip hop, from its beginnings to its rise to dominance.
● Recognize the influence of hip hop on other genres of music and popular culture.
● Learn about the Roland TR-808 drum machine and its unique sound, and its impact on the development of hip hop music.
● Explore the use of the 808 sound in different styles of music and its continuing relevance in contemporary music production.
10 15: Rhythm Students will be able to:
● Understand and identify musical elements such as measures, beats, and pulses.
● Relate musical concepts to mathematical concepts such as fractions and ratios.
● Develop an appreciation for the mathematical precision and structure involved in music composition and performance.
● Analyze and interpret music notation using mathematical symbols and language.
● Apply mathematical principles to music composition and production, such as calculating tempos, time signatures, and rhythms.
● Explore the interdisciplinary connections between music and math, and how they intersect in fields like physics and acoustics.
CCSS.ELA-LITERACY.RI.9-10.3 - Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
CCSS.ELA-LITERACY.RI.9-10.7 - Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.
CCSS.ELA-LITERACY.RST.9-10.3 - Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA-LITERACY.RST.9-10.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
11 16: Listening & Ear
Training Students will be able to:
● Identify specific rhythms and notes by listening to songs and various musical pieces.
● Develop their ear training skills to distinguish between different rhythms and notes in music.
● Learn to apply their listening skills in practical musical situations, such as playing in an ensemble or composing their own music.
CCSS.ELA-LITERACY.SL.9-10.1 - Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
● Gain a deeper understanding and appreciation of music through the ability to hear and recognize the nuances of rhythm and notes.
12 17: Song Writing & Analysis Students will be able to:
● Identify the key elements of a good song, such as emotional impact, catchiness, and simplicity.
● Learn the songwriting process
● Write their own complete songs.
● Understand the structure of a song and how to apply that knowledge to their own compositions.
● Analyze songs and identify various musical elements, such as meter, groove, and arrangement, that contribute to the overall sonic experience.
● Develop critical thinking skills by analyzing and breaking down songs to better understand how they are constructed.
● Gain a deeper appreciation for the art of songwriting and the complex nature of creating a hit record
CCSS.ELA-LITERACY.SL.9-10.2 - Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-LITERACY.RST.9-10.8 - Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
CCSS.ELA-LITERACY.W.9-10.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.SL.9-10.1 - Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Unit 3: Recording Wk
13 18: Copywriting Students will be able to:
● Understand the basic concepts of copyright law and how it applies to music.
● Identify and differentiate between copyrightable and non-copyrightable elements in music.
● Explain the benefits of registering their music and the consequences of not doing so.
CCSS.ELA-LITERACY.RI.9-10.4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies (e.g., "intellectual property," "copyright," "infringement")
Topics of Study Lesson Objectives
Common Core Literacy Focus Standards
13 19: Performance Rights Organization & Publishing
● Recognize potential infringement of their music and know what actions to take.
● Understand the importance of protecting their intellectual property in the music industry.
CCSS.ELA-LITERACY.RI.9-10.5 - Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter)
CCSS.ELA-LITERACY.RH.9-10.7 - Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data
Students will be able to:
● Understand the role of performing rights organizations (PROs) and music publishing companies in the music industry.
● Identify and explain the main PROs in the U.S. including ASCAP, BMI, SESAC, and SoundExchange.
● Describe how PROs track performances and protect musical copyrights of artists and songwriters.
● Understand copyright registration for musical compositions and how it protects the intellectual property of artists and songwriters.
● Identify different revenue streams available for artists and songwriters through their musical compositions.
● Learn how to protect their music and brand, and understand the importance of building a positive revenue stream.
14 20: Sequencing Students will be able to:
● Understand the concept of rhythmic flexibility and how it can enhance their music productions.
● Learn how to sequence audio on the grid using Logic Pro X.
CCSS.ELA-LITERACY.SL.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
● Identify and analyze the meter and groove of hip hop beats.
● Learn how to use different editing modes and techniques to arrange sounds on the timeline for optimal flow.
● Apply their knowledge and skills to create their own music productions with rhythmic flexibility and groove.
CCSS.ELA-LITERACY.SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.RST.9-10.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA-LITERACY.RST.9-10.5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
CCSS.ELA-LITERACY.RST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
21: Tracking Students will be able to:
● Understand the concept of tracking and its importance in the music production process.
● Learn about different tracking strategies and techniques used by audio engineers.
● Develop problem-solving skills by analyzing hypothetical tracking situations and determining the best approach for each one.
● Gain hands-on experience with tracking by practicing recording multiple tracks of audio information using various tools and techniques.
CCSS.ELA-LITERACY.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
14
15 22: Musical Instrument Digital Interface (Midi)
● Understand the importance of communication and collaboration between audio engineers and musicians during the tracking process.
● Develop critical thinking skills by analyzing the quality of the recorded tracks and identifying areas for improvement.
● Gain an appreciation for the technical and creative aspects of tracking, and how they work together to achieve a desired sonic outcome
Students will be able to:
● Understand the importance of MIDI in modern music production and performance.
