2.+A+Standards+Based+Online+Lesson

1. First, music serves the aesthetic experience. The musical aesthetic experience involves perception of meaning through sound images rather than through written language, conversation, mathematical formula, or other forms of expression. The development of ones aesthetic sense has been shown to enhance the quality of life both during school years and throughout later life. Music's importance as an avenue to self-realization has been affirmed by psychologists such as Rogers and Maslow.
 * Rational for Music in the Curriculum**

2. Music is a representation of the highest thoughts, achievements, and aspirations of humankind, and in it much of a cultures customs, values, and beliefs are embedded. Music is thus an important communicator of a cultures heritage.

3. Music can influence the development of the higher cognitive processes in ways not possible in other subject areas. Recently publicized research at the University of California-Irvine shows that structured music education enhances students spatial intelligence, an important element in mathematical reasoning and logic.

**State Standards Considered in this Course** D.12.1 Compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. D.12.2 Arrange simple pieces for acoustic or electronic instruments. D.12.3 Use computer and electronic technology in composing and arranging music. D.12.9 Compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect.

F.12.13 Identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques.

G.12.7 Apply and refine specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their participation in music. G.12.8 Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models.

H.12.10 Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts. H.12.11 Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures. H.12.12 Explain ways in which the principles and subject matter of various disciplines outside the arts interrelate with those of music.

//Retrieved on December 21, 2010 from []//

Creating Melodies and Musical Compositions You will be using on line resources as well as your Fruity Loops software to create musical lines.

Readings and videos:

You have created your instrument list, with high and low pitched instruments, in the step sequencer. Now is the time to put them all together! [|Thinkquest library] has a great site for you to learn and hear the scales, so you can create mood in your music.

A virtual piano is a great tool to play and practice different melodies and sound with. =[|Your virtual piano is here.]=

[|21 Songwriting Tips] is an article to get you thinking about what to write.

Here are some videos for you to watch how other artists work with Fruity Loops.

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=Assignments:=

1. Post to the discussion tab. The topic: //What is the difference in mood and sound between the major and minor scales? Which scale to you prefer to write your music with, and why?// //Reply to two of your coursemates......//

2. EXERCISE: Choose a hit song you like and learn to sing or play the melody. Identify the melodic phrases. Identify the mix of long and short phrases. Listen for phrases that repeat. Listen for phrases that have the same rhythm pattern but use different notes. Using the same rhythm patterns and phrase lengths, write a new melody with different notes.

3. Email your weekly Fruity Loops file to me at lewandle@gmail.com. Your song should use a major or minor scale for the melody and bass, should include a drum loop, and should have at least 3 sound effects.

You know how to work the step sequencer. You create patterns by simple clicking on the buttons. You can also right click on the instrument name, **and go into the piano roll**, which is useful for creating those booming bass lines and piano or guitar harmonies and melodies.

When you create a pattern in the step sequencer, that pattern is saved. They are saved in the order you create them. To add an instrument from the browser (on the left) to the step sequencer, all you have to do is drag the new instrument to the bottom of the step sequencer. If you see any of the existing instruments turn orange, you are about to replace it, so be careful!

When you look at the Playlist window, you will notice that there is a bottom section for patterns. All you have to do is "paint" your patterns in with the paintbrush tool, to build your song. Do not worry about the top tracks yet, just focus on getting patterns put together as entire songs.



Discussion Rubric


 * || **Reply construction** || **Understanding** ||
 * 1 || Poor spelling and grammatical errors. Short 1 or 2 sentences. Lacks structure or flow. Written in informal language, abbreviations or txt. || Simple reply or comment which lacks insight, depth or is superficial. The entry is short and frequently irrelevant to the key question, original post or concept. Does not express opinion clearly. Shows little understanding. ||
 * 2 || Some poor spelling and grammatical errors. Has some structure, but the entry does not flow. May contain a link or image. The reply contains several sentences. The text construction is mainly formal containing few abbreviations or txt style language. || Simple reply or comment showing some insight, depth and are connected with original post, question, topic or concept. The replies are short and may contain some irrelevant material. Some personal comments or opinions these may not be on task. Shows some understanding. ||
 * 3 || Few spelling and grammatical errors. Has structure and the entry flows. Contains a appropriate links, uploaded files or images. These are referred to within the text. Refers to other posts. The reply contains sentences or paragraphs. || Replies show insight, depth and are connected with thread, topic or post. Entries may contain some irrelevant material. Personal opinion is expressed in an appropriate style. Shows a good depth of understanding. ||
 * 4 || Spelling and grammatical errors are rare. The reply has structure and is formatted to enhance readability. Contains a appropriate links, uploaded files or images. Sources are acknowledged. Images and links are referred to within the text. Refers to other posts and builds on these. || Replies show insight, depth and understanding. They are connected with thread, topic or post. Entries are relevant with links to supporting material. Personal opinion is expressed in an appropriate style and is clearly related to the thread or post. The reply or post shows a high level of understanding, it shows a depth of understanding in matters relating to and surrounding the original post. ||

= = Weekly checklist for Fruity Loops Progress
 * =  ||= **Requirement** ||= **To Do** ||= **In Progress** ||= **Completed** ||
 * = 1 ||= Use of step sequencer instrument list ||=  ||=   ||=   ||
 * = 2 ||= Use of playlist to organize small clips from step sequencer ||=  ||=   ||=   ||
 * = 3 ||= Use of mixing board, to create fade, pan on the main channel ||=  ||=   ||=   ||
 * = 4 ||= Use of mixing board to assign instruments to channels ||=  ||=   ||=   ||
 * = 5 ||= Use of mixing board to add mixing effects on individual instruments ||=  ||=   ||=   ||
 * = 6 ||= Use of major or minor scales to create moods and emotions. ||=  ||=   ||=   ||
 * = 7 ||= Use of drums and bass line through song to create a "groove" ||=  ||=   ||=   ||