One of the key elements of any video is the sound that we hear along with it. In this lesson, students will use video editing software and/or a digital audio workstation (DAW) to record a soundtrack to a film.

Students integrate the use of a digital audio workstation (DAW) to understand musical theory including timbre (layering), composition (creative thinking), and voicing. Students learn various DAWs in order to use a variety of technologies within a design process by creating new, useful, or imaginative musical creations.

Students will collaborate to produce a music video of an assigned piece. Using a digital audio workstation (DAW), students record themself on their individual part. Students create individual visual storyboards for the music video then collaborate as an ensemble to make a master storyboard. Using the student storyboard ideas, the teacher and students film and edit the video to align with the audio and create a final music video.

Students will tour online museums to examine instruments from other cultures. Students will use research from museum tours and understanding of sound to design an original instrument following engineering design principles.

Students will collaborate with a penpal from another school to create a new piece of music together. Using a collaborative-friendly music platform, students will brainstorm and create a composition project. 

Students create a four-measure rhythm composition using an interactive slide deck. Teachers can provide different guidelines and rhythmic components (time signature, note/rest value) in the interactive slide deck for different grade levels and/or student musical ability. Students then perform their rhythm composition on a digital instrument of their choice from a variety of sources (e.g. Makey Makey bongos, Music K-8 boomwhackers, etc.). Students compare and contrast digital and traditional methods for creating music.

Students will work to create categories and tags for songs that can be used by music streaming platforms to assist listeners in finding songs that are similar to other songs. Students will work to curate a playlist for the class that includes songs that exhibit similar musical traits to the other songs within the playlist. Student groups then share the finished playlist with the class and how the playlist has been sorted to create similiarities between songs.

Students need to know that their voice matters to this world and that they can create music that will enhance their community. This project is designed to allow students to engage in small groups to create an original piece of music.  It will comprise elements of composition, improvisation, music theory, musical notation, and performance while working within a group setting. Students will use a digital audio workstation to record, edit, and remix their song.

Determining direct variationMathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Composing and Decomposing Numbers to 10 Mathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

Determine Slope.Mathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Determine SlopeMathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Investigating and using distance, midpoint, and slope formulasMathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Dividing Polynomials Mathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Solving problems involving percents and reconciling an account balanceMathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

Developing basic addition and subtraction fact strategies for “doubles”Mathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.