● Comprehend the types of messages MIDI contains and how it allows communication between humans and digital instruments.
● Demonstrate the ability to apply MIDI concepts to the Pro Tools environment.
● Develop skills in composing, producing, and performing music using MIDI.
● Gain knowledge and experience in using MIDI to enhance musical expression and creativity.
CCSS.ELA-LITERACY.RST.9-10.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.
CCSS.ELA-LITERACY.RST.9-10.5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
CCSS.ELA-LITERACY.RST.9-10.7
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
CCSS.ELA-LITERACY.SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
23: Recording with Microphones
Students will be able to:
● Understand the basic principles of how microphones work and how they capture sound waves.
● Identify and describe the characteristics of different types of microphones, including condenser, dynamic, and ribbon.
● Understand the differences between microphone polar patterns, such as omnidirectional, cardioid, and figure-8.
● Explain the advantages and disadvantages of using different types of microphones for different applications, such as recording vocals, drums, or acoustic instruments.
● Learn how to avoid common problems when using microphones, such as proximity effect, plosives, and sibilance.
● Apply this knowledge to choose and use microphones effectively in a recording or live sound setting.
17 24: Recording Instruments Students will be able to:
● Understand the importance of treating a recording space to achieve high-quality recordings.
● Identify common problems in recording spaces, such as outside noise and room acoustics.
● Apply techniques to reduce or eliminate outside noise and improve room acoustics.
● Learn about the different types of acoustic treatment materials and their applications.
● Evaluate the effectiveness of different acoustic treatments for a given recording space.
● Demonstrate the ability to set up and configure acoustic treatments in a recording space.
CCSS.ELA-LITERACY.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA-LITERACY.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
CCSS.ELA-LITERACY.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
CCSS.ELA-LITERACY.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA-LITERACY.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
CCSS.ELA-LITERACY.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
16
18 25: Recording Vocals Students will be able to:
● Understand the importance of capturing vocals effectively and efficiently to produce a high-quality recording.
● Identify common challenges that producers face when recording vocals.
● Develop skills in recording and producing vocals through practice and experimentation.
● Learn techniques for mic placement, gain staging, and EQ to achieve the desired vocal sound.
● Apply knowledge of vocal recording to real-world situations, such as recording a demo or working with a singer in a studio setting.
CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA-LITERACY.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
CCSS.ELA-LITERACY.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
19 26: Mixing Theory Students will be able to:
● Understand the concept of mixing and its importance in music production.
● Learn about the technical and creative skills required for mixing.
● Gain knowledge about the different elements of a song and how they are balanced during mixing.
CCSS.ELA-LITERACY.RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
CCSS.ELA-LITERACY.RST.9-10.5: Analyze the structure of the relationships among concepts in a text, including
Unit 4: Mixing & Mastering Wk Topics of Study Lesson Objectives
Core Literacy Focus Standards
Common
● Understand that there is no one correct way to approach mixing and that it is a skill that requires practice and experience.
● Listen and watch others to gain more knowledge and to practice mixing as much as possible.
relationships among key terms (e.g., force, friction, reaction force, energy).
CCSS.ELA-LITERACY.RST.9-10.9: Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
19 27: Acoustics & Monitoring Students will be able to:
● Understand the basic principles of how sound waves behave in an environment.
● Recognize how room dimensions, surfaces, and materials can affect the acoustics of a space.
● Identify common acoustic problems, such as standing waves, flutter echoes, and room modes, and know how to address them.
● Demonstrate the ability to measure and analyze the acoustic characteristics of a room using tools such as a sound level meter or a frequency analyzer.
● Apply the knowledge of acoustics to improve the quality of recordings and live performances by adjusting microphone placement, speaker placement, and room treatment.
● Evaluate different types of acoustic treatment materials and their effectiveness in addressing specific acoustic problems.
● Understand the importance of monitoring and testing the acoustic environment in different
CCSS.ELA-LITERACY.RST.9-10.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA-LITERACY.RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.
CCSS.ELA-LITERACY.RST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
CCSS.ELA-LITERACY.RST.9-10.9: Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
locations, such as recording studios, live venues, and home studios.
● Apply the principles of acoustics to enhance the overall listening experience for both casual listeners and professional listeners, such as music producers and engineers.
20 28: Inputs & Outputs
Students will be able to:
● Explain the difference between input and output devices in the context of music technology.
● Identify examples of input devices used in music production, such as microphones, MIDI controllers, and instrument pickups.
● Explain the purpose and function of input devices in music production, such as capturing sound waves, sending MIDI messages, or controlling virtual instruments.
● Identify examples of output devices used in music playback, such as speakers, headphones, and amplifiers.
● Explain the purpose and function of output devices in music playback, such as converting digital signals to analog sound waves, amplifying sound, or providing a monitoring reference.
● Evaluate the quality and suitability of different input and output devices for specific music production or playback scenarios, based on factors such as frequency response, noise floor, distortion, latency, and compatibility.
