Morris, Page 1

Composition & 
Arranging 
 

 
 
HS General Music Course (9-12) 
By: Brandon Morris 
 
 Morris, Page 2

Table of Contents 
 
Course Description 3 
Rationale / Need For Course 4 
Impacts On Students 5 
Impacts On The Community 6 
Course Scope & Sequence 7 
Project Outline 11 
Budget 14 
References 15 
 
 
 Morris, Page 3

Course Description  

 
Need:​ This class will get students to get creative and create arrangements of both 
something they created themselves and from taking a piece of music and arranging 
in a different stylistic way of the student’s choice. They will need to have experience 
from either being in a musical ensemble or taking another secondary music class of 
their choice 
 
Essential Questions​: As students look into taking this course, they should consider 
thinking about what messages they want to share with the world and how impactful 
a musical setting can do that. Another thing to explore when students take this 
course is how they can create something within a style that usually isn’t done with 
ensembles, like Hip-Hop or Gospel for example. 
 

 
 Morris, Page 4

Rationale / Need For Course 

 
Music can be truly inspiring to many individuals in various ways. How do we all thrive within music? 
Creativity can be one of the main reasons why people love participating in music because they can create 
something that is very meaningful to themselves. While you might be creative within the performance 
aspect, creativity thrives more within the participatory aspects of music because they don’t feel pressured 
about anything that could possibly happen and won’t feel any judgment or critiques being placed upon them. 
As for secondary general music, it is important to dive deep into what music can do for students and how 
students can enjoy music without feeling the need or pressure to perform if not desired by the individual. 
A class that can help explore more within creativity for secondary general music can be a 
composition and arranging class. This wouldn’t be a songwriting class where the student writes songs that 
mean something special to them because that’s a totally different concept of creativity. This course will 
challenge students to take a piece of music that they really connect to and create something new out of it. 
This would be really fun for students to enjoy because they would find songs and genres of music that can be 
within their ally and turn it into something different for themselves. This will also get them to explore 
different musical genres they aren’t quite familiar with and create something that incorporates those genres 
within their music-making. 
Creativity is essential to have for musicians, and everyone in the world is a musician in their own 
way. How we can continue to spread and grow with creativity can be from classes like this one. Let’s have 
students enjoy music in a way that can be all participatory and not performance-based and create something 
groundbreaking within their own discoveries. 

 
 Morris, Page 5

Impacts On Students 
 
From taking this course, I hope that students can learn not only to be creative while 
arranging choral music but to also give something meaningful to their communities. 
Creating music that connects a common message for a group of people can be 
something worthwhile and I want students to see that and partake in this. 

 
 
 
 
 Morris, Page 6

Impacts On The Community 

 
From the Community: I believe that this course will be beneficial for students not to 
become the future composers of today, but to create something meaningful to them 
that they can share to the community. The community could impact this course by 
asking if students can create an arrangement about something that’s being 
discussed within the community 
 
On the Community: I think that this will impact the community by sharing something 
uniquely different, and what I mean by that is when you look at different secondary 
general music programs around the country, you don’t see very much about teaching 
students how to make something for a choir to sing. This can also be done through 
an instrumental composition if so desired. 

 
 Morris, Page 7

Course Scope & Sequence 

Course Overview: Composition & Arranging 

Context Statement:​ For this curriculum, I will be teaching a secondary general music class within a high school
classroom setting about how to make compositions and arrangements from a variety of different sources
(GarageBand, Finale, MuseScore, etc.) Based on how Fairfax County has its high school procedures for classes and
etc., this would be a semester-long class meaning it will be taught for 16 weeks.

Stage 1 - Desired Results 

Standards: Goals:
HG.1 The student will 1. I can read music by understanding the different musical concepts that
read and notate music can be applied to the best of my ability (M)

HG.2 The student will 2. I can create music by using different notational software under certain
compose and arrange limitations (S)
music within specified
guidelines

HG.4 The student will 3. I can demonstrate musical improvisation by adding new musical
improvise music techniques to other musical concepts (S)

HG.5 The student will 4. I can research different musical sounds by comparing and contrasting
investigate the one sound to another (K)
characteristics of
musical sounds

HG.6 The student will 5. I can differ one musical genre to another by learning the characteristics
explore historical and of each musical genre used (S)
cultural aspects of music

HG.7 The student will 6. I can explain how music has impacted society during a specific time
investigate the role of period by recognizing the different composition/arrangement ideas used
music in society (T)

HG.9 The student will 7. I can listen to a piece of music and discuss its origins by recognizing how
analyze music the artist interpreted something to their everyday life (K)

HMT.11 The student will 8. I can look at music and understand why it goes within a specific way by
identify and define understanding the different musical concepts applied (M)
common music symbols
and terminology
 Morris, Page 8

Generative (Essential) Questions:

- How do musicians interpret music in their own stylistic ways?
- What types of resources, notations, and tools do musicians use to compose and arrange music?
- Why can certain musical elements combined together create something meaningful?
- Why is making music so important?

