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MUS 243 Project

8th Grade Band Class


Bridging the Gap
Purpose - To bridge out of school and in school music.
Goals - Use DAWs to break down various types of music, develop deeper aural skills, deepen
understanding of music theory through listening, and to see the interrelation between rock/pop
and band/classical repertoire through composition while utilizing creative skills and allowing
expression.
Necessary Requirements/Resources - (DAW, notation software, iPads/laptops, keyboards
would be helpful, possibly micsopen-ended, honestly)
Project Length of Time - 5-6 weeks
Assumed prior knowledge for learners - some knowledge/skills of voice/instrument, notation
reading/writing skills (key signatures, bass and treble clef, major/minor), basic music theory, and
aural skills.
Lesson Plan:
1. Review some basic music theory/notation concepts for week one.
2. Discuss, over the course of second week, how to use DAWs and notation software (e.g.,
Noteflight). Allow students to tinker and make small creations to learn mechanics.
3. Give students next two weeks (weeks 3 and 4) to take their favorite songs, put them through
a DAW to break them down into pieces and learn them from the inside out, and then find a
classical piece that parallels their selection (in either motivic material, rhythmic patterns,
etc.)

4. Finally, use weeks 5 and 6 to create a short project (recommended 1-2 minute length, not
requirement) that incorporates elements from both pieces and bridges the gap between the
two contrasting styles and allows students to truly discover the similarities.
Original assessment tool
Category

Intent

Student is very
precise in his
or her intent
behind the
composition
and what he or
she is trying to
accomplish
through the
composition.

Student is fairly
precise in his
or her intent
behind the
composition
and what he or
she is trying to
accomplish
through the
composition.

Student is
somewhat
precise in his
or her intent
behind the
composition
and what he or
she is trying to
accomplish
through the
composition.

Student is not
very precise in
his or her intent
behind the
composition
and what he or
she is trying to
accomplish
through the
composition.

Student has no
clear intent
behind
composition's
creation.

Understanding

Student shows
excellent
understanding
of correlation
between two
pieces and is
able to
effectively
convey this
through
composition.

Student shows
fair
understanding
of correlation
between two
pieces and is
usually able to
convey this
through
composition.

Student shows
some
understanding
of correlation
between two
pieces and is
sometimes
able to convey
this through
composition.

Students
shows little
understanding
of correlation
between two
pieces and is
hardly able to
convey this
through
composition.

Student shows
no
understanding
of correlation
between two
pieces and is
unable to
convey this
through
composition.

Length

Piece is
excellent
length; properly
conveys all
musical ideas
appropriately
and shows
clear effort in
terms of form
and timing.

Piece is good
length; mostly
conveys all
musical ideas
appropriately
and shows fair
effort in terms
of form and
timing.

Piece is
acceptable
length;
somewhat
conveys
musical ideas
and shows
some effort in
terms of form
and timing.

Piece is too
Piece is
short to convey incomplete.
musical ideas
and shows
minimal effort
in terms of form
and timing.

Growth

Student
demonstrated a
large amount of
musical growth
throughout
project.

Student
demonstrated a
fair amount of
musical growth
throughout
project.

Student
demonstrated
some musical
growth
throughout
project.

Student
demonstrated
almost no
musical growth
throughout
project.

Student
demonstrated
no musical
growth
throughout
project.