● Demonstrate proficiency in using various input and output devices in a music production or playback context, such as setting up a microphone, recording a MIDI performance, adjusting a speaker system, or routing audio signals in a digital audio workstation.
● Apply critical listening skills to assess the accuracy, clarity, and balance of audio signals at different
CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
stages of the input/output chain, and make informed decisions about how to adjust or improve them.
20 29: Plugins & Processing Students will be able to:
● Define what a software plugin is and how it functions in a digital audio workstation.
● Understand the different types of plugins available and their uses in music production, such as analog compressor emulators and bass wobble synths.
● Learn about popular plugin bundles and their specific capabilities.
● Gain a basic understanding of plugin formats and how they work within a DAW.
● Differentiate between using plugins in real time and rendering audio using Audiosuite.
● Practice using plugins in a music production project and experiment with their effects on audio.
CCSS.ELA-LITERACY.RST.9-10.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA-LITERACY.RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.
CCSS.ELA-LITERACY.RST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
CCSS.ELA-LITERACY.RST.9-10.9: Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
21 30: Dynamic Signal Processing Students will be able to:
● Define dynamic range and explain how it relates to audio engineering and recording.
● Identify the loudest and quietest possible sounds in an audio recording and describe how they are measured.
● Differentiate between individual track dynamic range and overall dynamic range in a multi-track recording.
CCSS.ELA-LITERACY.RST.9-10.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA-LITERACY.RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.
● Explain the purpose of dynamic range processing and describe how it is applied to tracks and the overall mix.
● Identify different types of dynamic processors and their effects on the audio signal, such as compression and expansion.
● Apply dynamic range processing techniques to audio tracks and the overall mix to achieve desired effects and improve audio quality.
21 31: Equalization Students will be able to:
● Understand the concept of equalization and how it can be used to adjust the volume of different frequency bands in an audio signal.
● Recognize different types of equalizers, including graphic, parametric, and shelving EQs, and their respective functions.
● Learn how to use equalization to correct problems in a recording or to enhance certain aspects of a track, such as boosting the bass or reducing harshness in vocals.
● Develop critical listening skills by practicing identifying different frequency ranges and the effect that adjusting their levels has on the overall sound.
● Explore the creative uses of equalization in music production, such as using EQ to create unique sound effects or to achieve a particular tonal balance.
● Understand the potential drawbacks of overusing equalization and the importance of achieving a balanced and natural-sounding mix.
22 32: Time-Based Effects Students will be able to:
● Explain what time-based effects are and how they can alter the space and time of a sound.
CCSS.ELA-LITERACY.RST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
CCSS.ELA-LITERACY.RST.9-10.9: Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
CCSS.ELA-LITERACY.RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
CCSS.ELA-LITERACY.RST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
CCSS.ELA-LITERACY.RST.9-10.3: Follow precisely a complex multistep procedure when carrying out experiments, taking
● Identify and adjust various parameters in time-based effect units, such as delay time, feedback, decay, and diffusion.
● Describe the differences between delay and reverb, and when each effect might be used.
● Apply time-based effects to a sound source in a way that enhances the overall mix and creates a desired effect.
● Analyze and critique the use of time-based effects in recorded music, considering factors such as the type and amount of effect used, the context and genre of the music, and the intended effect on the listener.
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA-LITERACY.RST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
CCSS.ELA-LITERACY.RST.9-10.8: Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. 23 33: Automation Students will be able to:
● Experiment with different time-based effects and parameters to create unique and creative sounds in their own musical productions.
● Explain what automation is in Pro Tools.
● Demonstrate how to automate specific parameters in Pro Tools.
● Understand the benefits and usefulness of automation in music production.
● Apply automation to control volume, pan, and other parameters in real-time.
● Identify situations where automation can be used to improve the quality of a mix.
24 34: Mastering Students will be able to:
● Understand the purpose and importance of the mastering process in music production.
● Identify the basic techniques and equipment used in mastering.
● Gain an appreciation for the role of the mastering engineer in the music production process.
● Evaluate the sonic qualities of a mix and understand how they can be improved through mastering.
CCSS.ELA-LITERACY.RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
CCSS.ELA-LITERACY.RST.9-10.5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
CCSS.ELA-LITERACY.RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
CCSS.ELA-LITERACY.RST.9-10.5: Analyze the structure of the relationships among concepts in a text, including
● Understand the importance of consistency across an album in terms of loudness, tonality, and overall sound quality.
relationships among key terms (e.g., force, friction, reaction force, energy).
Unit 5: Marketing
Wk Topics of Study
Lesson Objectives
25 35: Music Business Students will be able to:
● Understand the various streams of income available in the music industry and how to monetize one's talents.
● Gain a basic understanding of the business side of professional music, including the different positions and departments that make up the industry.
● Learn about the importance of marketing, promoting, and protecting artists in the music industry.
● Understand how deals are made in the music industry and how to negotiate them.
● Gain an appreciation for the complex and dynamic nature of the music industry and the many professionals involved in bringing music to the world.
26 36: Artists Contracts & Agreements Students will be able to:
● Explain the importance of artist contracts in protecting their interests in the music industry.
