Creating Music and Sound Effects to a Story

Creating Music and Sound Effects To A Story

James Lykins
[email protected]
Northwestern Lehigh Middle School

TI:ME Technology Areas Addressed:

Electronic Musical Instruments
Multimedia/Digital Media
Information Processing


Middle School


General Music


Computer, internet, MIDI program, Digital Audio program, Word processor, microphones, instruction sheet, headphones


180 Minutes

Prior Knowledge and Skills:

MIDI, Digital audio, web surfing

NAfME Standard of 1994 Addressed:

NAfME Standard of 1994: Performing on instruments, alone and with others, a varied repertoire of music.

NAfME 2014: Performing 

NAfME Standard of 1994: Improvising melodies, harmonies, and accompaniments.
NAfME Standard of 1994: Composing and Arranging Music within specified guidelines.

NAfME 2014: Creating 

NAfME Standard of 1994: Listening to, analyzing and describing music.
NAfME Standard of 1994: Evaluating music and music performances.

NAfME 2014: Responding 

NAfME Standard of 1994: Understanding relationships between music, the other arts, and disciplines outside the arts.

NAfME 2014: Connections


Computer, MIDI program, Digital Audio program, microphones, headphones


Students will write a short story, record it digitally, then add sound effects and music in the background


Students will work in groups of 2 or 3. Have them write a story about something they like to do. Make sure the story is at least a paragraph long. Each group will then digitally record themselves reading (telling) the story.
Have them listen to their story and figure out what types of sounds could be used to help tell it.
Students will then digitally record sound effects, MIDI keyboard sounds etc. that will be useful to the story.
Have the students find a recording of music (advanced students may record their own) to use as a background for their story, making sure that the music is appropriate.
Have the groups arrange the sound effects, music, and recorded story for a final digital audio project to be presented to the class.
Students may use sounds from CD’s or from the internet for this project.


5 – Student did all of the required work and produced a correctly timed project.
4 – Student did all of the required work and had minor problems with timing the sound
3 – Student did most of the required work and had more coplex problems with the sound
2 – Student did more then half of the required work and had major problems with timing the sound.
1 – Student did less then half the required work and had major problems with timing the sound.
0 – Student did not do the project and/or did no sound work

Follow Up:

Add a video of the student telling or acting the story

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