Taylor LaPrairie

Lesson # 1/3
STP
“Story Telling with Computer Music”
4/18/19

Class Groupings
Full Group, Small Group

Objectives
Students will demonstrate their ability to:
A - Think critically about compositions and what emotions or story the composer is
trying to convey.
A - Identify specific musical elements that can be used and changed by the composer
in order to evoke these different feelings or images in the audiences mind.
C - Students will form groups and start brainstorming on their compositions, as well
as experiment with the computer music software.

Assessments
- Written work about the compositions
- Verbal contribution in discussions

Teaching Plan
- Students will listen to several pieces of music and be asked to write down their thoughts
based on the following prompt: What compositional elements are used in each piece by
the composer and how are these elements used to evoke a specific idea or feeling?
- Introduce each piece by providing back story and context about what the composers
intentions were.
- Listen to the piece.
- Ask the students to share their thoughts on what the composer did with the class. If
needed, use the follow-up questions below to help stimulate thought and conversation.
(A)

PINES OF ROME: MVMNT IV

- What gives you the picture of the legion? What gives you the feeling of marching?
The Tuba moving bassline, the organ pedal, the slow crescendo, the steady tempo,
the continuous timpani hits.
- What gives you the impression of military? The dotted 8th-sixteenth rhythm, the
trumpet fanfare “call”

RUSSIAN DANCE FROM “THE NUTCRACKER”

- What scene does this remind you of? What kind of music is this and why?
- What musical elements does Tchaikovsky use? Tempo, style, dynamic contrast,
crescendos and decrescendos, adding instrumentation at the end of the tune.

“MARRIED LIFE” FROM ‘UP’

 - What is the specific time period and how does the composer try to get the audience
into this time period? - Jazzy, that’s normal for that time period. Uses jazz
instruments like clarinet, muted trumpet with wah-wah mute, saxophones.
- How are the varying sections in this piece different? What does the composer do
differently? What elements are changed? Tempo, Feel (Waltz to freely,
Instrumentation thinning and thickening)
- What does the composer do to evoke a sad emotion? Certain chords (Maj7),
combining minor and major.

- Following the discussions, leave room for any other questions or thoughts (A)
- Have the students form groups of 3-4
- Explain to the students that they will be creating their own compositions using
https://soundation.com. These compositions must be 1-3 minutes in length and should
tell a story. Using the elements discussed earlier, create a composition that has
contrasting sections that relate back to the story that is being told.
- Groups will then have time to collaborate and begin brainstorming on their stories. They
also have to opportunity to experiment and create music with the software. (C)

Materials
- Computers with internet connection
- Stereo system with AUX cord
- Headphones
- Paper
- Pen/Pencil

Taylor LaPrairie
Lesson # 2/3
STP
“Story Telling with Computer Music”
4/22/19
Class Groupings
Full Group, Small Group

Objectives
Students will demonstrate their ability to:
C - Create written short stories that their compositions will be based upon.
C - Collaborate with their peers in developing a 1-3 minute composition that reflects
their short stories.
C - Express their musical ideas through the medium of computer music.
P - Perform their compositions using the computer software.

Assessments
- Written short stories
- Computer music composition

Teaching Plan
- Begin the day by having the students get into their groups from the class before.
- Ask the students to take their ideas from their brainstorming and formulate a short story
for their composition to be based off of. The short story should include information on
setting, characters, feelings and emotions, and specific events. (C)
- Once their short story is complete, provide a brief overview of https://soundation.com.
Show how the different aspects of the program work.
- Before the students begin working on their projects, briefly review the content from the
previous lesson. Talk about the different compositional techniques at the students
disposal and encourage variety in their work.
- Allow students time in their groups to work on their projects using the Soundation
software. Be available for students during the creation of their projects (C)
- As students achieve moderate progress, bring the class back into the full group and show
the students how to perform the music that they have so far. Use your own computer as a
model through a projector (P)
- Continue to monitor the progress of students, encouraging efficiency and quality.
- At the conclusion of the lesson, remind the students that their compositions will be
performed at the beginning of the next lesson. Remind them to save their work and be
ready for the performance at the next lesson.

Materials:
- Computers with internet connection
- Projector with plug-in for a MacBook.
- Stereo system with AUX cord
- Headphones
- Paper
- Pen/Pencil
Taylor LaPrairie
Lesson # 3/3
STP
“Story Telling with Computer Music”
4/23/19

Class Groupings
Full Group, Small Group

Objectives
Students will demonstrate their ability to:
 C - Collaborate with their peers in developing a 1-3 minute composition that reflects
their short stories.
C - Express their musical ideas through the medium of computer music.
P - Perform their compositions using the computer software.
P - Listen and perform their works with good performance etiquette
A - Critique their own performances

Assessments
- Computer music presentation
- Critique of their own performance

Teaching Plan
- Begin the day by having the students get into their groups from the class before. The first
half of class will be dedicated to finishing up their compositions. Teacher should be
available for questions and help at this time. (C)
- After the period of independent work is complete, bring the group back together to go
over basic performance etiquette and what it looks like to be a great listener and
presenter. (P)
- As an audience member:
- No phones or electronic distractions. Eyes and your focus should be on the
presenter.
- In this setting, it is okay to raise a hand to ask for questions and clarifications at the
appropriate time. Questions and comments should be respectful and related.
- While a group is performing their composition, no talking. Be a silent listener.
- Be sure to clap and applaud after the composition is played and after the
presentation is complete.
- As a presenter: (P)
- Be prepared! Have all materials ready to go for when your group presents
- Be professional. When explaining your short story, try not present in a way that
captures the audience. Make eye contact with the audience. Try not to giggle or
make any immature comments that would take away for the flow of your
presentation. Think of this as a professional performance.
- After the conclusion of your presentation, allow time for comments and questions.
- Have the groups present in a volunteered order. When a group presents, they are to first
set the scene of their composition. The short story will act as their program note. After
the program note is complete, their compositions will be performed. Following the
performance, there will be time for questions and comments. After this, move on to the
next group. (P)
- Following all groups, congratulate everyone on their hard work. Spend the last couple
minutes by asking the students to asses their presentations in writing. Encourage
positive critique and real suggestions as to how to have a stronger composition next time.
(A)

Materials:
- Computers with internet connection
- Projector with plug-in for a MacBook.
- Stereo system with AUX cord
- Headphones
- Student Short Stories
- Pen/Pencil
- Paper