Stage 2 - Evidence 

Evidence for “I can read music by understanding the different musical concepts that can be applied to the best of
my ability (M)”
Meets Expectations:​ I can read most sheet music with a varied amount of musical concepts applied
Developing:​ I can read some sheet music with a varied amount of musical concepts applied
Exceeding Expectations:​ I can read any given sheet music with a varied amount of musical concepts applied

Evidence for “I can create music by using different notational software under certain limitations (S)”
Meets Expectations:​ I can use most notation software to create music (GarageBand, Finale, MuseScore)
Developing: I​ can use some notation software to create music (GarageBand, Finale, MuseScore)
Exceeding Expectations: ​I can use any notation software to create music (GarageBand, Finale, MuseScore)

Evidence for “I can demonstrate musical improvisation by adding new musical techniques to other musical
concepts (S)”
Meets Expectations:​ I can take a musical concept and create something new out of it
Developing:​ I can take a musical concept and create something somewhat new out of it
Exceeding Expectations:​ I can take a musical concept and create something entirely new out of it

Evidence for “I can research different musical sounds by comparing and contrasting one sound to another (K)”
Meets Expectations:​ I can distinguish most musical sounds from one to another
Developing:​ I can distinguish some musical sounds from one to another
Exceeding Expectations:​ I can distinguish any musical sounds from one to another

Evidence for “I can differ one musical genre to another by learning the characteristics of each musical genre
used (S)”
Meets Expectations:​ I can differentiate most musical genres from listening to different examples
Developing: I​ can differentiate some musical genres from listening to different examples
Exceeding Expectations: ​I can differentiate any musical genre from listening to different examples

Evidence for “I can explain why music has impacted society during a specific time period by recognizing the
different composition/arrangement ideas used (T)”
Meets Expectations:​ I can explain the reasoning for most musical pieces that have impacted society
Developing: I​ can explain the reasoning for some musical pieces that have impacted society
Exceeding Expectations: ​I can explain the reasoning for any musical piece that has impacted society

Evidence for “I can listen to a piece of music and discuss its origins by recognizing how the artist interpreted
something to their everyday life (K)”
Meets Expectations:​ I can explain a song’s background and reasons why it was created for most songs created
Developing: I​ can explain a song’s background and reasons why it was created for some songs created
Exceeding Expectations: ​I can explain a song’s background and reasons why it was created for any song created
 Morris, Page 9

Evidence for “I can look at music and understand why it goes within a specific way by understanding the
different musical concepts applied (M)”
Meets Expectations:​ I can explain why the composer/arranger chose to write this music in a certain way for most
pieces
Developing: I​ can explain why the composer/arranger chose to write this music in a certain way for some pieces
Exceeding Expectations: ​I can explain why the composer/arranger chose to write this music in a certain way for
any piece

Stage 3 – Learning Plan 

Day 1 & 2: (Introduction)

Students: Learn about what they are going to do in this course and ask any questions if they have any
Teacher: Explains overview of the class and gets to know student’s different backgrounds

Day 3 & 4: (Pivot To Project #1)

Students: Learn how to use different notation software and explore what each can do comparing one to another
Teacher: Begins teaching how to use different notation software and gives students time to explore the system
and figure out how things work individually

Day 5 & 6: (Pivot To Project #1)

Students: Continue to explore the different notation software, then get assigned their first project
Teacher: Continues to let students explore different software, then assigns the first project. They are to compose
something using improvisation for a duration of 2 minutes. They will have class time to work on this

Day 7 & 8: (Project #1)

Students: Work either in groups or individually on their projects
Teacher: Observes and monitors students as they work on their projects. Answers any questions if needed

Day 9 & 10: (Project #1)

Students: Finish their projects, then if they decide to share they share their project with the class
Teacher: Observes and monitors students as they work on their projects. Once they are finished, asks students to
share projects and reflect on their work

Day 11 & 12: (Pivot To Project #2)

Students: Browse the web to learn about a musical genre of their choice and begin to research about it
Teacher: Have students look into some musical genres of their choice, then explains their second project. They are
to research how a particular music genre has impacted society in America so they can gain a perspective on the
musical genre

Day 13 & 14: (Project #2)

Students: Work individually on their research projects
Teacher: Observes and monitors students as they work on their projects. Answers any questions if needed

Day 15 & 16: (Project #2)