● Identify common points of negotiation, recoupable costs, common clauses, point distribution, and royalty escalations in artist contracts.
● Understand the purpose and contents of agreements between artists, producers, and record labels in the music industry.
Common Core Literacy Focus Standards
CCSS.ELA-LITERACY.SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
CCSS.ELA-LITERACY.W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the
27 37: Artists & Repertoire (A&R)
● Differentiate between various types of agreements, such as work for hire, side artist agreements, producer's deals, and producer fees and advances.
Students will be able to:
● Explain the role of A&R in the music industry and identify the key responsibilities of A&R representatives.
● Learn how to research and identify potential artists to sign to a record label, including analyzing trends in music and using social media and other online resources.
● Understand the importance of developing a strong working relationship between artists and the record label and be able to explain how effective communication and trust can benefit both parties.
● Describe the process of courting and signing an artist, including negotiating contracts and agreements.
● Analyze case studies of successful A&R strategies and apply these principles to their own music industry goals and aspirations.
organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.RH.9-10.7: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-LITERACY.WHST.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
38: Record LabelsPart 1
Students will be able to:
● Understand the role of the marketing department in promoting new releases by artists signed to a record label, including creating effective marketing plans and using metrics to track product life cycle.
● Understand the role of the publicity department in securing media coverage, managing artist image, and building and maintaining industry connections.
● Understand the role of the promotion department in securing radio play for new releases, and the importance of charisma in this field.
CCSS.ELA-LITERACY.RI.9-10.7: Analyze various accounts of a subject told in different mediums, assessing the advantages and limitations of each medium.
CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
29 39: Record LabelsPart 2
Students will be able to:
● Identify the different retail aspects of a record label, including physical and digital distribution channels, and how the sales department ensures successful product rollout.
● Discuss the role of the legal department in handling contracts, budgets, payroll, and bookkeeping, and resolving legal disputes between the label and other parties.
● Evaluate the importance of artist contracts in protecting their interests and making informed choices, and analyze common points of negotiation, recoupable costs, point distribution, and royalty escalations.
30 40: Marketing Plan Students will be able to:
● Learn how to develop their own marketing plan.
CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
CCSS.ELA-LITERACY.W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
28
Unit 6: Distribution & Sales
Wk Topics of Study Lesson Objectives
31 41: Music Publishers Students will be able to:
● Explain the role of music publishers as copyright owners or administrators who license copyrights to entities or companies that require music.
CCSS.ELA-LITERACY.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
CCSS.ELA-LITERACY.W.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.W.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source or sources.
Common Core Literacy Focus Standards
CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or
● Describe how music publishers collect and distribute the money earned every time an artist's song is played.
● Understand the different departments within a music publishing company such as the Sync Department, Publishing A&R, Administration, Legal & Business Affairs, and Marketing.
shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
CCSS.ELA-LITERACY.W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
32 42: Song Registration Students will be able to:
● Understand the importance of registering a song and the different platforms involved in the process.
● Identify the seven different platforms involved in registering a song, including the US copyright office, PROs, SoundExchange, and Allmusic.com.
● Explain the purpose and function of each platform in the registration process, such as the ecO system PA form and SR for the US copyright office, and the ISRC code for sound recordings.
● Demonstrate the ability to fill out and submit the necessary forms for registering a song, including understanding the information required for each platform and the fees involved.
● Analyze the benefits and drawbacks of registering a song with different platforms, such as the differences between registering with a PRO vs. SoundExchange or registering the copyright for artwork and lyrics.
CCSS.ELA-LITERACY.RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
● Evaluate the impact of registering a song on the rights and earnings of the songwriters, performers, and sound recording owners.
● Synthesize a comprehensive plan for registering a song, including selecting the appropriate platforms, filling out the necessary forms, and following up on the registration status.
33 43: Merchandising Students will be able to:
● Define what is meant by the term "merchandise" in the context of the music industry.
● Explain why merchandise is an important revenue stream for record labels and artists.
● Identify different types of merchandise that are commonly sold by musicians.
● Analyze the principles of merchandising in order to understand how to create successful merchandise lines.
CCSS.ELA-LITERACY.RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
CCSS.ELA-LITERACY.RST.9-10.5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
34 44: Monetizing Music with Symphonic Distribution
Students will be able to:
● Define the term "DIY" in the context of the music industry and explain why more artists are choosing this approach.
● Compare and contrast the roles and functions of traditional music industry departments (e.g. A&R, marketing, sales) with those of independent artists and self-managed musicians.
● Identify and analyze the different tools and services available to independent musicians for distributing, promoting, and monetizing their music, such as digital aggregators, social media platforms, crowdfunding, and direct-to-fan models.
● Evaluate the benefits and challenges of being a DIY musician, including creative control, costeffectiveness, self-promotion, networking, time
CCSS.ELA-LITERACY.RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
CCSS.ELA-LITERACY.RST.9-10.5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or
management, and legal issues (e.g. copyright, licensing, royalties).
