MUSICAL 
RESPONSES 
for high schoolers in grades 9-12 

Davina Miaw

 
 Course Description 

The focus of the Musical Responses Course is for students to develop empathy
by virtually conversing with another high school music student from the United States,
as well as songwriting skills (i.e. how to create beats and melodies, write lyrics) through
a variety of projects. The main projects in this course are students writing their own
song containing original melodies, harmonies, and lyrics, and students composing
music and virtually conversing with a pen pal in the United States. Students will engage
with music by listening to songs that their pen pal enjoys, sending their pen pal musical
work they have been producing, and adding to and providing feedback on the music
their pen pal sends them. They will also engage with music by learning how to create
their own backbeats using loops and playing an instrument of their choice to produce an
song with original melodies, harmonies, and lyrics.
 

Rationale 

This course is important for students because it provides them the opportunity to
engage and learn to empathize with others who are different than themselves. This
means getting to know people with different cultural backgrounds at a deeper level and
learning their likes and dislikes, specifically in regards to music for this course,
According to Thibeault (2013), some parts of music education have been lacking in
cultural responsiveness. However, this course uses a community of practice similar to
one described by Waldron (2009) to combat this issue and instead pushes students to
seek cultural reconciliation well.

It is also important because students get to make music through composition and
creativity in songwriting and developing backbeats. In addition to this, this course
teaches students how to create music with technology. Students will have access to
recording equipment to produce their music. Tobias (2013) states that music production
classes are a great alternative composing tool and this class pushes students to expand
their skills compositionally and technologically.

Lastly, this course is important for the communication skills it builds. Students will
develop their literacy skills as they learn how to correctly write emails and collaborate
with others. This will also involve giving feedback to each other, which Ruthmann (2007)
says is a meaningful experience. It may be difficult at times to give feedback because it
may hurt someone’s feelings initially, but it is an important skill to know how to deal with
conflict and to emphasize that feedback is not all negative criticism.

Expected Impact 

Through this course, students will develop the skills of emailing and
communicating with others (in this case, their musical pen pal), creating an original song
with their own melodies, harmonies, and lyrics, creating their own backbeat, and using
technology (i.e. a loop pedal, Garageband, microphones, recording equipment) to make
music. They will develop understandings of the elements of a song (verse, chorus,
bridge, intro, etc.), what empathy looks like and means, and what giving negative and
feedback looks like and the intent behind both.
This course will address National Core Arts Standards #1 (generate and
conceptualize artistic ideas and work), #5 (develop and refine artistic techniques and
work for presentation), and #9 (apply criteria to evaluate artistic work). It also addresses
Virginia SOLs HG 11.4, HG2.2, and HG5.2.
 

Expected Community Impact 

The community is integral in supporting students in their endeavors, whether that

be encouraging them to continue composing songs or making meaningful connections
with their musical pen pals. It would also be interesting to have community guests or
partners who write their own songs to give mini-workshops to students. As students
create and share their original songs, the community will hear and listen to what they
are learning, understanding, and sharing. It could spark community composer
workshops or a coffeehouse performance for others to share their own original music
without fear of performance. This course will also impact the school by connecting
disciplines (music, technology, writing/literacy) and giving the music program more
legitimacy as they are producing impactful music products along with building life long
skills.

Course Outline 
Unit 1: Musical Pen Pals

Project: Who’s My Neighbor?

In this project, students will get to know their musical pen pal in the United States better
by creating a collaborative playlist. Students will get to listen to the music their pen pal
enjoys and then send emails back and forth to understand why their pen pal enjoys that
music, what their musical background is like, and who they are as a person. The
student will also get to share the same items about themselves too.

Project: Musical Catch

Now that students know their pen pals better, they will get to send music they are
composing to their pen pal to get feedback and collaborate. For example, the student
will send their completed backbeat to their pen pal who will then listen to it and then
send feedback. The student will make edits according to the feedback and then send it
back to their pen pal. The pen pal will then add a melody they wrote on top of the
backbeat given to them and send it back to the student. The student will then give
suggestions and feedback to their pen pal about their melody. The collaboration will
continue back and forth until the students write a completed song.

Unit 2: Composing Beats and Tunes

Project: What’s that Noise?

This project teaches students about how textures and dynamics can be used to make
music and that it does not have to be written notation. Students will have entered the
classroom just knowing what kind of music they like, but have no formal experience
playing instruments unless they learned one on their own. This project will teach them
about pitch differentiation (high vs. low), dynamics (loud vs. soft), and texture (number
of instruments to produce a grittier sound or smooth sound). It will also allow them to
make music with little to no barriers.

Project: Backbeats and Loops

Students will have the opportunity to use a loop pedal, Garage Band, or another option
if they find one suitable for the task, to produce a backbeat using various loops. Their
backbeats will have to include at least three different instruments and will be used for
their original song.

Unit 3: Musical Collaborations

Project: How Do We Share?

 In this project, students will find different platforms/methods to collaborate on a
composition with their musical pen pal and compile these methods into a list. Then they
will choose which method they want to utilize. They will also have small group
discussions and determine a way to give positive and negative feedback to their pen
pal.

