Section 5.1
Section 5.1
Introduction to ARC Challenge 5
Introduction to ARC Challenge 5
Embedded Files
Learning Goals
Learning Goals
Students will apply creative development processes to compose engaging background music tailored for TikTok videos or other visual content.
Students will collaborate effectively with their partners to design, code, and refine two musical backgrounds using EarSketch.
Students will use abstraction to manage complexity in their music compositions, incorporating looped beats and conditional fills.
Students will evaluate the emotional impact and engagement of their background music, making adjustments based on feedback to enhance the viewer's experience.
AAP-1.A.1: A variable is an abstraction inside a program that can hold a value. Each variable has associated data storage that represents one value at a time, but that value can be a list or other collection that in turn contains multiple values.
AAP-1.A.2: Using meaningful variable names helps with the readability of program code and understanding of what values are represented by the variables.
AAP-1.A.3: Some programming languages provide types to represent data, which are referenced using variables. These types include numbers, Booleans, lists, and strings.
Objectives and Description
Objectives and Description
The objective for this lesson is to have the students create and code songs using EarSketch. Student partners will use EarSketch to create engaging and original background music tailored for TikTok videos or other visual content. This project aims to enhance their understanding of music composition, digital audio workstations, and the role of music in multimedia. Partners will collaborate on two songs for two different social media platforms.
In this ARC Challenge #5 students will leverage their skills in EarSketch to compose background music that complements and enhances visual content. The music should be designed to capture the viewer's attention and evoke the desired emotional response, making the visual content more impactful and memorable. They will make their own computationally looped beats that have conditional fills, much like a DJ. The song requires them to create procedures to apply musical form. You will need to provide feedback throughout the process.
Student teams will use the AGILE approach again to complete this challenge. Students will be given the specs for the project components and will be asked to analyze what they know how to do, what they need to learn how to do and where to find the skills/knowledge that they need. They will do this individually and then coordinate as a team to complete an overall project requirements analysis. This will lead to the Sprint assignment. A reminder that students will often want to rush through the planning process. The planning process is an industry skill and is vitally important to a successful, collaborative project. Students are also utilizing computational thinking skills and practices by designing a collaborative solution.
Unit 5 ARC Challenge Materials
*Note: There are items in the project descriptions that the students don't know yet. For example, what makes music engaging for an audience? How does background music elicit emotions? How to create their own beat or looped beats with conditionals? Students will probably experience some nervousness when they see the project descriptions. This is part of a growth mindset. Reassure them that the projects are manageable and you will help them learn the content/skills to create a successful project. The CAPACiTY approach involves giving them a project before they have all the skills. They learn to identify what they need to know or learn and then also learn how to find this information or learn the skill. This approach facilitates independent learning and builds confidence. Many students may not have experience this previously and will need more support from the teacher. Other students will be ready to take the challenge and run with it. Teachers should be prepared to offer the level of support that the students need.
Activities
Activities
Some teachers may want to print all the challenge documents and create binders for each team. Here is a link to all the documents with the table of contents for this ARC challenge.
Activity 5.1.0 (30 minutes)
Students will work with a partner for this ARC Challenge.
Explain that each team will be creating and coding a song that can be used as background music for a social media platform. You may choose to have partners work together to create two songs for two different social media platforms. The final coding project in Unit 6 requires students to have three completed songs. This will give them a headstart. However, if you choose to have partners work on one song, that will fine.
Give each student access to the Unit 5 ARC Challenge Materials and have them read files 0 – 6.
Student teams will use the AGILE approach again to complete this challenge. Students will be given the specs for the project components and will be asked to analyze what they know how to do, what they need to learn how to do and where to find the skills/knowledge that they need. They will do this individually and then coordinate as a team to complete an overall project requirements analysis.
Give each student a copy of the KNW chart to fill out.
Students should read the project descriptions thoroughly.
Activity 5.1.1 (1 hour)
Bring the partners together and have them discuss the individual KNW charts.
Teams complete the Project Requirements Analysis for the entire ARC Challenge. They may not know all the steps for some of the items yet but that can be clarified throughout the unit.
As a reminder, students will often want to rush through the planning process. The planning process is an industry skill and is vitally important to a successful, collaborative project. Students are also utilizing computational thinking skills and practices by designing a collaborative solution.
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