● Interview a music industry professional or entrepreneur who has experience in the independent sector, and ask them about their career path, skills, strategies, and advice for aspiring artists.
● Design a marketing plan or a merchandise line for a hypothetical music project, using concepts and techniques learned from the lesson. Present the plan or the merch to the class and receive feedback on its effectiveness and feasibility.
Students will be able to:
● Synthesize learning from throughout the school year and create a 16 to 32 bar song
shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
35 45: Music Production Project
46: Music Production Project Presentations
Students will be able to:
● Present songs in student showcase displaying key learning outcomes from the year
CCSS.ELA-LITERACY.SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
36
Topic/Course Descriptions
During the first six weeks of the class, we will review Song Idea & Concept.
1. Class Rules, Lab Safety & Etiquette
- Be on time
- Respect others
- No cursing
- Respect The Gear
- No Food or Drinks in my classroom
- Do not hit the microphones
- Do not throw the headphones
- Do not step on cables or twist them incorrectly
- The Proper Way
2. Music Production
What is music production? Through hands -on exercise and projects, you’ll experience the process of producing a piece of music with your computer, from developing the original musical idea through distributing a final mix. this course with teach you not only how to design and configure a recording studio that supports your creative goals but also how to understand and utilize the most popular tools and techniques employed by electronic musicians. You’ll learn how to set up audio interfaces, microphones, MIDI sequencers, synthesizers, drum machines, and more to effectively create and produce your music ideas.
3. Sound & Waves
In this lesson, we will take a look at the physics of sound. We will understand how sound travels through air, how our ears receive sound and how our brains interpret the sounds we are receiving. Understand this will help us build a foundation for how we can manipulate audio and create an experience, balance, and blend with the instruments that we are mixing. The most important thing to remember is not to feel overwhelmed. It is not necessary to understand these concepts on a scientific or mathematical level your first time going through them. Allow yourself to evolve with the information you are studying. The more you study the information, the more you apply this material, the more things will start to make sense!
4. Analog vs Digital
You can get the best sonic results out of your productions by understanding the difference between analog and digital audio and how our digital audio workstations are actually emulations of traditional analog processes, gear, and electronics. Understanding the basics of both of these realms of audio gives us a more knowledgeable foundation for the creation of our own music.
5. Hardware vs Software
Hardware and Software are very important components of any machinery creation and function. The main difference between hardware and software is that hardware is the felt objects while the software is the program. Nowadays for every piece of hardware there is a soft version of some sort.
6. Microphones & Microphone Placement
A microphone is a device that changes acoustic energy into an electric current that can be altered and manipulated. Any device that converts one form of energy into another form of energy is called a transducer. Microphones are used in many different applications and are typically the first stop in the signal flow of your recording path. In this chapter, we will look at various types of microphones, explain briefly how they work, and help familiarize you with popular mics you will see in the studio. Microphone choice and placement plays a huge result in the final recording product. Everything we have discussed up to this point plays a role in how our signal is captured. Hopefully, by now you have started to think of the recording process as a lot more than just pointing a microphone at a sound source and pressing play. The many factors that come into play can affect your final product. In this chapter, we will look at the common practices of the recording process with regard to mic choice and set up. Getting to know your microphones, and the microphones in your studio, is a good place to start. Now we will look at common microphone placement techniques.
7. Pro Tools & Logic X
Pro Tools™ is an extremely advanced digital audio workstation (DAW). Pro Tools has remained an industry standard for engineers and producers in the professional studio environment, as well as for novice music enthusiasts, for more than 20 years. In this chapter, we will begin to scratch the surface of this very dense DAW and prepare you for the task of installing and using this amazing tool. This chapter will help educate you about Pro Tools and help you troubleshoot potential problems in the future.
8. Roles & Responsibilities
Like everything there are roles and positions that one must understand in order to make the process of creating a song run smoothly and effectively. Record Label, Executive Producer, Music Producer, Songwriter Artist, Vocalist, Musician, Engineers, Managers Agents, Attorneys, are examples of various roles within the industry. Here we will discuss the responsibility of each role and how they work with one another to make a hit.
9. Music Structure
Just as an essay has an outline and structure, so it is with a song. Students are taught the basic structure of a song and will know how to format one from beginning to end.
10. Creative ProcessUnderstanding the creative process behind making music will enable you to develop meaningful connections with the artists and the many producers, engineers, musicians and songwriters you’ll meet and work with. By understanding the various phases involved from concept to creation and ultimately, release, you can be aware of the needs each stage presents to artists and the various music professionals involved on a project. Armed with this knowledge, you can proceed in a prepared and responsive manner. From songwriting, to demo, to recording, post, and rollout, we break down the creative process behind today’s songs.
11. Review: Song Idea & Concept
This section is an extension of section 9 and 10. Students will learn how to take an idea from its inception and follow through with the completion of the entire idea.
12. Music History – Part 1
This section deals with the great Czech Republic composer Antonin Dvorak, the meaning of true Folk Music (music that is birthed out of the land), and Africans in America and their contribution to music.