Project: Back and Forth

In this larger project, students will collaborating with their musical pen pal using their
chosen method from the previous project to create a collaborative original song. They
will have to provide one another feedback and mix-and-match both their ideas to
compose a piece both of them are proud of and took part in making.
 

Project Outline 

What’s that Noise? 

Context Statement:​ Participants will be high school students (grades 9-12) who are interested in music, but have
never engaged with it in a school setting. These students are not interested in participating in band, choir, or
orchestra, they simply desire an outlet to express themselves musically. They heard about the Musical Responses
class the secondary general music teacher was providing and thought it was interesting. This project is the first
project in the curriculum for this class. It teaches students about how textures and dynamics can be used to make
music and that it does not have to be written notation. Students will have entered the classroom just knowing what
kind of music they like, but have no formal experience playing instruments unless they learned one on their own.
This project will teach them about pitch differentiation (high vs. low), dynamics (loud vs. soft), and texture (number
of instruments to produce a grittier sound or smooth sound). It will also allow them to make music with little to no
barriers.

Stage 1 - Desired Results

Standards: Goals:
HG.2.1 The student will
compose and arrange
music within specified
guidelines by 1.
incorporating
appropriate voicings
and ranges;
HG2.2 The student will
compose and arrange
music within specified
- I can identify what dynamics, texture, and pitch are incorporated in a
song (K)
- I can create sounds with an instrument at a soft dynamic and a loud
dynamic (S)
- I can create sounds with an instrument at high pitch and a low pitch (S)
- I can create and record my own original song that uses a variety of
textures, dynamics, and pitch registers to evoke an emotion (T)
- I can state what are proper behaviors when listening to one of my peers’
works (K)
- I can provide feedback to my peers about their works (S)
guidelines by 2. using a - I can listen to a piece of music and explain why it is important to society
variety of sound, and the community (T)
notational, and - I can utilize technology to record different sounds I am making and then
technological sources combine them to create a musical work (S)
- I can describe different textures of music (K)
HG.5.2 The student will
investigate
characteristics of
musical sounds by 2.
employing technology to
explore musical sounds;

HG.5.3 The student will

investigate
characteristics of
musical sounds by 3.
listening to and
describing traditional
and nontraditional
sound sources.

HG.8.2 The student will

demonstrate concert
etiquette at musical
performances by 2.
exhibiting acceptable
behavior as an active
listener;

HG.8.2 The student will

demonstrate concert
etiquette at musical
performances by 3.
showing respect for the
contributions of others
within performance
settings.

HG.9.1 The student will

analyze music by 1.
describing music styles
and forms through
listening;

HG.11.4 The student will

investigate aesthetic
concepts related to
music by 4. explaining
the value of music to the
community and to
society.

Generative (Essential) Questions:

- How do we respond musically to current day events occurring around us?
- How does music engagement relate to civic engagement?
- What are barriers/obstacles that prevent people from creating their own music?

Stage 2 - Evidence 

I can identify what dynamics, texture, and pitch are incorporated in a song:
Meets: Student can say what dynamics (soft or loud), texture (smooth, gritty, etc.), and pitch (high or low) are in a
song
Developing: Student can identify only one of the items above (dynamics, texture, OR pitch)
Exceeds: Student can identify another element (tempo, articulation, etc.) that is incorporated in a song

I can create sounds with an instrument at a soft dynamic and a loud dynamic:
Meets: Student can make sounds with an instrument at a soft and loud dynamic
Developing: Student can make sounds at a soft OR loud dynamic
Exceeds: Student can make sounds with and instrument at pp, p, mp, mf, f, and ff dynamics

I can create sounds with an instrument at high pitch and a low pitch:
Meets: Student can create sounds with an instrument at a high pitch and low pitch
Developing: Student can create sounds at a high pitch OR low pitch
Exceeds: Student can create sounds with an instrument that form a melody

I can create and record my own original song that uses a variety of textures, dynamics, and pitch registers to evoke
an emotion:
Meets: Student can create and record their own original song that uses a variety of textures, dynamics, and pitch
registers to evoke an emotion
Developing: Student can create a song that uses a variety of textures to evoke an emotion
Exceeds: Student can create and record their own original song uses additional elements of music (tempo, style,
instrumentation, etc.) to evoke an emotion

I can state what are proper behaviors when listening to one of my peers’ works:
Meets: Student can state what are proper behaviors when listening to a peer’s work
Developing: Student can state one proper behavior when listening to a peer’s work
Exceeds: Student creates a video demonstrating proper behaviors when listening to a peer’s work

I can provide feedback to my peers about their works:

Meets: Student can provide feedback to peers about their work
Developing: Student can say an element about a peer’s work they enjoyed
Exceeds: Student can help their peer come up with solutions to their feedback/suggestions

I can listen to a piece of music and explain why it is important to society and the community:
Meets: Student can listen to a piece of music and explain why it is important to society and the community
Developing: Student can listen to a piece of music and say why it sounded good
Exceeds: Student can write a piece of music explaining the importance of music to society and community

