MIDI Composition Project

Intended for: 8th Grade General Music Class (could be modified for a high school choir/band/orchestra
class by using instruments/voice and recording devices in place of MIDI)

Estimated Length of Time to Complete: 1.5 2 weeks (depending on the prior knowledge of students)

Project Purpose:

To explore the ways that we categorize music into genres through MIDI composition
By the end of the project, students should be able to distinguish differences between musics
using musical terms that pertain to aspects of music such as timbre, rhythm, melody, harmony,
tempo, instrumentation, etc.

Project Goals:

Students should have a completed a re-imagining of a melody on SoundTrap in a small group (3-
4 students per group)
Students should also have an observation log of descriptions for other groups versions of the
melody

Necessary Resources:

Access to computers and the internet

Access to SoundTrap (or another DAW accessible to students)
Some sort of sound system to play the tracks to them at the end of the project (Speakers)

Assumed Prior Knowledge (Students do not need to have this knowledge, but these concepts must be
learned before the final project is completed):

Basic understanding of (could be done in the form of a preliminary unit to this project):
o Timbre; Rhythm; Melody; Harmony; Tempo; Instrumentation
Basic SoundTrap Skills

Prep Work:

Compile a collection of multiple different songs as examples of different genres

Compose a simple melody or take the melody from a popular song (make sure it is not too
complex)
o Make sure that this melody is not in a strange key so that you can tell students which
notes are good notes to use for the MIDI tracks
Have a basic understanding of what kinds of music your students listen to or are interested in
(possibly through an introductory game of sorts). This will make breaking the students into
different groups much easier.
Compile a list of different musical terms as a word bank (review for students)
o This could come in the form of a vocabulary packet

In Class:
 If the students are not familiar with the terminology, start by making sure that the students
have a good grasp on the terms on your vocabulary sheet
Start by separating students into small groups (3-4 students per group)
Assign or allow the students to choose a genre to explore
o If assigning the genre, have a selection of 3-5 pieces of music that fall under that genre
o If the students choose the genre, have them find 3-5 pieces of music that fall under their
chosen genre
Start by having the students find shared aspects between the pieces. (This could take form in a
rhythm, a similar motif, instrumentation, etc.)
o This is where you, as a teacher, could add a written assignment as a checkpoint
Introduce the melody to the students and have students plan out what they could do to re-
imagine the melody
Then students should move into SoundTrap and make use of the collaborative features on the
DAW
Each student will write at least one new MIDI track to add to the melody.
o The melody can also be altered (pitch, instrument, or tempo)
At the end of the project, each groups project will be played for the whole class to hear and
compare and contrast the original melody to each of the new versions.

Follow Up:

Play each groups version at least three times for the class
Have students write out what types of differences they saw in a version of the melody. (Only
need to fill out the form for one other group)
 Rubric

Group Projects

Criteria 3 2 1 0
Melody The melody is present and The melody is The melody is present The melody
has been altered in a way present and has is absent
that is more typical of the been altered
genre students are
turning the song into.
Instrumentation Appropriate instruments The instruments MIDI tracks
were used for the MIDI used do not reflect are missing
tracks depending on the the correct genre or
genre and a variety of the same instrument
different instruments is used for all the
were selected tracks
Flow The song has good flow. It The song has a few Song has many Student did
is not choppy and the blips in the sound interruptions and not create a
students MIDI track and does not have sounds like separate MIDI track
works well with the other an overall pieces of music being
MIDI tracks smoothness or the played at once
students MIDI track
clashes with another
Rhythm/Tempo Rhythm accurately An appropriate An appropriate tempo No rhythmic
portrays the genre tempo was was established variety
selected. There are a established and
variety of different there is rhythmic
rhythms used among the variety but the
MIDI tracks. An rhythms do not
appropriate tempo was reflect the genre
established. chosen
4 3 2 1 0
Write Up Students are able to Students are able to Students are able to Students are Write up is
identify and discuss key identify and discuss identify and discuss not able to completely
factors to the alteration key factors to the key factors to the identify missing
of the melody (or lack alteration of the alteration of the changes in
thereof). Students are melody (or lack melody (or lack the melody
also able to identify thereof). Students thereof). Students are (or lack
aspects that aid in having are also able to also able to identify thereof)
the music sound like the identify aspects that aspects that aid in
genre by writing about aid in having the having the music
rhythm, instrumentation, music sound like the sound like the genre
and timbre. genre by writing by writing about (1 of
about (2 of the the following three)
following three) rhythm,
rhythm, instrumentation, and
instrumentation, and timbre.
timbre.