Lesson Plan

Name: Ashley Kraus Date: April 11, 2023

Grade: 9-12th Grade (High School Elective) Class Type: Modern Music History: Music
Genres of the 20th and 21st Century

1.Measurable Objective(s):
 Students will be able to identify songs from different genres and time periods being sampled in
music from the 21st Century through an active listening activity and recalling prior knowledge
from previous units.
 Students will be able to distinguish what a sample is in a piece of music by identifying songs
that they know from the Hip-Hop unit thus far that include elements of sampling.
 Students will be able to implement samples of songs into their “Hip-Hop Original Song”
GarageBand projects by creating audio files through a YouTube to MP3 converter website and
importing those files to GarageBand.
 Students will be able to describe their musical intent with the sample and how it fits into their
overall composition by filling out a worksheet analyzing their sampling process.

2.Assessment:
 Students will complete a worksheet where they write down what songs from previous units are
being sampled in the songs from the listening activity.
 Students will share with the class examples of songs from the Hip-Hop unit thus far that
include sampling in order to demonstrate their understanding of what a sample in a piece of
music is.
 Students will share with the class the portion of their GarageBand project that includes a
sampled section of music that they gathered from the YouTube to MP3 converter website.
 Students will complete a worksheet answering the questions “Why did you choose the section
of that song to sample in your Hip-Hop original song project? How does the section of that
song enhance your project as a whole?” as a way to describe their musical intent with the
sample and analyze how it fits into the overall composition thus far.

3. National Standards:
 MU:Cr2.1.C.Ia Assemble and organize sounds or short musical ideas to create initial
expressions of selected experiences, moods, images, or storylines.
 MU:Re7.I.T.Ia Cite reasons for choosing music based on the use of the elements of music,
digital and electronic aspects, and connections to interest or purpose.
 MU:Cr2.1.T.Ia Select melodic, rhythmic, and harmonic ideas to develop into a larger work
using digital tools and resources.

4. State Standards: (Creating, Performing, Responding, Connecting - Write out the standards that you will be
addressing in their entirety.)
 Select, analyze and interpret artistic work for presentation. Explain how one’s composition
relates to established musical genres, styles, forms (e.g., explain how one’s piece combines
elements of jazz and Celtic music). (AG.M.P.04)

5. Required Prior Knowledge and Skills:

 Students must know the characterists and songs from music genres and time periods that were

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 covered prior to the Hip-Hop genre, including what the popular genres were for different
decades, and knowledge of the barbershop quartet style and the rock genre.
 Students must know the characteristics of Hip-Hop (DJ, Emcee, breakdancing, beat-boxing,
and rapping)
 Students must know examples of songs in the Hip-Hop genre
 Students must know the elements of creating a backing track for a rap song and already have
that section of their GarageBand project completed.
 Students must be proficient in GarageBand, knowing how to create audio and midi tracks as
well as implement different editing tools.

6. Material, Repertoire, Equipment needed:

 PowerPoint Presentation
 GarageBand
 YouTube to MP3 Converter Website: https://ytmp3.cc/en/8c6/
 Packet including warm-up worksheet, instructions for project, and homework worksheet
 Listening Examples:
- Mother by Meghan Trainor
- Mr. Sandman by The Chordettes
- Bootylicious by Destiny’s Child
- Edge of Seventeen by Stevie Nicks
- Sing for the Moment by Eminem
- Dream On by Aerosmith

7. Review Needed:
 Hints will be given during the active listening activity as to which unit the song that was
sampled was from.
 Sampling will be added into the context of Hip-Hop as a whole, therefore reviewing the
elements of Hip-Hop in the process.
 During the GarageBand/YouTube to MP3 converter walk-through, basic uses of GarageBand
such as creating a new track and making sure it is set to audio will be reviewed.

8. Accommodations:
 Students can use audio command or request teacher assistance while using functions on the
laptop
 Closed Captions will be added on all video/audio examples as well as concepts being talked
about will be presented on the board using a PowerPoint
 Both digital and paper copies of the worksheet/follow along packet will be provided to students

9. Agenda:
 Active Listening: Finding samples of 20th Century songs in popular music from the 21st
Century
 What is Sampling?
 Why is Sampling so important to the Hip-Hop Genre?
 Is Sampling Legal?
 Demonstration on how to use a YouTube to MP3 converter website and how to add that music
into GarageBand
 Sampling in the Hip-Hop Original Song project: taking a sample of a song from a different unit
and adding it into the GarageBand project in a way that makes sense to the direction the project
is going
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  Sharing sampling section of GarageBand project with the class

10. Lesson Sequence Pacing

A. Brief Opening: A. 7
Students will listen to three examples of songs that use samples of songs from previous units min
in the class.
 Mother by Meghan Trainor which samples Mr. Sandman by The Chordettes
 Bootylicious by Destiny’s Child which samples Edge of Seventeen by Stevie Nicks
 Sing for the Moment by Eminem which samples Dream On by Aerosmith
Students will identify what songs are being sampled in each example and record their
observations in the first page of the packet.

B. Learning Activities: B
1. (Prior to Learning Activity: Teacher will describe what sampling is and a brief history of 1. 5
sampling to students using the PowerPoint presentation) Students will identify songs that Min
they know from the Hip-Hop unit thus far that use sampling and share their findings with the
class. (Post Learning Activity: Teacher will describe how sampling is significant to the Hip-
Hop genre and the Copyright issues that come with implementing sampling into original
songs).

2. Students will observe the use of a YouTube to MP3 converter as a way to collect a sample 2. 5
from a song and repeat the steps along with the teacher. Students will observe how to add Min
outside audio into an already existing GarageBand project.

3. Students will implement a sample from a song from a previous unit that they have
3. 10
downloaded using the YouTube to MP3 converter website into a section of their Original Hip-
min
Hop Song GarageBand project in a way that makes sense with their musical intent for the
project.

C. Closing/Wrap-up: C. 3
Students will present the section of their GarageBand project that includes sampling with the class. min

D. Assignment: D.
Students will reflect on the song they chose to sample in their GarageBand project by Take
answering questions such as “What song did you choose to sample in your Hip-Hop original home
song project? Who wrote it, what year was it released, and what genre would you categorize it
as? Why did you choose the section of that song to sample in your Hip-Hop original song
project? How does the section of that song enhance your project as a whole?” in a take home
worksheet (4th page in the packet).

11.Reflection Prompt: What do you think went particularly well? How did this strength impact your students’
learning?

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 12.Reflection Prompt: If you could teach this lesson again, is there anything you would do differently? How
would this have impacted your students’ learning?

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