I can utilize technology to record different sounds I am making and then combine them to create a musical work:
Meets: Student can utilize technology to record different sounds and then combine them to create a musical work
Developing: Student can record one sound with technology
Exceeds: Student can create loops and samples to use in future musical works

I can describe different textures of music:

Meets: Student can describe different textures of music
Developing: Student can describe one texture of music in a specific song
Exceeds: Student can describe what elements form to create a texture

Stage 3 – Learning Plan 

Students will first come into a classroom full of an assortment of instruments (traditional and non-traditional) -
basically anything that can make noise. They will play around with them, hitting them, and making sounds. Then
the teacher will gather everyone together for a “mini-lesson” talking about dynamics, texture, and pitch with the
students trying and experimenting with each element in between. They the teacher will allow the students to
work in small groups to try incorporating those elements into a song. The teacher will walk around the classroom
providing any help necessary. The teacher will stop the class again and have each group demonstrate what they
are currently working on. Students will give feedback to one another about each other’s works. The teacher will
then show the students how to record and use GarageBand to play around and record their music. Students will
take the remainder of classroom to record and save the work on their current project.

As a teacher, I will support students by walking around the classroom facilitating and answering students may
have. I will challenge students by asking questions about why they are making certain musical decisions and
digging deeper into the purpose of their music making. I will wind for learners by narrowing down topics to only
one element (dynamics, pitch/register, texture) or by pushing students to explore and find additional elements to
add to their music.

At the middle and end of the project, I will have students answer questions in a reflective assessment to see how
they are growing and identify where they still need to grow. A rubric will be used at the middle and end to show
students where they need to grow and as a final assessment for what they have accomplished in this project.

Final Assessment  

Reflective Assessment:
● What do I know now that I did not know before?
● What can I do now that I could not before?
● How can music evoke emotions?
● How can I create music that evokes emotions?
● What was easy and what was challenging about this process?
Goal/Quality No  Minimal  Meet  Exceeds 
Evidence  Evidence  Expectations  Expectations 

1: ​I can identify what Student says Student can Student can Student can identify
dynamics, texture, nothing identify one identify all three more than the three
and pitch are element elements element incorporated
incorporated in a song incorporated in a incorporated in a in a song
song song

2: ​I can create sounds Student Student creates Student creates Student creates
with an instrument at creates no sounds with an sounds with an sounds at various
a soft dynamic and a sounds instrument at soft instrument at a dynamics and can
loud dynamic dynamic soft and loud identify what they are
dynamic (p, mf, f, etc.)

3: ​I can create sounds Student Student creates Student creates Student creates
with an instrument at creates no sounds with an sounds with an sounds with an
high pitch and a low sounds instrument at high instrument at a instrument at variety
pitch pitch high and low pitch of pitches and form a
melody

4: ​I can create and Student Student creates a Student creates Student creates and
record my own creates and song that and records a records a song that
original song that uses records incorporates one song that incorporates more
a variety of textures, nothing of the elements to incorporates all than three elements
dynamics, and pitch evoke an emotion three elements to to evoke an emotion
registers to evoke an evoke an emotion
emotion

5: ​I can state what are Student Student can state Student can state Student creates a
proper behaviors cannot state one proper multiple proper video explaining
when listening to one any proper listening behavior listening behaviors proper listening
of my peers’ works listening behavior
behaviors

Budget 

Proposed Budget 
 Item Name   Use   Cost  Quantity  Overall 
(linked to  (How will this be used by students/teacher?)  (per unit) 
Cost 
provider) 

Soprano Ukulele  Students will have these instruments as an option to  $39.99  20  $799.80 
use for the writing of their song melodies and 
harmonies 

Recording  Students will use the recording equipment to record  $299.99  2  $599.98 
Equipment  their original songs and backbeats 
Bundle 

iPad  Students can use these as their instrument to create  $329  3  $987.00 
backbeats and melodies. They can also use it for a 
specific application they might need not available on 
their Chromebooks.  

Looper Pedal  Students have the option of using this to create their  $99.99  1  $99.99 
own original loops to use as their backbeat 

Total Cost  $2486.77 

References 

Allsup, R. E. (2011). Popular music and classical musicians: Strategies and

perspectives. ​Music Educators Journal, 97​(3), 30–34.

Davis, S. G., & Blair, D. V. (2011). Popular music in American teacher education: A
glimpse into a secondary methods course. ​International Journal of Music
Education,​ ​29(​ 2), 124-140.

Ruthmann, A. S. (2007). The composers’ workshop: An approach to composing in the

classroom. ​Music Educators Journal, 93(​ 4), 38-43.

Tobias, E. S. (2013). Toward convergence: Adapting music education to contemporary

society and participatory culture. ​Music Educators Journal, 99(​ 4), 29-36.

Thibeault, M. D. (2013). Quite a lot on some problems with—and just a little on the
hopes for—secondary general music with regards to culturally responsive and
respectful music education. ​General Music Today​, ​26​(3), 35–38.
Waldron, J. (2009). Exploring a virtual music ‘community of practice’: Informal music
learning on the Internet. ​Journal of Music, Technology & Education, 2​(2/3),
97-112.