Students: Finish their research projects, then share and discuss research with other students, then the whole class
if willingly
Teacher: Observes and monitors students as they work on their projects. Once finished, then gets students in
 Morris, Page 10

group to discuss what they researched on and then share together

Day 17 & 18: (Pivot To Project #3)

Students: Learn about how different artists use different genres within their pieces, then start finding songs that
showcase the genre they researched in the last project
Teacher: Share examples of intertwining genres together into one song. Then for their next project, have students
find a piece of music that incorporates different genres with each other

Day 19 & 20: (Project #3)

Students: Work either in groups or individually on their projects
Teacher: Observes and monitors students as they work on their projects. Answers any questions if needed

Day 21 & 22: (Project #3)

Students: Finish their research projects, then share and discuss research with other students, then the whole class
if willingly
Teacher: Observes and monitors students as they work on their projects. Once finished, then gets students in
group to discuss what they researched on and then share together

Day 23 & 24: (Pivot To Project #4)

Students: Learn about how composers and arrangers turn famous songs into different genres
Teacher: Give lectures how composers and arrangers transform famous songs into different music genres that can
still showcase the same meaning, but from a different perspective

Day 25 & 26: (Pivot To Project #4)

Students: Select partners if desired and decide on a song of their choice to transform using one of the notation
softwares discovered in class
Teacher: Assign the final project, which is where students will take a song of their choice and transform it into
something entirely new and within a different musical genre using one of the notation softwares

Day 27 & 28: (Project #4)

Students: Work either in groups or individually on their projects
Teacher: Observes and monitors students as they work on their projects. Answers any questions if needed

Day 29 & 30: (Project #4)

Students: Work either in groups or individually on their projects
Teacher: Observes and monitors students as they work on their projects. Answers any questions if needed

Day 31 & 32: (Conclusion)

Students: Share projects if willingly to the class and then reflect about how they perceived this class and what they
learned from it
Teacher: Allow students to share their final projects, and then conclude and reflect what students have learned
about music from taking this course

 
 Morris, Page 11

Project Outline 
Project Sketch 

Context Statement:​ For one of the projects within this course, students will first research and pick a song they
really like listening to from a specific genre of music given by the instructor. Then, students will compose/arrange
using the software they learned using in class their chosen song into another stylized genre of music. A well-known
example is taking “Bridge Over Troubled Water” by Simon & Garfunkel and turning it into a Gospel piece. This will
hopefully get students to not only use the tools learned in class to make this piece but to use their creative ideas
from their research and putting it all together.

Stage 1 - Desired Results 

Standards: Goals:
HG.2 The student will 1. I can take a piece of music from one genre of music and transform it into
compose and arrange another genre of music using the software learned from class (S)
music within specified
guidelines

HG.6 The student will 2. I can differ one musical genre to another by learning the characteristics
explore historical and of each musical genre used (S)
cultural aspects of music

HG.7 The student will

investigate the role of 3. I can explain how my music can impact society by explaining the different
music in society composition/arrangement ideas I used (T)

HG.9 The student will 4. I can listen to a piece of music and discuss its origins by recognizing how
analyze music the artist interpreted something to their everyday life (K)

Generative (Essential) Questions:

1. How can we reimagine an artist’s work into something completely different, but keep the meaning?
2. Would you keep the original melody or change it entirely to fit the new musical style?
3. Would this be considered “fixing” someone else’s song? If so, why?
4. Can copyright play a role if this creation gets public?

Stage 2 - Evidence 

Evidence for “I can take a piece of music from one genre of music and transform it into another genre of music
using the software learned from class(S)”
Meets Expectations:​ I can use most notation software to create this arrangement (GarageBand, Finale,
MuseScore)
Developing: I​ can use some notation software to create this arrangement (GarageBand, Finale, MuseScore)
Exceeding Expectations: ​I can use any notation software to create this arrangement (GarageBand, Finale,
MuseScore)
 Morris, Page 12

Evidence for “I can differ one musical genre to another by learning the characteristics of each musical genre
used (S)”
Meets Expectations:​ I can differentiate most musical genres from listening to different examples
Developing: I​ can differentiate some musical genres from listening to different examples
Exceeding Expectations: ​I can differentiate any musical genre from listening to different examples

Evidence for “I can explain how my music can impact society by explaining the different
composition/arrangement ideas I used (T)”
Meets Expectations:​ I can explain the reasoning for most of my choices within the piece and how it can impact
society
Developing: I​ can explain the reasoning for some of my choices within the piece and how it can impact society
Exceeding Expectations: ​I can explain the reasoning for any of my choices within the piece and how it can impact
society