During the second six weeks of the class, we will review Structure & Lyrical Content.
13. Music History – Part 2
Here the students will learn the impact of African American music and the genres they created – such as, Spirituals, Gospel Music, Jazz, Blues, Rock & Roll, Country, Funk, Soul Music and R&B.
14. Music History – Part 3
Hip Hop - Hip hop is an integral part of American pop culture, making waves in fashion, television, movies, retail sales, and literature. As such, it is a multi-billion-dollar industry. The music is a multi-genre, multi-cultural experience that draws artists of other genres into its vortex. But hip hop’s beginnings were downright humble and anything but omnipotent. We look at the history of this now-powerful, iconic genre, starting with hip hop’s progenitors, through to its meteoric rise to dominance. Country has the fiddle, rock has the Fender Stratocaster, soul has the Fender Rhodes, and hip hop has the Roland TR-808. Learn about the history and application of the iconic 808 sound, 808 magic, and its somewhat circuitous rise to dominance on music’s world stage.
15. Rhythm
In this section we will learn and breakdown what things like a measure, a beat, the pulse and what note is and how they relate to math.
16. Listening & Ear Training
In this section we will listen to songs and various rhythms to train our ears to hear and identify specifics rhythms and notes
17. Songwriting & Song Analysis
Songwriting - What makes a song good is highly subjective. Good songs tend to illicit some sort of emotional response and are catchy, with hooks and melodies a person could sing along to after hearing the song just once or twice. Surprisingly, simplicity seems to be complex when it comes to songwriting and catchiness is hard to achieve. We’ll delve in and get right into the writing process. Then we’ll review song structure and put all our skills together to make a complete song.
Song Analysis - Here we’re going to break it down and see how various musical elements form the groundwork of a hit record! From meter, to groove, to duplicating and arranging sounds on the timeline, we analyze how songs are the result of numerous factors working together to form a pleasing sonic experience that feeds the soul.
During the third six weeks of the class, we will review Recording.
18. Copywriting
Protect thyself! Here is where we will learn how to protect your music as well as learn what’s protected by copyright and what isn’t. Common questions about copyrights will be answered and we’ll discuss: eligibility, terminology, compulsory licenses, Article 1, Section 8 of the United States Constitution, trademark vs. copyright, registration, terms of infringement, options for recourse and more.
19. Performance Rights Organizations & Publishing
Also known as PROs, Performing Rights Organizations and music publishing companies are largely responsible for tracking performed or played performances and protecting the musical copyrights of artists by policing the forums under their charge to ensure monies are collected and distributed to artists and songwriters. Various organizations oversee various forums. We’ll discuss the main PROs in the U.S. including ASCAP, BMI, SESAC, and SoundExchange as well as copyright registration for musical compositions. Learn how protect your music and your brand while also creating a positive revenue stream. There are numerous ways you can make money from having a solid project.
20. Sequencing
Learn about the rhythmic flexibility you can inject into your music by sequencing audio on the grid in Logic Pro X! Here, we explore music meter further and break down the metrics of the quintessential hip hop beat, delve into groove, and explore various editing modes and ways of placing, duplicating, and arranging sounds on the timeline to get it flowing right.
21. Tracking
Tracking is the term that audio engineers use for recording multiple tracks of audio information at the same time. There are many different strategies used for many different situations. No one understands this process better than your mentor! In this chapter, we will take a look at some hypothetical situations and try to give you a general understanding of how to approach these situations.
22. Musical Instrument Digital Interface (Midi)
Musical Instrument Digital Interface, or MIDI, is the standard way in which we interact with music in the digital world. Think if it as the DNA of your musical performance. Without it, our ability to compose, produce and perform music in modern times would be remarkably different. In this chapter, we will have a look at what types of messages MIDI contains, that is, how it allows humans to communicate with computers and digital instruments in a universal binary language. Using what we know about MIDI, we will then apply this concept to the Pro Tools environment, and most importantly, we’ll start making music!
23. Recording with Microphones
Microphones allow us to transfer the energy of sound waves into an electrical signal that can then be recorded, manipulated, distributed, and even broadcast right back into the air! By design, different microphone types yield different sounding results and are thus suited for different applications. We’ll take a deeper look at the methods in which microphones capture sound, their directionality (polar patterns), and common problems that arise when using them.
24. Sound Treatment
When it comes to recording, treating your space is one of the most important factors in the process. Getting rid of outside noise, dampening the room adding acoustic foam and/or acoustic paneling will enhance the quality of the recording.
25. Recording Vocals
Vocal recording in essence is capturing the voice of the artist in the most effective and efficient way so that the playback will be as true sounding to the original performance as possible. For most music producers vocal recording is probably the most challenging part of the production process. Like many other creative endeavors, vocal recording is a required skill. The more you do it the better you become.
During the fourth six weeks of the class, we will review Mixing & Mastering.
