Collaborative Songwriting

in Soundtrap
 Collaborative Songwriting In Soundtrap
10 Week Course Overview

Descriptor:
Students will learn songwriting and electronic music production, with a particular focus on collaboration, analytical
thinking and respectful communication within a creative environment.

The course has been developed for students with little to no musical literacy, and encourages better understanding
of some of the modern genres of western music.

Rationale:
Students will work to identify, replicate and originate features of modern genres of western music, using Soundtrap.
Once students are able to utilise the tools within Soundtrap, they will produce 2-4 short pieces of music in groups,
demonstrating a knowledge of modern musical genres. Using an analytical approach, students will respectfully
communicate within the creative environment and make collaborative decisions.

Resources:
Pre-Lesson Setup Guide

Musical Characteristics of Modern Musical Genres

Let’s Make A Hip-Hop Beat!

Assessment

Formative Assessment:

Formative assessment will be conducted week to week, and is included in each lesson plan.

Summative Assessment Rubric:

Awareness Of Needs Work Acceptable Very Good Excellent

Style Student Student Student demonstrates Student demonstrates
demonstrates demonstrates broad knowledge of extensive knowledge of
minimal knowledge basic the elements of music the elements of music
of the elements of knowledge of and how they are and how they are used
music and how they the elements of used in different in different styles.
are used in different music and how styles. Student uses Student uses insightful
styles. Student they are used in adequate details/examples.
ineffectively uses different styles. details/examples.
examples/details or Student uses
uses no supporting
details/examples.

Participation Needs Work Acceptable Very Good Excellent

Student does not Student Student participates Student collaborates
contribute to group participates in in group work, and with group members to
collaboration or give group task, but gives some refine creative work for
constructive, does not give constructive sharing. Student gives
respectful feedback ideas or feedback, is mostly constructive feedback
feedback respectful to fellow and is very respectful
members ideas. towards other group
members.

Arrangement Needs Work Acceptable Very Good Excellent

One instrument plays Most parts Instrument choice and All instruments match
an important part. work together placement of the chosen style. All
Simple, but only well. Some interesting riffs and voice and instrument
somewhat effective. interesting fills fills are well parts have distinct and
for instrument structured, clear and important roles which
parts. organised. The parts help to create a well
Instruments help to support the structured and stylistic
provide some melody. song
support for the
melody
Week 1 Explore Soundtrap and learn navigation tools Student can log
in, navigate
● Logging in, messages and approving collaboration Soundtrap loops
invitations and use basic
● Explore Loops editing features
● Editing Loops in session Y/N
● Saving/Updating Session for collaboration
● Communicate with other users using the chat window
and video chat

Week 2 Understanding songwriting and the need for correct structuring Student shows
awareness of
● In small groups, students are to follow a basic song need for song
structure provided by teacher (Resource: "Let's Make A structure, can
Hip-Hop Beat!") to map out a project identify more
● Play the resulting song together and reflect than one section
● Discuss outcomes, emphasising the need for critical in songs, used
thinking, respectful communication and awareness of unique loops to
musical genres emphasise
different
sections of song
Y/N

Week 3 Recording, Quantize and MIDI editing Student recorded

two 8 bar
● Demonstrate to students how to record instruments sections Y/N
using MIDI keyboards
● Students are to record an 8 bar melody/chord
progression over a provided song project
● Show students “piano roll” feature to edit recordings and
correct mistakes
● Utilise Quantize feature to correct timing
● Students are to record a second 8 bar progression, to
harmonise over first

Week 4 Beginning First Summative Assessment Project Student

observed song
● Split into small groups and allocate roles structuring,
(Percussion/Melody/Producer) features of genre
● Students choose a genre to explore, identify features of and
that genre communicated
● Students to introduce different loops for each section as with respect for
a base to work from (verse/chorus to have corresponding other group
loops) members
creativity
● Students to introduce original recordings to project Y/N
● Communicate via chat function to negotiate
complementary elements. Emphasis on respectful
communication

