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Remixing Rights

Music & Computers,


Grade 10, AMU20

Unit Overview

What will students learn?

How will students demonstrate their learning?

The Instructional Trajectory

Remixing Rights

Music & Computers, Grade 10, AMU20

Unit Overview
Summary
This unit combines students understanding of popular music with their practice of technology. Students will
learn about various ways to remix various songs, including drumbeats and bass patterns, whilst incorporating an
aspect of technique through their approach. By the end of the unit plan, students are expected to demonstrate their
remix to illustrate their knowledge and understanding of technological competence, within the contexts of arranging
music.

What will students learn?

Enduring Understanding
Remixing can be fun and productive.

Overall Expectations
A2. The Elements of Music: apply elements of music when performing notated and
improvised music and composing and/or arranging music
A3. Techniques and Technologies: use a variety of techniques and technological tools
when performing music and composing and/or arranging music
B2. Music and Society: demonstrate an understanding of how traditional, commercial,
and art music reflect the society in which they were created and how they have
affected communities and cultures
C1. Theory and Terminology: demonstrate an understanding of music theory with
respect to concepts of notation and the elements and other components of music, and use
appropriate terminology relating to them

Key Questions
How can a better understanding of theory and technique improve technological
practice?
How does remixing practice further enhance music arranging skills?

Remixing Rights

Music & Computers, Grade 10, AMU20

How will students demonstrate


their learning?

Assessment of Learning
Exit Cards
Bass Creation
Drums Creation
Ultrabeat

Assessment for Learning


During the unit, students achievement of the identified learning goals is monitored using a
variety of assessment strategies and tools. Teachers use these tools and strategies to inform
the assessment of the process as students progress toward the culminating task.
The assessment for learning provides evidence of the learning and informs practice.
Observational note-taking
Graphic organizers
Self-reflection responses
Peer feedback
Co-constructed criteria

Remixing Rights

Music & Computers, Grade 10, AMU20

The Instructional Trajectory


How will assessment and instruction be organized for learning?

What are students expected


to learn? (Week 1)

How will we know


students are learning?
(Week 1)

Lesson 1: Introductions

Checkpoint

We are learning to:

Can students follow linear steps without confusion?

import audio

Can students continually improve on their musical


skills?

finding the tempo


basic editing

Can students find the tempo without too much


difficulty?

Lesson 2: Finding the Key

Checkpoint

We are learning to:

Can students use their ears to assist them in finding


the key?

find the key of the original track

Can students identify chord roots?


review simple major/minor scales
use a midi keyboard to help us

Do students know their way around a keyboard


fluently?

Lesson 3: Time Stretching

Checkpoint

We are learning to:


how to globally and individually adjust tempo

Can students grasp the concept of tempo and


its permutations?

how to loop tracks

Can students loop a track in various ways?

tool overview including glue and scissors

Can students describe each tool and when


to use them?

Remixing Rights

Music & Computers, Grade 10, AMU20

The Instructional Trajectory


How will assessment and instruction be organized
for learning?

What are students expected


to learn? (Week 1)

How will we know


students are learning?
(Week 1)

Lesson 4: Basic Beat

Checkpoint

We are learning to:

Can students successfully import drum samples?

build a basic drum beat using simples

Can students build and loop a simple drum beat?

loop sampled drum beats

Can students apply drum effects tastefully?

how to apply drum effects

Can students grasp the concept of a drum machine?

intro to drum machines

Lesson 5: Ultrabeat

Checkpoint

We are learning to:


use a drum machine in Logic

Can students maneuver around the UI without


much difficulty?

import samples into drum machines/create own


patch

Can students get creative with their own


ultrabeat experimenting?

Can students export their ultrabeat pattern?

Remixing Rights

Music & Computers, Grade 10, AMU20

The Instructional Trajectory


How will assessment and instruction be organized for learning?