26. Mixing Theory
Mixing is the process by which we audio engineers combine an entire multi-track session into a stereo track. Mixing is the place where technical skill and creativity come together, resulting in the creation of a song. Here we take all the live instrumentation, sequenced MIDI and effects, and
seek to create a balance between the elements of the song. There is no one correct way to approach a mix, just as there is no one correct way to finish a mix. This chapter is about educating you on common aspects of mixing process, not about showing you how to mix. The best suggestion for anyone new to the craft is to listen and watch others as much as possible, and above anything else, PRACTICE!! Mix everything you can get your hands on!
27. Acoustics & Monitoring
Acoustics is the study of how sound waves behave in an environment. Since you are nearing the end of this course you should be more than ready to handle some more difficult concepts. The science of acoustics could fill several volumes, so we have included those things which are important to your development as a music industry professional. Understanding these concepts and implementing them into your workflow will help you set yourself apart as a music industry professional. In this chapter, we will take a look at acoustics, and more importantly, how the environment in which you are listening affects the sounds you are perceiving.
28. Inputs & Outputs (I/O)
Input devices receive and transfer information to a device for processing. Output devices are able to interpret and reproduce that captured audio. These days most general devices have both input and output capabilities (e.g. a phone or laptop), while specialized equipment focuses on one function.
29. Plugins & Processing
The web defines a software plugin as, “a set of software components that adds specific capabilities to a larger software application.” In the case of digital audio, plugins add functionality to your DAW. From analog compressor emulators to bass wobble synths, plugins can enhance your sound and the way you work. In this chapter, we will look at some of the more popular plugin bundles you will see in the audio world and give you a basic understanding of how plugin formats work. We will also show you the difference between using plugins in real time and rendering audio using Avid’s proprietary offline plugin processor, Audiosuite.
30. Dynamic Signal Processing
Dynamic range is the ratio between the largest and smallest possible values of a changeable quantity. In audio engineering, dynamic range generally refers to the distance between the loudest possible sound and the quietest possible sound in an audio recording. In a multi-track recording, each constituent track has a unique dynamic range; there is also a “master” or overall dynamic range, which is the total dynamic range of the tracks mixed together into the master bus. Consequently, dynamic range processing is often applied to tracks at an individual basis as well as on the master channel (the over-all mix). Fundamentally, dynamic range can either be increased or decreased, but there a several types of dynamic processors that act on the signal in different ways, producing different effects that utilize the inherent dynamic range of acoustically generated sounds.
31. Equalization
Since qualifiers adjust the amplitude of audio signals at particular frequencies, they are , in other words, frequency-specific volume knobs. Equalization in sound recording and reproduction is the process of adjusting the volume of different frequency bands working an Audio signal.
32. Time-based Effects
Time-based effects, along with many other tools found in the modern studio, are catalysts for creativity, and they have a wide range of uses in the studio and onstage. When applied to the audio signal, tools such as delay or reverb will alter the space and time of a given sound in the stereo field, depending on certain variables of the device you’re using. The desired effect can take you somewhere far beyond the original sound source, and when used to taste, a subtle shift in the listener’s subconscious occurs, altering the perception of the sound by just the right amount. Audio engineers use these tools to control how reproduced sound is perceived in the overall stereo (or surround) mix coming out of speakers or headphones. In this chapter, we will investigate some of the most useful parameters found within time-based effect units, and how they can effectively be used to “paint a picture” of sound in the modern studio.
33. Automation
Automation in Pro Tools is the ability to control a specific parameter automatically by telling Pro Tools what to do, and when to do it in real-time. For example, you might need to adjust the volume of your vocal track at 1 minute and 32 seconds by increasing the volume precisely by 4 decibels. At the same point in time, you might need to shift the pan on your guitar track from the left side to the right. With automation, you can do both of these moves simultaneously, and more importantly…automatically. It’s an incredibly helpful and useful tool! In this chapter, we will go over how to employ automation in your sessions, and where the practice came from.
34. Mastering
Mastering is the art of sweetening the mix and preparing the mixdown for duplication. The goal of this chapter is to familiarize you with some of the very basics about the mastering process. Mastering is a very technical process that often involves specific gear that is calibrated to subtly alter a mix in ways that improve the sonic qualities of a specific song, and to alter multiple songs to work together as an album. Mastering often requires ears that possess the sonic precision that takes years to develop. A good mastering engineer is both a good ally to have and a good person to learn from!
During the fifth six weeks of the class, we will review Marketing.
35. Music Business
Whether you are a musician, artist, audio engineer, producer, aspiring studio owner or label boss, you need to know the business side of professional music if you want to successfully monetize your talents through the many streams of income available to you. The professional side of the music business gets talked about a lot but few understand the many facets that actually make up the multi-tiered machine. From getting the
right people in the room, to marketing, promoting, and protecting artists, to making deals, we’ll delve into one of the world’s most dynamic and fast-paced industries to uncover how the various positions and departments work together to bring music to the world and make it a profitable enterprise for artists, writers, labels and the many professionals on their team.