Week 5 Working on project to present to class Student added at

least one original
● Students are to continue project from last week, adding element, and
detail, continuing to observe features of chosen genre displays
● Focus on communicating through chat feature respectful and
● Students to edit/record at least one original track for constructive
each section feedback
Y/N
Week 6 Introduce vocal element Student recorded
a vocal Y/N
● Record vocal for chorus (can be in an unwritten freestyle
format)
● Add Auto Tune and 1 effect

Week 7 Beginning Second Summative Assessment Project Student observed

song structuring,
● Allocate students to groups of 2/3; Melody/Rhythm, features of genre
Melody/Melody/Rhythm and
● Students choose a genre to explore, identifying features of communicated
that genre with respect for
● Students to introduce different loops for each section other group
(verse/chorus to have corresponding loops) members input
Y/N
● Communicate via chat function to negotiate
complementary elements. Emphasis on respectful
communication

Week 8 Working on project to present to class Student added at

least one original
● Students are to continue project from last week, adding element, and
detail, continuing to observe features of chosen genre displays
● Focus on communicating through chat feature respectful and
● Focus on finishing song structure constructive
feedback
● Students to edit/record at least one original track for each Y/N
section

Week 9 Introduce vocal element Student recorded

a vocal Y/N
● Groups to gather around one computer
● Record vocal for chorus (can be in an unwritten freestyle
format)
● Add Auto Tune and 1 effect

Week 10 Performance/Exhibit Work Student

explained
● Students share their work with their peers
method/purpose
● Students explain outline the processes followed in the
/collaborative
creation of their music
outcomes and
presented group
songs Y/N
Lesson Plans
i pro e t aterial and re our e were developed
b a on ol e or t e oveton ive progra at
oveton College in elbourne
 Lesson One Class Plan
1 Hour Session
Outcome:
Sign up to Soundtrap and join class/team groups, explore Soundtrap loops and learn navigation tools,
understand basic editing features.

Login Procedures
Provide students with login credentials, including unique Edu group code for students to join
school Soundtrap account and groups (See Pre Lesson Set Up Resource)

1. Share the code or the link with your students

2. Students then go to www.soundtrap.com/edu and click “Join Now”
3. Select “Educational Use”
4. Type in the code in the “Join A School” section
5. Enter email address and password
6. Edit username (clicking on cog icon in the top right of the screen), navigate to “About”
15 mins

Visualise studio and explore loops

Gather students around one computer and enter the studio, select a demo song (Dubstep or Pop) and
listen.

Features to point out and briefly explain

Track lanes Loop Library Button

Loop Regions Collaborators Button

Playback functions “Add New Track” section

15 mins
Students Explore Soundtrap

Students to return to their computer and explore Soundtrap, and become comfortable with navigating loops and
playback, and experimenting with combinations of sounds.

20 mins

Reflection

Select 2-3 students to show their work, discuss.

10 mins

Formative Assessment
Student can log in, navigate Soundtrap loops
and use basic editing features Y/N

Differentiation Strategies

Students Pushing Ahead

● Add more loops
● Focus on a specific genre
● Editing Loop lengths to create more unique loops

Students finding the task challenging

● One on one assistance is suggested
● Peer support
 Lesson Two Class Plan
1 Hour Session

Outcome:

Understanding the need song structure, working with the constraints of a specific
genre, successfully edit loop lengths, understand challenges of working in groups,
understand successful communication for creative projects.

