Make the Teacher Look Foolish!

John Huie
bizchicken@hotmail.com
Northeast Middle School in Bethlehem Area School District

TI:ME Technology Areas Addressed:

Sequencing
Multimedia/Digital Media

Level:

Middle School

Class:

General Music

Equipment:

Macs w/ Garageband (or comparable pc sequencing program)

Duration:

50 Minutes

Prior Knowledge and Skills:

Reading, Opening and Closing files, How to Use the Mouse, Basic Garageband functions.

NAfME standard of 1994 Addressed:

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: Evaluating music and music performances.

NAfME 2014: Responding 

Materials:

computers w/ garageband, projection for the teacher’s computer somehow, basic word processing document.

Objectives:

Students, through working specific features in Garageband (splitting, editing, shifting, etc.) will be able to compose a simple (and funny!) story through a “controlled” environment.

Procedures:

PREP WORK
a. Teacher pre-records these words into 1 sentence, speaking slowly and audibly.
“Hello, my name is *Mr. Hughie*. I have a dog named *Fido*. My best student is a girl named *Tricia*. *Mark* is a boy that likes to clown around. My favorite food is *Spanish Rice and Beans*. ”
b. Make sure there are gaps between each word for the students to see.
c. Set up another REAL INSTRUMENT track for the students to work with, having the track MUTED.
d. Then, type the sentence into a word document.
e. Teacher saves this file onto an easily accessible site.

++++++

1. Teacher explains that Students are going to create a project. Students listen.
2. T explains that just like you can create music on Garageband, you can also create a simple story. S listens. (5min.)
3. T shows the sentence and has S listen. T then switches 1 or 2 words as demonstration. S listens, and gives examples of what to do. (5 min.)
4. T has S open up file. S complies
5. T goes over how to split up a track in GB. S watches demonstration. (10min.)
6. T then has S open up copy of sentence in a word processing document. S complies.
6a. T suggests that the students REWRITE the sentence below, erasing words after they are used.
6b. T asks ALL students to turn off the LOCK TO GRID function (in order to more precisely get in-between words)
7. T gives S about 20 min. to work on sentence. S works and T helps S.
8. T allows S to play their projects for the class. S and T give constructive criticism. (10min.)

Evaluation:

1. Do the sentences make sense?
2. How inventive are the sentences?
3. Are the words clipped off?

Follow Up:

Teaching them how to record their own voices, how to copy and paste, etc.

Items to Purchase:

Macs

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