36. Artist Contracts/Agreements
Artist Contracts - Well-executed artist contracts are an essential component of an artist’s career in music. Considering how busy professional recording artists can be with songwriting, collaborating, recording and touring, it’s easy to see how dictating the finer points of a contract may get lost in the shuffle. Artists should be empowered to make informed choices that protect their own interests. Thanks to the many resources available to us today, it’s never been easier to get savvy and stay savvy about artist contracts including common points of negotiation, recoupable costs, common clauses, point distribution, and royalty escalations.
Agreements - Alas, the exciting, relationship-fueled world of music cannot run on handshakes alone. Agreements between artist, producer, and record label make it possible for all parties to get paid in accord with what they have deemed as fair as laid out in the terms of their contracts. In this chapter, we will discuss common agreements including: work for hire, side artist agreements, producer’s deals, and producer fees and advances.
37. Artist & Repertoire (A&R)
Artists and repertoire or “A&R” as it is commonly called, is the department that’s responsible for scouting, signing, and developing artists for the record label as well as liaising with the label’s departments on behalf of the artists themselves. Nowadays, the job of scouting for talent can consist of tracking particular artists, genres, and sub-genres prior to courting, pitching, and ultimately signing artists to the label. A&R’s will typically spend a lot of time with the artists they represent during the courting process in order to develop clear communication and trust between the artist and label.
38. Record Labels – Part 1
Marketing - It is the marketing department’s job to oversee the creation and development of effective marketing plans to promote new releases by the artists signed to the record label. Marketing plans commonly contain the “four P’s” of the marketing mix as well as a development plan and metrics on the product life cycle. This department works closely with Promotion, Publicity, and Sales
Publicity - So how does a record label get the word out about new artists? How do they grab people’s interests? In today’s world, the publicity department is always finding new ways to connect artists to the right listeners, i.e. future fans and consumers of their music. Professionals in publicity at a record label will generally work in-tandem with the artist’s own publicist to secure media coverage, manage image, and consistently build and maintain vital industry connections.
Promotion - The promotion department focuses its energy on securing radio play for the record label’s newest releases. It may sound strange but someone in promotions had to sit down at a radio station and explain why songs by artists like Eminem, Ludacris, and Outkast needed to be played on the air. Times are changing with more artists being discovered online, nevertheless, securing radio play is still the most effective way of bringing new artists and new music to hungry listeners. Got charisma? Here’s just one area where you can use it bigtime.
39. Record Labels – Part 2
Sales - It’s the job of the sales department to oversee all of the retail aspects of the label. This includes working closely with the promotions team to price product as well as liaising with distribution, marketing, and publicity to ensure successful product rollout. Distribution now includes physical as well as digital distribution channels such as iTunes/Apple Music, Spotify, Tidal, Google Play, etc.
Legal/Business Affairs - At a record label the business affairs department handles finances, budget, payroll, and bookkeeping. Meanwhile, it’s the legal department’s responsibility to handle contracts between the record label and the artists they have signed and to handle lawsuits between the label and other parties. Contracts between the label and artist including major deal points, terminology, common clauses, and considerations will be explored.
40. Marketing Plan
Each student will learn how to develop their own marketing plan.
During the last six weeks of the class, we will review Distribution & Sales.
41. Music Publishers
What do music publishers do? The long and short of it is that music publishers are either copyright owners or copyright administrators who license copyrights to the entities or companies that require music. Music publishing companies ensure that the entities that play the music pay for the music. In other words, they collect and distribute the money earned every time an artist’s song is played. We’ll also delve into the various departments within publishing including the Sync Department, Publishing A&R, Administration, Legal & Business Affairs, and Marketing.
42. Song Registration
Registering a song consists of seven different platforms. Whether it’s the US copyright office and their ecO system PA form and SR, composition PRO’s, publishing with a PRO, sound recording owner with SoundExchange, performer with SoundExchange and generate an ISRC code. It’s optional to register the copyright for artwork and lyrics as well as registering with Allmusic.com.
43. Merchandising
All physical products aside from the actual CDs or records themselves fall under merchandise or “merch.” For decades, providing fans with t-shirts, accessories, and luxury products has been a very lucrative income stream for record labels and artists. From KISS’s extensive catalog of memorabilia, to Chance the Rapper’s 3 Hat, for many merch is where it’s at! In this chapter we’re getting into the principles of merchandising so that you’ll know what it takes to be a revenue generating superstar.
44. Monetizing Music with Symphonic Distribution
The music industry is changing fast. The work that used to require a whole department full of staff can now be done by a few industrious folks with fast internet connections. As a result, more and more artists are choosing to go the DIY route when it comes to marketing their music and taking charge of their own careers. For those in the know, generating revenue from one’s music has never been more achievable. In this chapter we’ll delve into the many tools and services available today. We’ll also meet Janette Berrios, Director of Marketing at Symphonic Distribution, and get her insight on how to independently distribute and monetize music.
45. Music Production Project
Each student is responsible for taking the knowledge learned throughout the school year to create a 16 to 32 bar song.
46. Music Production Project Presentations
This is the Capstone for the course. At the end of the year students will put on a showcase displaying the things learned throughout the year.