Pre Class Planning

● Split class into groups of 2-4
● Enter studio and using collaboration window, invite students to group project
(they will receive a notification to accept the invitation when they sign in)
● Select a tempo and key in each project if students are not musically literate
● Print - Week Two Resource "Let's Make A Hip Hop Beat!" for each student
 Class Schedule

Student Sign In

5 mins

Example Of Musical Genre Being Explored Today

Play song as a reference, discuss common elements of Hip Hop music (as listed on “Let’s
Make A Hip Hop Beat” resource

https://www.youtube.com/watch?v=J6kPtxHzUfg

5 Mins

Explaining the elements of song structure

Discuss the purpose of song sections - Intro, Verse, Chorus, Bridge, Outro

A fantastic resource:
https://ledgernote.com/columns/music-theory/basic-song-structure-essentials/

5 Mins

Student Task 1

Distribute Week Two Resource "Let's Make A Hip Hop Beat!" Students are to select or be
allocated an instrument to focus on (Beats/Drums, Bass, Melody Instruments, Producer -
fills, effects and uplifters). Allocate 15 Mins for the task. Include a 5 Min brainbreak to
discuss challenges and highlight the common features of Hip Hop music listed on the
resource.

20 Mins

Student Task 2

Using the chat feature, groups are to respectfully discuss the input of each other's work,
and whether it “fits” in the song. Students are expected to respectfully identify what will
make for a better overall outcome and make compromises.

10 Mins
Reflection

Once all students have saved and synced, gather the class and discuss challenges of
working on collaborative projects, mentioning some of the following examples:

● Varying tastes
● Opinions are fluid
● Varying levels of understanding about features of a musical genre
● People can be reactive and spontaneous
● People have varying levels of communication and social skills
● Understanding the need for honest but respectful feedback
● Compromising on individual needs for the overall group outcome

Choose 2 pieces of work to play and discuss with whole group. What went well? Does
the piece stay true to the style? What could help improve the piece?

10 Mins

Formative Assessment

Student communicated with respect for Y/N

other group members input

Student shows awareness of need for

song structure, can identify more than one Y/N
section in songs, used unique loops to
emphasise different sections of song

Differentiation Strategies

Students Pushing Ahead

● Add more loops that will compliment the genre
● Create fills
● Editing Loop lengths or patterns (using roll feature) to create more original loops

Students finding the task challenging

● One on one assistance is suggested
● Peer support
 Lesson Three Class Plan
1 Hour Session

Outcome:

Students will learn to utilise the record feature of Soundtrap, and record 2 original loops
using a MIDI keyboard (or the computer keyboard). Students will understand that getting a
“perfect take” isn’t necessary, using the Quantize and Piano Roll features to edit their
recordings - which creates a safe creative environment to experiment within.

Pre Class Planning

● Students are to work independently
● Enter Soundtrap and familiarise yourself with recording functions

How To Record Soundtrap Instruments

Additional Tools Required

● MIDI Keyboard (optional)

Hook/Class Milestone

The object of the class is to learn how easy it is to record, and edit original music. It’s
important to realise the recordings don’t need to be perfect, as we will be using the Quantize
and Piano Roll editing features to fix up any mistakes.

Mini-lesson/Demo
● Follow the “Musical Backbone” steps below and record a four or eight bar loop in front
of the students. It doesn’t need to be complicated, only a few notes are needed.
5 mins

Student Sign In
5 Mins

Musical Backbone

● Students are to enter the studio and create a blank project.

● Adjust tempo to 80 BPM (at the bottom next to playback buttons)
● Search Loops for “808 Electro Funk Beat” and add
● Search Loops for “Bass - Acoustic” and add
● Press “Play The Synth” button in the centre of the screen and a keyboard will appear.

10 Mins
Student Task

● Students to experiment with melody and record an 8 bar section

10 Mins

Quantize and Piano Roll Editing

● Gather students around a demo project

● Hover mouse above newly recorded section and click
Edit, Quantize, 1/16

The Quantize feature locks notes to the grid, rectifying any timing issues

● Again, hover mouse above newly recorded section and click on Piano Roll
● By clicking and dragging the start or end of the bars on the grid that
appears, you can edit the length of each note
● By clicking and dragging from the centre of the bars on the grid, you can
edit the position of the note - dragging left and right will alter the timing of
when the note plays, dragging up and down changes the pitch of the note
● By clicking and dragging over all of the notes, all notes will be selected
and can be edited at the same time

