Song Pattern Structure Function

Learning Goals

1. Analyze patterns in a popular song and EarSketch made music to reveal how the components and structures in the music are designed to engage the listener.

2. Identify and comprehend how musical components and structures, when assembled well, can achieve a desired function to engage the listener.

3. Comprehend that music, like a lego car and the HTML for a web-based resume, operates like an assembled machine.

General Description

In Unit 2 section 11.a. we introduced Patterns and Structure/Function, two Cross-Cutting Concepts (X-Cuts) identified in the new Next Generation Science Standards (NGSS) and how they relate to programming code. According to the NGSS authors and framers, these X-Cuts serve as a bridge and bond between a variety of STEM domains, including computer science. The CAPACiTY Project seeks to understand how students' understanding in computer science can be affected by explicitly focusing on the cross-cutting concepts of Patterns and Structure/Function in a computer science curriculum. Previously, students examined patterns and structure/function concepts by comparing the components of a LEGO wind-up car to the components of a webpage resume. Put simply, programming code is a machine, just like a self-propelled LEGO car. The code, when assembled into specific structures, in a specific order, perform a desired function of effectively sharing information about skills, talent, and interests of job-seekers. It is in this way, that code is like a machine. In the same way code is like a gourmet meal. Specific structures of food components (appetizer, entree, sauces...) are put together in a specific order to provide a desired function of taste.

In this section students will return these X-Cuts to identify the patterns (repetition, clear break, and changing number of instruments) in contemporary music that reveal the components assembled into specific structures to perform the desired function (certainty, anticipation, and novelty) of engaging the listener. The table below shows the details of how musical patterns are assembled like a machine to perform the desired structure/function of engaging the listener.

Note, that there are a list of additional contemporary songs as a teacher resource from different genres that can be used to identify the musical patterns below.

Activities

Activity 3.10.1a (Budget 20 minutes)

Students identify repetition and transition patterns in a popular song.

1. The whole class will analyze three patterns in popular music that are commonly used starting with musical sections and transitions. Play the two samples of Beyonce and Jay-Z's song on the first slide in the Musical Patterns PowerPoint and ask students what is the difference. (the first sound plays the first section and the second plays 2 sections of music) If necessary play the sounds again so that students respond in some way that describes the difference. On the next slide play each section of music so that students can distinctly hear the difference.

2. Use the next slide to explain that the difference they described is called musical sections and that the chorus of a song is an example of a musical section. Provide student pairs with a copy of the Musical Patterns Worksheet and the tile bags with cardboard box to each pair and have them pull out a number of green and blue tiles and place them on the cardboard box. Have one student hold on to green tiles to and the other student in the pair hold on to blue tiles and be ready to place them on the worksheet for each song. On slide 4 play the Section1 sound so that students know how it sounds and tell students that whenever they hear that section they are to place down a green tile for the song on their worksheet. Then play Section2 so that students know when to place a blue tile for the song on their worksheet. Once all students are ready, play Song1 so that student pairs can place the tiles. (Their tiles should show a repeated pattern of

(2 green-2 blue, 1 green-1 blue)

3. Next, play Song2 and have the students place their tiles for this song. (Their tiles should show a repeated pattern of

(1 green-2 blue, 1 green-2 blue)

Ask students what they would think of the music if the section patterns were repeated for a 3 minute song. (Use their response of becoming boring as your segue to 2 common musical patterns that are used to either break the pattern or add change to keep the listener engaged.)

Activity 3.10.1b (Budget 15 minutes)

Students identify transition and texture/layer patterns in EarSketch songs and some contemporary songs.

1. Go to slide 6, and let students know that your are going to play Song 1 and Song3. Then tell the students to put place green and blue as before, but to now place a red tile when they hear something new for Song3. (Their pattern should be

(2 green-2 blue, 1 red, 1 green-1 blue)

Ask them to describe the difference that they heard and then show the next slide to explain riser, drum fill, and drop out transitions as a way to break the pattern and give the listener a sense of anticipation. Play the example video of Chris Brown's song Yeah 3X from 20 to 33 seconds o this so that they can hear the drum fill and riser.Play the example of contemporary music (Chris Brown) with the drum fill and riser sounds. Next open EarSketch and search riser and fill to show the students that there are riser and drum fill sound loops in EarSketch.

2. Have the students put down the same pattern for Song3 on the Song3Contrast line of the worksheet. (Be sure to have them do this before you play Song3Contrast) Then play Song3Contrast and ask them to describe the difference between Song3 and Song3Contrast.

Show the next slide to show the DAW as a visual difference of how Song3Contrast uses layers of music while Song3 does not. Let them know that they will make their own layered music in the next couple of days.

3. Summarize by asking students to do a think-pair-write their responses to the question at the end of the handout on musical patterns. Let students know that if they can identify these musical patterns in their music and the music is clean that you will play it during class so that they can describe the pattern to the class. (Highly suggest that you preview any links they provide).

Activity 3.10.2 (Budget 15 minutes)

Students compare the assembled components and structures in music to the lego car and HTML resume.

1. Review how repetitious sections, transitions breaks, and layered contrast are used to engage the musical listener just like each category of formatting (headings, bullets, special text) has a specific HTML tag to produce that formatting and function to engage the reader's attention. In this way, the musical patterns just like the HTML code is that machine that formats text and elicits the desired behavior, just like the LEGO car. To drive this point home, distribute and discuss the LEGO Car-HTML Resume-Music Comparison Table. This sheet will help you draw parallels between the three "machines" and how patterns, components, structures, and functions are at work in all three.

• 3.10.1a,b Musical Patterns PowerPoint (Teacher Resource)

• 3.10.1a,b Musical Patterns Handout (Student Worksheet)

• 3.10.2 Lego Car HTML Resume Music Comparison Table (Student Resource)