This is a long term Project Based Learning experience where students learn musical concepts and skills through the development of their own creative work. It was designed and implemented for a high school core music class, but could be modified for other levels. Students are asked to create a 1-2 minute song that tells a story about their life. They have the freedom to choose any topic, write lyrics, and create music that help communicate that idea. All students, regardless of experience are asked to record their voice. They can sing, rap, perform spoken word, or simply talk. Students use a Project Planner in Google docs to collect their thoughts and organize the project. In this project model, the music is recorded and produced using Soundtrap.com, but it could be accomplished with any DAW (Digital Audio Workstation).

Classes are structured as a flipped classroom model. Limited class time is spent introducing musical concepts for exploration and study outside of class. The majority of class time has students constantly participating in collaborative discussions and conferences where work is shared at all stages of progress. The goal being to model how learning often takes place in a real studio environment. Through whole class sharing, students receive peer and teacher feedback to learn production techniques and to improve and develop their work. This model encourages a constant process of feedback, revision, and long term crafting of their ideas.

Classroom Culture is an essential part of this creative project. Student creation that centers student interests, experience, and expression daily is at the heart of everything we do. The goal is to build a classroom environment where collaboration and sharing of work in process (no matter what stage) is the norm. This is accomplished by immediately starting to share student work with the whole class the day after the project is launched. Starting from what they know and encouraging students to share the full range of their progress, opening space to play something that they are really proud of or something that they feel is a complete disaster. Encouraging students to share their brilliance. While helping them to see that we can all grow and learn new things. That we are all on the same continuum of learning, some just have more experience than others. Ultimately gaining personal confidence and a greater understanding of the creative process. Process over product - All day. Every day.

Although we can always learn new things, overall we are familiar with in-person learning classroom environments. This is not as true for the virtual classroom. In this high school Google Classroom (GC) example, the 'Classwork' page is where all assignment information is posted. To reduce excessive emails and notifications for students, the 'Stream' is used only for announcements. The images below show the top half of the 'Classwork' page that contains essential information such as grading policies, meeting links, and reference materials

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This GC image shows a basic timeline of scaffolded assignments for beginning music producers. Newer assignments are at the top. This example is based on work that took place during pandemic remote learning. However, it is applicable in any situation. For fully in-person learning, the overall timeline would most likely remain similar. The main adaptation would be an expansion of supplemental materials and supporting mini-lessons to introduce and discuss this material along the way.

For ease of engagement, assignments are identified by symbol, marking period, and number. The symbol shape and color change each marking period to ease identification and to provide accessibility for those that might be color blind.

This scaffolding is one path for musical creation, as students gain experience and confidence they can take more ownership over the process and order.

As mentioned earlier, this is conceived as a long term Project Based Learning experience (see references of more info). It is implemented during the 2nd half of a semester long Core Music class. Prior knowledge: Students begin the project with basic musical concepts and Soundtrap (DAW) skills introduced during the first half of the semester.

There are many ways of learning to create a song. This project demonstrates one possible method of production that moves students through a scaffolded creation process. As students gain more experience, they should definitely be encouraged to explore a variety of entry points and pathways to creation.

Duration: Approximately 8 weeks, followed by sharing and final reflection.

Stage 1: Project Launch and Producer Tag

Stage 2: Project Planner

Stage 3: Adding Drum Loops

Stage 4: Adding Bass Loops

Stage 5: Adding Harmony/Soundscape Layer (Piano, Guitar, or Synth Loops)

Stage 6: Recording Your Voice

Stage 7: Expanding and Developing Your Form

Stage 8: Exploring Advanced DAW Tools (Fade, Pan, Effects)

Stage 9: Final Presentation and Reflection

Slides are used to share content related to the project. They contain information, assignment tasks, and many screenshots with images explaining the steps and DAW navigation. A project slide deck also comes in handy for coaching students at different stages of progress. Students can be referred to specific slides for reference and assistance. The image below shows some examples.

Conferencing and sharing student work is a constant part of this project. To promote a culture of collaboration and sharing work in progress, student works is shared out in class starting the next day after this project is launched. This can be done in whole class, small group, or individual conferences.. Although it is contrary to some beliefs, starting with whole group sharing encourages students to see it as acceptable and comfortable to share work in progress. It also provides opportunity for further teaching and modeling of music concepts and DAW skills in a more relatable setting. Feedback cycles such as Liz Lerman's Critical Response Protocol can be helpful in establishing the tone and organization for this process.

Feedback should be ongoing in the creative process. The Learning Creative Learning Spiral from MIT is useful in building a creative classroom culture and helping all involved to see musical learning and creation as an ongoing process as opposed to simply an end product.

This project can be modified in a variety of ways depending on student level and class setting. Some possible options include:

Instrumental or Vocal Ensembles

• Students can record instrument or additional voice tracks. These tracks/form sections could be:

  • Improvised solo sections

  • Melodies

    • Playing or singing (lyrics or vocalise) along with another melodic loop

    • Composed by ear or notated (see Software Integration below)

Level

• Shorten project time or measures required

• Provide loops to choose from (For example - Choose one drum loop from the 4 drum loops provided in a project template)

• Record instruction and/or play along track

Software Integration

• Flat.io or Noteflight - Cloud based music notation programs can be used to:

  • Compose melodies for instruments or voice to record

  • Create notated melody that can be imported directly into a DAW via MIDI to create original loops

    • This process can also be reversed. Melodies recorded by MIDI instruments in a DAW can be exported (quantizing helps) to music notation

Collaboration

• This project was originally conceived as an individual project for self expression. However, it could easily be adapted for group work

• PBL vs Projects from the New Tech Network

• PBLWorks

• MIT - Learning Creative Learning

• Liz Lerman - Critical Response Process