10 Mins

Student Task

● Students to edit first recording so the timing is smooth, and any recording
mistakes are easily fixed
● Students to record a second 8 bar section, using Quantize and Piano Roll
to ensure a perfect harmony to the first recording
● Save project and exit the studio

15 Mins
 Reflection
You could use this time to showcase a couple of students work, or further
reflect on the benefits of these editing tools. Many students find it so difficult to
get the first recording done, because they expect it needs to be perfect the first
try. This is an important mindset we need to overcome as songwriters. Music is
all about experimenting and allowing yourself the freedom to fail and try again.

5 Mins

Formative Assessment
Student recorded two 8 bar sections, timing
and harmony was achieved using the Y/N
Quantize and Piano Roll Features

Differentiation Strategies
Students pushing ahead
● Record more layers of instrumentation
● Experiment with different instruments

Students finding the task challenging

● Teacher to work one on one with the student to identify 2 or 3 harmonious
notes, and record a section together - using a “I’ll play a note, then you play a
note” strategy
● Peer support - students could use the “I’ll play a note, then you play a note”
strategy in pairs
 Lesson Four Class Plan
1 Hour Session

Outcome:
Students will begin their first summative assessment project. In small groups, students will
choose a genre, observe an example, identify structure and characteristics, and
collaboratively replicate. Students can be guided with the “Characteristics of Modern Musical
Genres” resource

Pre Class Planning

● Split class into groups of 2-4
● Allocate melodic/percussive roles in the groups
● Have examples of different genres prepared, so students can identify characteristics to
use
● Depending on the class, teachers might find limiting options useful, as to how many
genres students have to choose from
 Beginning An Original Project

Hook/Class Milestone

The object of the class is to choose and explore a genre to use in their summative assessment,
then begin the project. Working in small groups, students will use loops to structure a song, and
record elements to replace pre-recorded Soundtrap loops.

Mini-lesson/Demo
● Students are to independently conduct mini-lessons once groups have been split up,
melodic/rhythmic responsibilities have been allocated, and genre decided upon.
● Students are to individually listen to an example of their genre, and identify characteristics
associated with their melodic/rhythmic responsibilities, noting at least 3 (instruments used,
loudness/softness, busy/calm, heavily effected/clean, layered/solo)

Student Sign In
5 Mins

Split groups and allocate roles (Percussion/Melody/Producer)

● Students are to discuss and agree on a genre to work within
5-10 mins

Mini-lesson/Demo
See above
15 mins

Start Project and Create a Musical Backbone

● One student in each group is to create a blank project and invite other group members
and teacher
● Students to introduce different loops for each section (verse/chorus to have corresponding
loops)
● Save & Sync
● Communicate via chat function to negotiate and agree on complementary elements.
Emphasis on respectful communication

20 mins
Reflection

Choose two examples of work for class to listen to and discuss

Are characteristics of chosen genres being observed?
Are all members contributing to the success of the project?
What are some ideas for introducing original recordings to replace loops in the coming weeks?

10 mins

Formative Assessment
Student communicated with respect for other Y/N
group members input

Student observed song structuring, features

of genre and communicated with respect for Y/N
other group members creativity

Differentiation Strategies
Students pushing ahead
● Students to begin introducing original recordings to project to replicate/emulate
Soundtrap loops, add harmony and preferably entirely replace Soundtrap loops

Students finding the task challenging

● Work at identifying at least 3 characteristics of chosen genre
● Work at replicating song structure for chosen genre
 Lesson Five Class Plan
1 Hour Session

Outcome:
Students are to continue work on their summative assessment, with a focus on replacing
pre-recorded Soundtrap loops used in project.

