Name: Grace Sedgwick & Kelsey Uyeda

District: Los Angeles Unified School District

School: Hamilton High School

Subject: Advanced Music Technology/Industry

Grade Level: 10-12

Day/Date: February 18, 2014

Lesson: 1

Essential Question: How can analyzing and producing music videos, from both a musical and critical media literacy perspective, lead to students greater understanding of music videos influence over their audiences values and points of view?

Standards Addressed:

National Standards: 3. Improvising melodies, variations, and accompaniments. 4. Composing and arranging music within specified guidelines. 6. Listening to, analyzing, and describing music. 8. Understanding relationships between music, the other arts, and disciplines outside the arts.

California State Standards: 2.0 Creative Expression: Creating, Performing, and Participating in Music Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate. Compose, Arrange, and Improvise 2.6 Compose music in distinct styles. 2.7 Compose and arrange music for various combinations of voice and acoustic and digital/electronic instruments, using appropriate ranges and traditional and nontraditional sound sources.

2.8 Create melodic and rhythmic improvisations in a style or genre within a musical culture (e.g., gamelan, jazz, and mariachi).

National Core Music Standards: Artistic Process: Responding Process Component: Analyze Anchor Standard: (Students will) explain how their analysis of the structure and context of the music influences their response. Enduring understanding: Analyzing how creator(s) or performer(s) manipulation of elements within the social, cultural, and historical context enhances response to the music. Essential Question(s): How does understanding the structure and context of the music influence a response?

Artistic Process: Responding Process Component: Interpret Anchor Standard: (Students will) support an interpretation of a musical work that reflects the creators/performers expressive intent. Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Essential Question(s): How do we discern the musical creators and performers expressive intent?

Artistic Process: Creating Process Component: Imagine Anchor Standard: Generate and select among musical ideas relevant to a personal experience, interest, or specific purpose. Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians work emerge from a variety of sources. Essential Question(s): How do musicians generate and select creative ideas?

Artistic Process: Creating Process Component: Plan and Make Anchor Standard: Develop musical ideas through an evolving plan. Enduring Understanding: Musicians creative choices are influenced by their experience, context, and expressive talent. Essential Question(s): How do musicians make creative decisions?

Artistic Process: Creating Process Component: Evaluate and Refine Anchor Standard: Evaluate and refine selected musical ideas to create musical work that meets appropriate criteria.

Enduring Understanding: Musicians make, evaluate, and refine their work through openness to new ideas and through feedback, flexibility, and persistence. Essential Question(s): How do musicians improve the quality of their creative work?

Artistic Process: Creating Process Component: Present Anchor Standard: Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality. Enduring Understanding: Musicians presentation of creative work is the cumulation of a process of creation and communication. Essential Question(s): When is creative work ready to share?

CML Core Concept: 1. All media messages are constructed. 2. Media messages are constructed using a creative language with its own rules. 3. Different people experience the same media message differently. 4. Media have embedded values and points of view.

Objectives: Students will learn the steps they need to take in order to create a music video. Students will learn about music technology, video editing, using digital/electronic instruments, composition and arranging for voice and instrumental. Students will learn how to upload their work to YouTube on a private account that only their class and teacher can view. Students will give their classmates positive and constructive feedback about the production, the visual imagery, the music selection, the arrangement and other music related aspects of each classmates music video.

Equipment and Supplies: Computer with video and audio editing software Microphone (handheld or built in) Speakers Mixing console Electronic keyboard (connected to computer) Video camera & built-in video camera in computer Video connection cables, HDMI cables, etc.

Procedures: This four-stage lesson plan is meant to be implemented over the course of about 2-3 weeks, and is meant to be a final project for the end of the year. It is designed for advanced high school music students who have been taking this Music Technology/Industry class all year and have the

music editing skills required. It is intentionally left open-ended to allow for more or less time to be taken for students to complete their projects, depending upon their skill level. More lesson days may be added to check-in on students progress with their projects, but most of the time between these suggested days is allotted for students to work on their projects together in their small groups. Day 1: Group Discussion and Analyzing Music Videos; Pick Groups and Video Topics (Steps 1-4 of powerpoint) 1. As a class, watch the two music videos by Penatonix, Need Your Love and Run to You. 2. Discuss individual reactions to the videos. What did people like or dislike? 3. Ask the class to consider production aspects of the videos. 4. Fill out the discussion worksheet while watching them again. 5. Go through powerpoint overview of project with the students. 6. Form groups of 4-5 and begin discussing potential topics and musical ideas. Fill out rest of worksheet.

Day 2: Begin Working on Videos; Composing/Arranging and Recording the Audio Track (Steps 5-6) 1. In pre-formed groups, continue developing musical ideas for the video project. 2. Finalize the theme of the original, or song if it is a cover, and the orchestration. 3. Assign parts to group members, and work together to compose/recreate a song. One member may be in charge of writing the lyrics, if applicable, or all may contribute. 4. Using audio editing software, record a first draft of the song, or at least some musical ideas. 5. Continue working on producing a final version of the audio track over the next week (or otherwise specified time-frame).

Day 3 (1 week later): Filming the Music Video (Steps 7-11) 1. In groups, discuss and brainstorm the outline of your video. Also discuss filming locations, props, and costumes, if applicable. 2. By the end of the first day, be sure to check if filming equipment works. 3. Finalize and film video over the next week (or otherwise specified time-frame). 4. Sync the video to the audio.

Day 4 (1 week later): Present Music Video Project to the Class; Discuss (Steps 12-14) 1. Watch your video to edit out any errors. 2. Upload your video to the class YouTube account. 3. In class, watch everyones videos. After each one, post 3 positive and 3 constructive comments on the class YouTube account. 4. Discuss what the class learned, particularly about the amount of time and editing that goes into producing a music video. Did their final product look like what they imagined? What were some problems they experienced and what solutions did they come up with to fix them? What values are represented in their videos, and do they think the audiences views would be swayed by them? Why or why not?