Music technology with Guitar

Grades: 9-12

Ailish Hall
 ● Course Description​:

This course focuses on learning how to play guitar, learning elements of music
history, and learning about technology/music technology and how it can enhance
musical experiences. The main project that will be showcased at the end of the school
year (or a couple of weeks before), will be called ​Making Old Music New,​ where
students take all the aspects of learning that they learned earlier that year and put it
together. First, the students will have to know how to play guitar and a large part of the
year will be about that. Secondly, we will learn a little bit about music history and the
guitars role in that or how we can incorporate the guitar in art songs that were written
before the 20th or 21st century. Next, we will learn about music technology and what we
can do with what we have (namely computers), how we can record and edit sounds.
The ​making music new ​part focuses on how the students can put their creative spin on
old music that may sound “boring” or “old.” Finally, after learning all that, comes the big
project of putting all those aspects together!

● Rationale/Need for the course​:

It mixes a little bit of everything in. With the music history aspect, it may seem
uninteresting to the students at first because history is not in popular demand of
learning, but it is more to push their knowledge limits to something outside of
their comfort zones, but next is to let them put their creative spin on that which
seems to be ​inside ​their comfort zones now in this day and age of technological
advances, especially with so many softwares to edit music. It also adds in the
aspect of the guitar which is in many modern songs during the late 20th century
and the early 21st. Most kids this age listen to music with guitar in it a lot and it is
in many of the songs they like. Incorporating guitar in this course and project will
help cater towards their interests as well as cater towards their critical thinking
skills. We are doing a unit where they research how guitar incorporates itself in
pre-20/21st century music, whether the piece actually has guitar in it or how we
can arrange the piece to use guitar. There are numerous articles that have artists
that come from charlottesville like, Dave Matthews Band, Parachute, Chris
Daughtry (lead singer of Daughtry) (Virginia Estates, 2018). In an article called
How Hip-Hop Musicians learn: Strategies in informal music learning. I​ t says in
the article, “The groups were given a beat/background, composed by the
beatmaker, on the basis of which they were asked to create a hip-hop tune.” This
excerpt from the article gave me the idea of giving something concrete to my
students that can’t be changed (the control) and then they could put their creative
spin on it. The thing I gave them was still in their control but it was a piece from
music history. After that they could put their creative spin on it and do (almost)
whatever they want with it. That is what gave me the idea for this project. It
fosters creative thinking and autonomous thinking as well for them. The article
about creating software for students with special needs aids with giving
suggestions for programs with students with special needs and this article can be
helpful if a student with special needs wanted to take this course and project. It
also, starts creative ideas for how to wind forward or backwards with standards
for students with special needs.

● Expected impact on students: ​May have to fundraise to get the right

recording equipment. The community could also put in opinions on what type
of music to record (doesn’t have to be choir). UVA has a recording studio and
there could be a collaboration and someone who shows them how to use the
recording equipment as well. Culturally, there are many different venues
where live music is played most of the time. The students could go out and do
some research about what type of local artists and genres play around in the
city.

● Expected Community Impact:​ Recordings can be showcased to the

community outside of school. There could be a project fair that also
showcases the recording and music tech projects the students are working
on. The class could also record other types of music like band or orchestra or
soloists, the good thing about this is that recording can showcase so many
different things, which gives a wide variety of ways for students to learn about
music. Also, if it is on technology it can be technologically shared on social
media/media in general.
 Proposed Budget 

Item Name   Use   Cost  Quantity Overall Cost

(linked to provider)  (How will this be used by students/teacher?)  (per unit) 

Guitar To play chords and pick on the guitar. To make $45.99 10 $459.90
(musiciansfrien music.
d.com)

Ableton Live To record music. It is used also to edit music that 269 (40% 10 $1614.00
(​https://www.a is recorded onto the computer. off)
bleton.com/en/
shop/education
/​)

Guitar picks To use with the guitars to play. $2.90 30 $87.00

(​https://www.a
mazon.com/ZP
S-20-pack-Colo
rful-Celluloid-P
lectrums/dp/B0
0HFSHFPI/ref=
asc_df_B00HF
SHFPI/?tag=hy
prod-20&linkC
ode=df0&hvadi
d=19805701727
0&hvpos=1o1&
hvnetw=g&hvr
and=156900367
52289262949&
hvpone=&hvpt
wo=&hvqmt=&
hvdev=c&hvdv
cmdl=&hvlocin
t=&hvlocphy=1
027158&hvtargi
d=pla-38296954
1416&psc=1​)

Microphone To plug into computer to use to record music with $29.99 10 $299.90
(​https://www.a quality sound.
mazon.com/Ao
keo-Profession
al-Broadcastin
g-Microphone-
Suspension/dp
/B01LFW2BAI/r
ef=asc_df_B01
LFW2BAI/?tag=
hyprod-20&link
Code=df0&hva
did=242028972
700&hvpos=1o
1&hvnetw=g&h
vrand=8506898
998244427649&
hvpone=&hvpt
wo=&hvqmt=&
hvdev=c&hvdv
cmdl=&hvlocin
t=&hvlocphy=1
027158&hvtargi
d=pla-55445250
8524&psc=1​)