Evidence for “I can listen to a piece of music and discuss its origins by recognizing how the artist interpreted
something to their everyday life (K)”
Meets Expectations:​ I can explain a song’s background and reasons why it was created for most songs created
Developing: I​ can explain a song’s background and reasons why it was created for some songs created
Exceeding Expectations: ​I can explain a song’s background and reasons why it was created for any song created

Stage 3 – Learning Plan 

Day 1 & 2:
Students: Learn about how composers and arrangers turn famous songs into different genres
Teacher: Give lectures how composers and arrangers transform famous songs into different music genres that can
still showcase the same meaning, but from a different perspective

Day 3 & 4:
Students: Select partners if desired and decide on a song of their choice to transform using one of the notation
softwares discovered in class
Teacher: Assign the final project, which is where students will take a song of their choice and transform it into
something entirely new and within a different musical genre using one of the notation softwares

Day 5 & 6:
Students: Work either in groups or individually on their projects
Teacher: Observes and monitors students as they work on their projects. Answers any questions if needed

Day 7 & 8:
Students: Work either in groups or individually on their projects
Teacher: Observes and monitors students as they work on their projects. Answers any questions if needed

Day 9 & 10:

Students: Put together and share projects if willingly to the class
Teacher: Allow students to put together and share their final projects

Final Assessment  
 Morris, Page 13

Goal/Quality No  Minimal  Meet  Exceeds 

Evidence  Evidence  Expectations  Expectations 

1​I can take a piece of Student did not Student can use Student can use Student can use any
music from one genre use notation some notation most notation notation software to
of music and software to software to create software to create create this
transform it into create this this arrangement this arrangement arrangement
another genre of arrangement (GarageBand, (GarageBand, (GarageBand, Finale,
music using the (GarageBand, Finale, MuseScore)  Finale, MuseScore) MuseScore)
software learned from Finale,
class (S) MuseScore)

2 ​I can differ one Student can’t Student can Student can Student can
musical genre to differentiate differentiate some differentiate most differentiate any
another by learning any musical musical genres from musical genres from musical genre from
the characteristics of genres from listening to different listening to different listening to different
each musical genre one to another examples  examples examples
used (S)

3 ​I can explain how Student can’t Student can explain Student can explain Student can explain the
my music can impact explain their the reasoning for the reasoning for reasoning for any of my
society by explaining reasoning for some of my choices most of my choices choices within the piece
the different any of their within the piece and within the piece and and how it can impact
composition/arrangem choices within how it can impact how it can impact society
ent ideas I used (T) the piece and society  society
how it can
impact society

4 ​I can listen to a Student is not Student can explain Student can explain Student can explain a
piece of music and able to explain a song’s a song’s song’s background and
discuss its origins by a song’s background and background and reasons why it was
recognizing how the background reasons why it was reasons why it was created for any song
artist interpreted and why it was created for some created for most created
something to their created songs created  songs created
everyday life (K)

 
 
 
 Morris, Page 14

Budget 
 
Proposed Budget 
Item Name   Rationale   Cost  Quantity Overall Cost
(linked to provider)  (How will this be used by students/teacher?)  (per unit) 

Finale V26 One of the notation softwares students can use for $350 5 units $1750
composition/arrangement related
assignments/projects

Manuscript Paper students can use to write out musical ideas $2.50 100 units $250
Paper and brainstorm before entering it into notation
software

Total Cost $2000

 
 Morris, Page 15

References 
 
Reimer, B. (1965). A new curriculum for secondary general music. ​Bulletin of the Council for Research in 
Music Education​, 11-20. 
 
Thibeault, M. D. (2015). Music education for all through participatory ensembles. ​Music Educators Journal, 
102(​ 2), 54-61. 
 
Tobias, E. S. (2016). Learning with digital media and technology in hybrid music classrooms. In C. R. Abril & 
B. M. Gault (Eds.), ​Teaching general music: Approaches, issues, and viewpoints​ (pp. 112-140). New York, NY: 
Oxford University Press. 
 
Kratus, J. (2016). Songwriting: A new direction for secondary music education. Music Educators Journal, 
102(3), 60-65 
 
Tobias, E. S., Campbell, M. R., & Greco, P. (2015). Bringing curriculum to life: Enacting project-based learning 
in music programs. ​Music Educators Journal, 102​(2), 39-47. 
 
Reese, J. (2016). Vocal creativity. In A. M. Hammel, R. Y. Hickox, & R. M. Hourigan (Eds.), ​Winding it back: 
Teaching to individual differences in music classroom and ensemble settings. ​New York: Oxford University 
Press.  
 
Abramo, J. M., & Reynolds, A. (2015). “Pedagogical creativity” as a framework for music teacher education. 
Journal of Music Teacher Education, 25​(1), 37-51.