Mini-lesson/Demo
● Students are to conduct mini-lesson to refresh their perspective on chosen project
genre
● Students are to individually listen to an example of their genre, and identify
characteristics associated with their melodic/rhythmic responsibilities, noting at
least 3 (instruments used, loudness/softness, busy/calm, heavily effected/clean,
layered/solo)
10 mins

Student Sign In
5 Mins

Group Discussion

● Listen to group project individually and use chat feature to discuss and allocate
tasks for the day’s session, with a focus on replicating, emulating and replacing
pre-recorded loops

5mins

Student Task

● Enter project and use notes from Mini Lesson to replicate, emulate and replace
pre-recorded loops
● Communicate via chat function to negotiate outcomes. Emphasis on respectful
communication

20 mins
Brain Break

● Optional

5 mins

Student Task

● Enter project and use notes from Mini Lesson to replicate, emulate and replace
pre-recorded loops
● Communicate via chat function to negotiate outcomes. Emphasis on respectful
communication

10 mins

Reflection
Class discussion on group progress
Are characteristics of chosen genres being observed?
Are all members contributing to the success of the project?
What are some ideas for introducing original recordings to replace loops in the coming weeks?

10 mins

Formative Assessment
Student communicated with respect for other Y/N
group members input

Student added at least one original element,

and displays respectful and constructive Y/N
feedback
Differentiation Strategies

Students Pushing Ahead:

● Record additional harmonies
● Explore FX, use at least 3 to smooth overall result
● Add fills and transitions
● Add an instrumental solo
● Mix track levels

Students finding the task challenging

● Work at recording an original loop for each song section, focusing on
harmonising with pre-recorded loops, and entirely replacing at least one
pre-recorded loop
● Edit pre-recorded loops to create original elements
● Explore FX to smooth overall result
● Mix track levels
 Lesson Six Class Plan
1 Hour Session

Outcome:
Students are to add a vocal take, and complete the project they have been working on to
present it to class.

Pre Class Planning

● Enter Soundtrap and familiarise yourself with functions of recording with a
microphone - namely, “Add New Track/Voice & Microphone” and doing the
microphone setup “Settings/Sound Setup”
● Be prepared for students with low musical literacy to find this task
challenging. There are a few methods to help get a recording from shy
students - Call and response, students recording as a group and even just
recording students counting along with the beat. The important message to
convey is that using tools in Soundtrap, vocal takes don’t have to be
“perfect”. As with recording MIDI instruments and editing with Quantise and
Piano Roll, the important thing is to have something to work with.

How To Record Soundtrap Instruments

Additional Tools Required

● USB Microphone (optional)

Mini-lesson/Demo

● Students are to individually listen to an example of their genre, and identify

characteristics associated with their melodic/rhythmic responsibilities, noting at least
3 (instruments used, loudness/softness, busy/calm, heavily effected/clean,
layered/solo)
10 mins

Student Sign In
5 Mins

Introduce vocal element

● Student groups to gather around one computer

● Record at least 4/8 bar vocal individually. Or, if students are shy to sing on their
own, a call and response approach is useful - using the metronome feature so the
song isn’t recorded as well as the vocals
10 mins

● Add Auto Tune and 1 effect

● Edit recording and align to grid
15 mins

Completion of project to present to class

● Students are to complete project from previous weeks, without adding any more
original elements, using the editing tools - piano roll, pitch (harmonies), record,
effects, cutting loops
● Focus on communicating through chat feature to identify elements that require
attention
● Have every student contribute at least one original element in the post production
realm (adding effects, mixing track volumes, editing tracks to enhance feel/impact)
20 mins

● Present and discuss with full class

10 mins
 Formative Assessment
Student communicated with respect for other Y/N
group members input

Student recorded a vocal Y/N

Differentiation Strategies

Students Pushing Ahead

● Record additional harmonies

● Include additional effects
● Edit vocal takes into more complex structures

Students finding the task challenging

● Focus on singular tracks in the project, determine whether volume is correct in

relation to the rest of the song and adjust
● Explore and identify areas of the track that might need more attention
● Additional 1 on 1 assistance may be required in editing and placing vocal
recording
 Lesson Seven Class Plan
1 Hour Session