Total Cost $2460.80

Making Old Music New 

Context Statement:​ This project fits at the almost very end of the yearly curriculum. First of all, there are many
units that all tie together to fit into this project. The students first need to build guitar playing skills and there is a
small unit that teaches them that by having them cover a song on the guitar. Next, is learning a few things about
music history and learning about music history where they learn how to incorporate guitar into that aspect of
music. “Can I play guitar chords for this 19th century art song?” If not, “How can I arrange this art song to play
guitar in it?” Those are the questions that are essential for that unit. Finally, they learn how to work with music
technology and computers and using music and editing software to use all the tools to “make music new.” Finally,
comes the highlighted project of taking those art songs they learned about and played with and edits those songs
and puts their creative spin on it with the technology being used. This is at the end of the year once they have
learned everything else.

Stage 1 - Desired Results 

 

HG.1 The student will read -I can play at least one song on the guitar (either as
and notate music, including accompaniment (strumming) or melody (picking)
-I can play at least one song on guitar with other people
1. notating playing guitar as well (small ensemble)
-I can play and/or record at least one song that incorporates
original
guitar.
musical ideas -I can collaborate with others in groups
on the treble -I can work on my own.
and bass -I can play musically historical songs on guitar and modify
staves; them to sound new:
2. identifying This broadly impacts them because they learn about music
and using the history, they learn how to modify and arrange songs on
standard technology and they also learn how to play a wide variety of
chords on the guitar whereas if they just learned a bunch of
 notation pop songs they wouldn’t have that wide variety because most
symbols for pop songs use the same four chords. This gives them multiple
pitch, rhythm, knowledges and skills while putting them out of their comfort
zones for a bit then reeling it back in for something that
dynamics,
interests them because there is popular demand for learning
tempo, about music technology
3. articulation,
and
expression;
4. notating
music from
dictation; and
5. using
contemporary
technology.
HG.2 The student
will compose and
arrange music within
specified guidelines
by
1. incorporating
appropriate
voicings and
ranges; and
2. using a
variety of
sound,
notational,
and
technological
sources.
HG.3 The student
will perform a varied
repertoire of music,
including
1. recognizing
and
demonstrating
proper
instrumental
technique;
and
2. playing
instrumental
music
representative
of diverse
styles, forms,
 and cultures.
HG.4 The student
will improvise music,
including
1. improvising
melodic and
rhythmic
patterns and
accompanime
nts in a
variety of
styles;
2. and
3. improvising
variations on
a simple
melody.
HG.5 The student
will investigate
characteristics of
musical sounds by
1. employing
elements of
music,
including
melody,
rhythm,
harmony,
form, and
texture;
2. employing
technology to
explore
musical
sounds; and
3. listening to
and
describing
traditional
and
nontraditional
sound
sources.

HG.6 The student will

explore historical and
 cultural aspects of
music by

1. describing
distinguishing
characteristics of
musical forms and
styles from a variety
of
2. cultures;
3. identifying ways in
which culture and
technology influence
the development of
music
4. and musical styles;
5. identifying the
relationship of music
to the other fine arts
and other fields of
knowledge;
6. researching career
options in music; and
7. explaining ethical
standards as applied
to the use of social
media and
copyrighted
8. materials.

HG.9 The student

will analyze music by
1. describing
music styles
and forms
through
listening;
2. defining and
classifying
various
musical styles
that represent
different
historical
periods
3. and cultures;
4. examining the
 importance of
composers’
use of style,
cultural
influences,
and historical
5. context for
the
interpretation
of works of
music; and
6. describing
and
interpreting
works of
music, using
inquiry skills
and music
terminology
HG.10 The student
will evaluate and
critique music by
1. examining
and applying
accepted
criteria for
evaluating
works of
music
HG.11 The student
will investigate
aesthetic concepts
related to music by
1. explaining
how the
context of a
musical
work’s
creation may
influence its
meaning and
2. value;
3. analyzing and
justifying
personal
responses to
works of
 music;
4. examining
and applying
aesthetic
criteria for
determining
the quality of
a musical
work;

And explaining the value of

music to the community and
to society.

What kind of music do I want to learn on the guitar?

How can I get the most musical experience out of this class?
How do students express their musicianship through technology?
How can I connect music history before the 20th century to popular music in the 21st century?

Stage 2 - Evidence 

Guitar skills: -Strumming all non-barred guitar chords: (G, C, Am, Em, A, D, E, etc...) with clear sound hearing the
full chord
- Fingerings for chords
- Strumming these chords in succession with clear transitions between chords (chord changes) with clear
sound
- Strumming bar chords (F, B, Bm, etc…) with clear sound
- Strumming these chords in succession
- Picking strings on guitar in simple melodies
Knowledges:
- About music history: students answer questions about what art songs come from what time period and
what composer composed the art songs
- Knowing the names of guitar chords
- Local talent
- Local talent and what genre they play (take a selfie or bring program or ticket for proof)
Technology skills:
- What each music editing program is (garageband, ableton etc…)
- How to use them.