What are students expected


to learn? (Week 2)

How will we know


students are learning?
(Week 2)

Lesson 6: Signature Loops

Checkpoint

We are learning to:


finding tempo of loops

Can students apply their new knowledge to find the


tempo of loops?

reverse function

Can students successful understand and employ the


reverse function?

intro to creating own loops (with Apple Loop Editor)

Can students create their own loops and save


them as such?

Can students play the repertoire with an end-goal in mind?

Lesson 7: Creating Loops

Checkpoint

We are learning:
the difference between a green and a blue loop

Can students distinguish between an audio and a


midi loop?

intro to channel effects

Can students incorporate channel effects into their


projects?

hip-hop shaker

Can students make and save their own loops using


Apple Loop Editor?

creating and saving own loops

Lesson 8: Bass Part 1

Checkpoint

We are learning the:


difference between patch and pattern

Can students identify the difference between


bass sounds and bass styles?

four different kinds of bass patterns

Can students identify the four various types


of bass styles?

how to record a midi bass pattern


intro to quantization (and take folders)

Can students record their own bass pattern


using their midi keyboard?

Remixing Rights

Music & Computers, Grade 10, AMU20

The Instructional Trajectory


How will assessment and instruction be organized for learning?

What are students expected


to learn? (Weeks 2-3)

How will we know


students are learning?
(Week 2-3)

Lesson 9: Bass Part 2

Checkpoint

We are learning to:


quantize musical regions

Can students identify the difference between bass


sounds and bass styles?

four different kinds of bass patches

Can students identify the four various types of bass


patches?

the difference between layering and masking

Can students define layering and masking and


identify when they occur?

record-enable multiple tracks

Can students record multiple tracks with one


take?

Lesson 10: Bass Part 3

Checkpoint

We are learning the:

Can students define clipping and overloading and


identify when they occur?

difference between clipping and overloading

Can students alias and clone tracks?


repeat regions via aliasing and cloning
Can students successfully equalize tracks?
how to properly and tastefully equalize
tracks

Lesson 11: Bass Part 4

Checkpoint

We are learning about:


track warnings

Can students fix their sub-bass warning?

how to create sub-bass effects


continually improve our equalization skills

Can students create their own sub-bass


effects?
Can students improve on their equalization
skills?

Remixing Rights

Music & Computers, Grade 10, AMU20

The Instructional Trajectory


How will assessment and instruction be organized for learning?

What are students expected


to learn? (Week 3)

How will we know


students are learning?
(Week 3)

Lesson 12: Bass Part 5

Checkpoint

We are learning:

Can students create their own audio track effects?

how to create audio track effects


how to properly organize our project (including
colour-coding)

Can students properly organize their own project as


per their own liking?
Can students apply buses to their own mixer?

how to apply buses to our audio signal

Lesson 13: Musical Elements

Checkpoint

We are learning the:

Can students identify and create major and minor


chords respectively?

difference between minor and major chords and


how to construct them
about chord progressions
review of major and minor scales within
the context of chord progressions

Can students apply chord progressions to their own


remix?
Can students recall and re-contextualize major and
minor scales?

Lesson 14: Feature Sounds

Checkpoint

We are learning to:


how to apply bass synths to our layers

Can students creatively employ a bass synth


to their instrument layer?

how to apply synth chords to our layers

Can students creatively employ synth


chords to their instrument layer?

how to apply synth patches to our virtual


instruments

Can students creatively employ synth


patches to their virtual instrument?

Remixing Rights

Music & Computers, Grade 10, AMU20

The Instructional
Trajectory
How will assessment and

What are students expected


to learn? (Week 3)

How will we know


students are learning?
(Week 3)

Lesson 15: Conclusion

Checkpoint

We are learning to:

Can students demonstrate what theyve learned thus


far?

apply our knowledge gained thus far to a song/remix


of our choosing
employ creative choices to our custom project

Can students enjoy the process as they do their own


remix?