Abby

Helt
Technology Integration Lesson

I. Introduction/Purpose Statement
The purpose of this technology integration is for high school students with a variety of
musical backgrounds in a theory class to create a song using GarageBand on iPads as part
of a unit on songwriting. By incorporating technology, students who have limited musical
backgrounds can experiment with sounds and instruments they would normally not be
able to. The learning objectives are:
1. Students will create a stylistically appropriate rhythm to accompany song to add
interest.
2. Students will create a chord progression by playing around with and modifying
common pop chord progressions.
3. Students will connect the chord progression to lyrics of a pop song OR poem or
original lyrics.
4. Students will demonstrate fluency in GarageBand through incorporating input and
creation and mixing and production.

II. Product/Process Sample
This assignment is part of a larger project and is the final portion. The previous
assignments in this project are: 1) Students will create a short song incorporating different
loops using Live Loops; 2) Students will create their own drum beat with at least two
sections (verse and chorus) using Drummer; 3) Students will create their own instrumental
chord progressions based on common pop chord progressions using Smart Instruments
and/or MIDI instruments; and 4) Students will record their own voice saying/singing their
favorite song using Audio Recorder.

Assignment Objective: Students will create an original composition or arrangement
on GarageBand using the tools they learned through the first four assignments.

Standards Being Addressed:
G12.4.5. use digital tools to collect, analyze, and represent data in order to find patterns
and organize the data into reliable and valid conclusions. G12.5.1. use appropriate
information tools and other resources to organize information in new ways that others can
view, use, and evaluate. MU:Cr2.1.C.IIIa Assemble and organize multiple sounds or
extended musical ideas to create initial expressive statements of selected extended sonic
experiences or abstract ideas. MU:Cr3.2.C.IIIa Share music through the use of notation,
solo or group performance, or technology, and demonstrate and explain how the elements
of music, compositional techniques and processes have been employed to realize
expressive intent.

Sequence:
1. If same class period as previous lesson, direct student attention back to you. “Now
we are going to start work on the final portion of this project.”
2. Play audio clips of covers/remixes of pop songs as well as the originals. *Make sure
to have these downloaded and ready to play.*
a. “Your Song”
i. Elton John - https://www.youtube.com/watch?v=GlPlfCy1urI
ii. Ellie Goulding - https://www.youtube.com/watch?v=D9AFMVMl9qE
b. “I Want It That Way”
i. Backstreet Boys - https://www.youtube.com/watch?v=4fndeDfaWCg
ii. Charli XCX - (start at 1:06)
https://www.youtube.com/watch?v=uk0Ov0RtV6o
c. “Wake Me Up”
i. Avicii - https://www.youtube.com/watch?v=IcrbM1l_BoI
ii. Madilyn Bailey - https://www.youtube.com/watch?v=eTMlEdZY0_I
d. After playing each pair of songs, have students discuss “What made the
covers/remixes different from the original? Do you like one better than the
other? Why?”
3. For students creating an arrangement of a pop song: “Using loops, your drum
beat, chord progression, and lyrics, create an arrangement of the pop song you
chose with the following specifications.”
 a. Must be at least 1 minute long and include at least the intro, one verse, one
chorus, and the ending of song
b. Must include at least 2 stylistically appropriate loops
c. Must include a complete (two sections), stylistically appropriate drum beat
rhythm track
d. Must include at least 4 instrument tracks
e. Must include vocal track of student speaking or singing the lyrics
f. Must include at least 3 significant musical element changes from the original
including, but not limited to:
i. Scoring/Instruments Used
ii. Style
iii. Tempo/Meter
iv. Change melody, but keep lyrics
v. Change lyrics, but keep melody
vi. Change harmonies/chord progression
4. For students creating an original composition: “Using loops, your drum beat,
chord progression, and poem, create your original composition with the following
specifications.”
a. Must be at least 1 minute long and include at least an intro, one verse, one
chorus, and an ending of song
b. Must include at least 2 stylistically appropriate loops
c. Must include a complete (two sections), stylistically appropriate drum beat
rhythm track
d. Must include at least 4 instrument tracks
e. Must include vocal track of student speaking or singing poem or original
lyrics
f. The chord progression is adapted from common pop progressions and makes
musical sense, and the melody is original
5. Guided student work time. Float around the classroom and answer questions
students may have. If students need more time, carry this step over to next class
period.
 6. Once students are finished, have students present their projects to the class.

III. Assessment
Students will present their projects to the class, submit online, and be graded according to
the following rubric.
Incomplete Unsatisfactory Basic Proficient Score
(0) (1) (3) (5)
Length Song is Song is less Song is at least Song is at least
incomplete/ than 1 minute 1 minute long 1 minute long
missing more long but but is missing and includes
than one includes every one aspect every aspect
aspect aspect
Loops Loops are not Loops are not Song includes 1 Song includes at
included stylistically stylistically least 2
appropriate appropriate stylistically
loop appropriate
loops
Rhythm Track Rhythm track Rhythm track is Complete, but Complete,
is not included included, but is not stylistically stylistically
incomplete and appropriate appropriate
not stylistically rhythm track is rhythm track is
appropriate included included
Instrument Instrument 1 instrument 2-3 instrument At least 4
Tracks tracks are not track is tracks are instrument
included included included tracks are
included
Vocal Track Vocal track is Vocal track is
not included included
Arrangement: No significant 1 significant 2 significant At least 3
Musical musical musical musical significant
Element element element change element musical element
Changes changes are is present changes are changes are
Exclude
present present present if
original
comp.
Original Chord Chord Chord Chord
Comp: progression progression is progression progression is
Chord does not make adapted from does not make adapted from
Progression musical sense common musical sense, common

and Melody and does not progressions but melody is progressions

include and makes original and makes
original musical sense musical sense Exclude
melody but does not AND melody is if
arrange-
include original original ment
melody

Total /30
IV. Reflection
My experience of creating this technology integration was overall pretty enjoyable. Even
though I lost my whole project right before I was about to submit it, I still enjoyed writing
this lesson. Rewriting it a second time gave me the opportunity to edit and modify the
sequence and rubric and add things I had previously left out. As someone who has done an
assignment like this several times and enjoyed it each time, I think students would have a
lot of fun completing it. It allows students to explore all different aspects of music making
through using a “safer” tool such as GarageBand so they don’t have to play an instrument or
sing to complete the assignment.