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Final Curriculum Project

Music Technology
9th-12th Grade

I.

Population
The town of Montoursville has roughly 4,000 residents, with almost 1,500
students in the public school system. The majority of the residents are in retirement.
There are a few higher class families and a few more middle class families. There are
two elementary schools, one middle school, and one high school in the Montoursville
School District.
II.

Music program
The music program at Montoursville is very diverse. There are two elementary
music teachers, three middle school music teachers (one choir and two band, all share
general music responsibilities,) and two high school music teachers (one band, one
choir.) Choir starts in 4th grade and band starts in 5th grade, both ensembles progress
onward through graduation. There are two select choir ensembles; one in middle
school and one in high school. The middle school puts on a musical every spring and
the high school puts on a fall play and a spring musical.
III.

Course Description

A. Statement of Need
Although our high school offers a number of diverse courses, there are no
courses available for those students who are interested other areas of music outside of
performing. This school district needs a course that will attract musical students from
outside the band/choir programs. This will not only develop the music program but also
allow Montoursville Area School District to offer a more diverse curriculum.

B. Music Technology Course Description

The students will learn technical aspects of the music world; starting with
music theatre and ending with live sound. The students will use their texts to become
familiar with the information before moving onto hands-on application. The teacher will
show videos of professionals doing live sound as well as professional music theatre
sets/lighting.

C.

Goals and Objectives


-Students will program a light show for a school production.
-Students will set up for a live sound gig.
-Students will mix live sound for a jazz concert.
-Students will record their peers in a school concert.
-Students will be able to recognize good sound vs. bad sound (EQ)

IV.

Logistics
The class will meet three times a week for 45 minutes on stage. There is a 15
student maximum.
V.

Course Outline
A. Week One - Introduction
-Introduce the class
-Introduce class to the light board
B. Week two - Lights
-Teach students where lights are on the computer
-Teach students how to program light sets
C. Week three - Programming
-Teach students how to change gels/reposition lights
-Students begin programming lights for school show
D. Week four - Programming
-Finish programming shows
-Introduce the class to the mixing board
E. Week five - Live Sound
-Show class how to set up basic jazz set up
F. Week six - Live Sound
-Watch/Guide students through basic jazz set up

-Teach students about monitor/speaker mix


G. Week seven - Live Sound
-Oversee students as they mix sound for a jazz concert
H. Week eight - Recording
-Teach students how to use what they have learned about live sound to
record their peers
I. Week nine - Recording
-Oversee students as they record their peers in a school concert

VI.

Instructional Strategies
-View pictures/videos of professional light shows
-Listen to professionally mixed live gigs
-Discuss different recording techniques

VII.

Evaluation and Assessment


-Students must participate in class
-Students will submit and perform for the class one light show
-Students will mix a live show in front of the class
-Students will submit a recording of their peers

VIII. Resources
-The Live Sound Handbook by Gary Davis & Ralph Jones
-youtube.com - a website where students can listen to professional live sound
gigs and professional recordings
-google.com/images - a website where students can view pictures of light shows