Stage 3 – Learning Plan 

This project will be used close to the end of the school year.
- At the beginning of the year students will learn about the guitar, how to strum and basic chords (Non-bar
chords). (2 weeks)
 - One small project to do once they have learned strumming: Play a cover of a song that incorporates the
chords we have learned. (2-3 weeks)
- Class showcase of cover songs.
- Next, we will have a small music history lesson where different chords are used than typical pop culture
chords. (1-2 class periods)
- Students will research art songs with classical guitar chords that ​they ​think are both challenging and easy
to learn/play. (one class)
- We will take a lot of time to focus on learning the chords to the art songs. With that: we will adjust to the
difficulty of the chords (transposing with capo, other means of adjusting) (2-4 weeks)
- After that is accomplished, we will have a small performance that showcases what they have learned.
(what art songs)
- Next, we will take simple melodies for children (like twinkle twinkle little star) and learn to pick them on
guitar (new semester, 2 weeks)
- After that, the students can progress to harder rhythms and melodies for art songs and learn to pick those
on the guitar (1 week)
- Most likely, this will be at the beginning of the new semester (previous bullet point)
- Next project will be taking a break to learn how to use music technology and modifying and recording
aspects (using garageband or already made melodies and editing them) (3-4 weeks)
- After that we will review how to pick and strum the art songs that were being used in the previous
semester. (1-2 class periods)
- We will take 1 or 2 class sessions to decide as a class how we want to facilitate the big project (individual
or group? who has what tasks? Timeline? What other aspects of the project they have ideas for, etc...)
- We will have progress checkpoints throughout the rest of the semester to see how they are doing.
- Facilitation of project (4-8 weeks)
- Showcase of final product (in class and out of class too)
- At the end during the last month if there is time, we will do a small ensemble project that incorporates
other aspects of music (other than guitar and technology) like singing and/or percussion and do a final in
class performance for everyone (group project)

Final Assessment  

Goal/Quality No  Minimal  Meet  Exceeds 

Evidence  Evidence  Expectations  Expectations 

1 Playing a song on There is no Student plays  Student plays Student plays song
guitar indication correct chords  song correctly correctly and
the student or picking but 
hasn’t 
with smooth incorporates other
knows the transitions and musical aspects like
mastered 
chords in transitions  clear/full sound adding a picking
song or between  chords. section or dynamics
picking chords.  or unusual
Student also 
strumming pattern.
 may not play 
chords with 
full 
sound/clearly. 

2 Using music Student Student  Student displays Student displays full

technology does not displays some  full knowledge of knowledge of how to
display knowledge of 
how to use 
how to use use computer to edit
knowledge computer to edit music. And seeks
computer to 
of how to edit music.  music. Or seeks answers on how to
use answers on how learn ​more a​ bout
computer to to edit music on music technology. Or
edit music.
computers. shows initiative to
​ oesn’t
Or, d
further learn about
ask for help
or
music technology.
communicat
e they don’t
know how.

3 Identifying art songs Doesn’t Displays  Displays Displays knowledge

display any knowledge  knowledge and and identifies more
knowledge and Identifies 
2/4 art songs 
identifies 4/4 art than 4 art songs. Or,
or interest in songs from describes other
from certain 
music time periods.   certain time aspects of 1 or more
history/what periods. of the songs like
art songs style or genre.
from what
time
periods./Do
esn’t
identify any
art songs.

4 Researching local Has no Has ⅔  Has 3/3 sources Has 3 or more

genres of music in area.
sources of sources of  of research sources of research.
research. research   And/or goes out into
community and
experiences local
talent as well.
(picture proof or
documented proof)

5 Identifying chords in art Has not Has identified  Has identified all Has identified all
songs identified some chords  chords in art song chords in song
in art song 
 any chords and has not  and/or asked for and/or asked for
in art song. asked for  help identifying help. ​And​ has helped
help. 
chords. other students with
chords.

● References/Work Cited
- Artists and bands from Charlottesville, VA. (n.d.). Retrieved from
https://www.allmusic.com/birthplace/charlottesville-va-mz0000024166
- Charlottesville: Where Musicians Find Their Groove. (n.d.). Retrieved from
https://virginiaestates.com/virginia-resources/charlottesville-musicians/
- Johan Söderman & Göran Folkestad​ ​(2004)​ ​How hip-hop musicians learn:
Strategies in informal creative music making,​ ​Music Education Research,​ ​6:3,
313-326,​ ​DOI: ​10.1080/1461380042000281758
- McCord, K. (2001). Music software for special needs: Music educators faced with
adapting their instruction for children with special needs can find effective tools in
computer software. ​Music Educators Journal​, ​87(​ 4), 30-64.