Outcome:
Students will begin their Second summative assessment project. In small groups,
students will choose a genre, observe an example, identify structure and characteristics,
and collaboratively replicate. Students can be guided with the “Characteristics of Modern
Musical Genres” resource

Pre Class Planning

● Split class into groups of 2-4
● Allocate melodic/percussive roles in the groups
● Have additional examples of different genres prepared, so students can identify
characteristics to use
● Depending on the class, teachers might find limiting options useful, as to how
many genres students have to choose from
 Beginning An Original Project
Hook/Class Milestone

The object of the class is to choose and explore a genre to use in their second summative
assessment, then begin the project. Working in small groups, students will use loops to
structure a song, and record elements to replace pre-recorded Soundtrap loops.

Mini-lesson/Demo
● Students are to independently conduct mini-lessons once groups have been split
up, melodic/rhythmic responsibilities have been allocated, and genre decided upon.
● Students are to individually listen to an example of their genre, and identify
characteristics associated with their melodic/rhythmic responsibilities, noting at
least 3 (instruments used, loudness/softness, busy/calm, heavily effected/clean,
layered/solo)

Student Sign In
5 Mins

Split groups and allocate roles (Percussion/Melody/Producer)

● Students are to discuss and agree on a genre to work within
5-10 mins

Mini-lesson/Demo
See above
15 mins

Start Project and Create a Musical Backbone

● One student in each group is to create a blank project and invite other group
members and teacher
● Students to introduce different loops for each section (verse/chorus to have
corresponding loops)
● Save & Sync
● Communicate via chat function to negotiate and agree on complementary
elements. Emphasis on respectful communication

20 mins
Reflection

Choose two examples of work for class to listen to and discuss

Are characteristics of chosen genres being observed?
Are all members contributing to the success of the project?
What are some ideas for introducing original recordings to replace loops in the coming weeks?

10 mins

Formative Assessment
Student communicated with respect for other Y/N
group members input

Student observed song structuring, features

of genre and communicated with respect for Y/N
other group members creativity

Differentiation Strategies
Students pushing ahead
● Students to begin introducing original recordings to project to replicate/emulate
Soundtrap loops, add harmony and preferably entirely replace Soundtrap loops

Students finding the task challenging

● Work at identifying at least 3 characteristics of chosen genre
● Work at replicating song structure for chosen genre
 Lesson Eight Class Plan
1 Hour Session

Outcome:
Students are to continue work on their second summative assessment, with a focus on
replacing pre-recorded Soundtrap loops used in project.

Mini-lesson/Demo
● Students are to conduct mini-lesson to refresh their perspective on chosen project
genre
● Students are to individually listen to an example of their genre, and identify
characteristics associated with their melodic/rhythmic responsibilities, noting at
least 3 (instruments used, loudness/softness, busy/calm, heavily effected/clean,
layered/solo)
10 mins

Student Sign In
5 Mins

Group Discussion

● Listen to group project individually and use chat feature to discuss and allocate
tasks for the day’s session, with a focus on replicating, emulating and replacing
pre-recorded loops

5mins

Student Task

● Enter project and use notes from Mini Lesson to replicate, emulate and replace
pre-recorded loops
● Communicate via chat function to negotiate outcomes. Emphasis on respectful
communication

20 mins
Brain Break

● Optional

5 mins

Student Task

● Enter project and use notes from Mini Lesson to replicate, emulate and replace
pre-recorded loops
● Communicate via chat function to negotiate outcomes. Emphasis on respectful
communication

10 mins

Reflection
Class discussion on group progress
Are characteristics of chosen genres being observed?
Are all members contributing to the success of the project?
What are some ideas for introducing original recordings to replace loops in the coming weeks?

10 mins

Formative Assessment
Student communicated with respect for other Y/N
group members input

Student added at least one original element,

and displays respectful and constructive Y/N
feedback
Differentiation Strategies

Students Pushing Ahead:

● Record additional harmonies
● Explore FX, use at least 3 to smooth overall result
● Add fills and transitions
● Add an instrumental solo
● Mix track levels

Students finding the task challenging

● Work at recording an original loop for each song section, focusing on
harmonising with pre-recorded loops, and entirely replacing at least one
pre-recorded loop
● Edit pre-recorded loops to create original elements
● Explore FX to smooth overall result
● Mix track levels
 Lesson Nine Class Plan
1 Hour Session

Outcome:
Students are to add a vocal take and complete the project they have been working on to
present it to class.

Pre Class Planning

● Enter Soundtrap and, if necessary, re-familiarise yourself with functions of
recording with a microphone - namely, “Add New Track/Voice &
Microphone” and doing the microphone setup “Settings/Sound Setup”
● Be prepared for students with low musical literacy to find this task
challenging. There are a few methods to help get a recording from shy
students - Call and response, students recording as a group and even just
recording students counting along with the beat. The important message to
convey is that using tools in Soundtrap, vocal takes don’t have to be
“perfect”. As with recording MIDI instruments and editing with Quantise and
Piano Roll, the important thing is to have something to work with.

How To Record Soundtrap Instruments

Additional Tools Required

● USB Microphone (optional)

Mini-lesson/Demo

● Students are to individually listen to an example of their genre, and identify

characteristics associated with their melodic/rhythmic responsibilities, noting at
least 3 (instruments used, loudness/softness, busy/calm, heavily
effected/clean, layered/solo)
10 mins

Student Sign In
5 Mins

Introduce vocal element

● Student groups to gather around one computer

● Record at least 4/8 bar vocal individually. Or, if students are shy to sing on
their own, a call and response approach is useful - using the metronome
feature so the song isn’t recorded as well as the vocals
10 mins

● Add Auto Tune and 1 effect

● Edit recording and align to grid
15 mins

Completion of project to present to class

● Students are to complete project from previous weeks, without adding any
more original elements, using the editing tools - piano roll, pitch (harmonies),
record, effects, cutting loops
● Focus on communicating through chat feature to identify elements that require
attention
● Have every student contribute at least one original element in the post
production realm (adding effects, mixing track volumes, editing tracks to
enhance feel/impact)
20 mins

● Present and discuss with full class

10 mins
 Formative Assessment
Student communicated with respect for other Y/N
group members input

Student recorded a vocal

Y/N

Differentiation Strategies

Students Pushing Ahead

● Record additional harmonies

● Include additional effects
● Edit vocal takes into more complex structures

Students finding the task challenging

● Focus on singular tracks in the project, determine whether volume is correct in

relation to the rest of the song and adjust
● Explore and identify areas of the track that might need more attention
● Additional 1 on 1 assistance may be required in editing and placing vocal
recording
 Lesson Ten Class Plan
1 Hour Session

Outcome:
Students are to present their work to class, highlighting features they worked on to
create an authentic representation of the selected genres, and discuss working as a
team.

Pre Class Planning

● Work out a time strategy so that each group presents a piece of their
work, and every individual member has an opportunity to discuss an
aspect of their project.
● Decide whether it’s easier for you to play the music back from your
computer, or have the students connect their devices

Additional Tools Required

● Speakers
● Correct cabling to connect to speakers
 Questions that could be discussed:

● What role did each individual play in creating this work?

● Are there moments you feel particularly proud of, or feel that you really captured
the sound of your chosen genre? What tools did you use to achieve this?
● Are there moments you can identify that could be improved? How would you go
about doing so?
● What were some challenges you faced, working on this as a group? How did you
overcome them?

Formative Assessment
Student communicated with respect for other Y/N
group members input

Student contributed to discussion on project.

Was able to give detailed answers regarding Y/N
method, purpose and collaborative outcomes