Read this: High school a cappella jives with teacher evaluation systems

Recently I attended a festival at South Glens Falls High School in Upstate New York where I presented on two topics near and dear to my heart; contemporary a cappella music and student choice. I have found this type of music to be extremely popular among students and it allows them the opportunity to be creative, not simply perform the pre-written notes on the page. Read the excerpt and check out the full article:

Student leadership and choice has been a hot topic among music educators recently as the element is being used to evaluate teachers. To earn a perfect score using teacher evaluation tools such as the Danielson rubric or the new National Core Arts Standards, students need to take ownership of their experience and proceed beyond teacher-led activities. In many cases, that’s exactly what they are doing in their high school a cappella groups.

Read the full post here.

2015 Rock and Roll Hall of Fame Nominees: one song

The 2015 Rock and Roll Hall of Fame nominees have been announced. Here is one definitive, school-appropriate song and YouTube video for each nominee and a link to their nominee bio at the Rock Hall website.

The Cars
“My Best Friend’s Girl”

Cheap Trick
“I Want You To Want Me”

Chic
“Good Times”

Chicago
“Does Anybody Really Know What Time It Is?”

Deep Purple
“Smoke on the Water”

Janet Jackson
“What Have You Done For Me Lately”

The J.B.’s
“Doing It To Death”

Chaka Khan
“I’m Every Woman”

Los Lobos
“Will the Wolf Survive?”

Steve Miller
“Fly Like an Eagle”

Nine Inch Nails
“The Day The World Went Away”

N.W.A.
“Express Yourself”

The Smiths
“Shiela Take A Bow”

The Spinners
“Rubberband Man”

Yes
“Owner of a Lonely Heart”

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Popular music listening activity: “Cheerleader” by OMI

The number one song on the Billboard Hot 100 chart this week is “Cheerleader” by OMI. It’s a pretty straightforward song with the lyrics so go ahead and listen to it with your students. Here’s my breakdown:

Form	Letter	Time	Description
Intro		0:00 – 0:24	Trumpet performs a repetitive melody over piano chord progression.
Verse	A	0:24 – 0:42	“When I need motivation…” Singer enters accompanied by a conga drum and continued piano chord progression. No trumpet.
Pre-chorus	B	0:42 – 0:49	“Do you need me?” Piano accompaniment changes to arpeggiated chords. More drums enter toward end of section in preparation of chorus.
Chorus	C	0:49 – 1:05	“Oh, I think I’ve found myself a cheerleader…” Steady synthetic bass and keyboard underscore the new singable melody.
Verse	A	1:05 – 1:23	“She walks like a model…” Same piano and conga drum as first verse but more drums added.
Pre-chorus		1:23 – 1:29	Same as before. Adds crescendoing single trumpet notes to accentuate strong beats.
Chorus	C	1:29 – 1:46	Same as before but trumpet continues to play a counter-melody above singer.
Break	D	1:46 – 2:18	Instrumental break continues the instrumental counter-melody on trumpet and same accompaniment. A new trumpet melody enters at the 2:05 mark over the original piano chord progression.
Bridge	E	2:18 – 2:35	“She gives me love and affection…” Conga, piano chord progression, and new melody on the trumpet
Chorus	C	2:35 – 2:52	Same as before.
Coda		2:52 – 3:09	Similar to intro

There are several fascinating parts of the song to elaborate on if you would like.

• OMI is Jamaican but the sound of the song has more to do with the producer, who was given the song in 2011. The producer, Felix Jaehn, is German.
• The song was recorded in 2011, released in May of 2014, and hit number on in the summer of 2015. Weird.

There are multiple ways I have students analyze a song like this. If this is their first time listening critically like this, fill it in on the SMART board or chalk board for them, replaying the sections several times to let them hear what you are pulling apart. Then go back and listen to the whole thing to show them the overall form.

Once students get the hang of it, let them pick their own song to analyze. It’s how they build skills for their own compositions and analysis, by listening to what others have done.

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I’m presenting at the 2015 NYSSMA Winter Conference

I’m excited to announce I will be presenting a session at the New York State School Music Association Winter Conference this December. My session titled “Popular music composition starters for your classroom” will give music teachers a chance to add composition to their curriculum in a fun, accessible way for students.

This session will provide insight into how I use composition with my 8th grade general music classes within the framework of my American Popular Music curriculum. Students create their own folk songs, blues, rockabilly songs, rhythm and blues, 70s bass lines, raps and other compositions in my class now it’s your turn to use it with your students.

The best part of all of these composition projects is that they reinforce everything else we are doing in my classes. They help my students practice performing without drilling and killing. We get to listen to musical examples with a purpose and discuss key points from the music that they also need to include. And we are creating, performing, and responding around the same unified topic. It’s a win all around!

If you would like to attend, it will be from 8:15 to 9:15 a.m. on Friday, December 4th in Rochester, NY. Here is the NYSSMA website.

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I’m on the NAFME Council for Music Composition

I have news to share with everyone. This year I’ll be joining the NAFME Council for Music Education as a Member-At-Large.

NAFME, the National Association for Music Education, has several councils or subcommittees within the organization to help set the direction in areas like Jazz Education and Collegiate Advisory in addition to topics such as Music Composition and Band Education.

“The National Association for Music Education (NAfME) Council for Music Composition seeks to promote and improve the teaching of music composition in school settings,” says our group’s description on the website.

The mission:

– To provide resources and opportunities that enhance the teaching and learning of music composition at all grade levels and in all music education content areas;
– To work with the National Association for Music Education (NAfME) divisions and state affiliates to encourage the development of division and state composition programs and festivals;
– To advocate for the importance of composition as an essential component of all students’ music education.;
– To support music education research in the field of composition.

I am looking forward to the opportunity to share my views on both popular music as well as music technology to the group, NAFME leadership, and the entire NAFME membership. Here’s a full list of the Council members I’ll be working with in 2015-2016.

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iPad music camp: Day 4 curriculum

Traditionally, I have run my iPad Music camp during the first full week after school gets out which here in New York State means it’s the week preceding Independence Day. In my first year, July 4th was the Friday so camp ran Monday through Thursday. This year, to avoid the observed holiday, we ran Monday through Thursday (July 2nd). I like the four-day week, so Day 4 is the final day where students should leave with some completed products. (Review Day 1, Day 2, and Day 3 here.)

Day 4

Welcome and Review Procedures (2 minutes):

“Roar” (15 minutes):
– Students have been recording the verse to Katy Perry’s “Roar” during camp. This is their chance to finalize editing it to make it perfect.
– Show students how to duplicate a section.
– Students duplicate section so you have four 8-measure sections.
– Export it to Voice Recorder
– Change it to mp3. (This is so teacher can play it in your web browser without downloading it.)
– Turn it in on Edmodo.

Loop-Based Composition (40 minutes):
– Finish your composition from Day 3.
– Take a screenshot in the “All Sections” view so I can see everything.
– Export it to Voice Recorder.
– Convert it to mp3.
– Upload mp3 and the screenshot from your camera album together on the same assignment.

“Smoke on the Water” (30 minutes):
– Show students the Jam session feature and how to connect via Bluetooth.
– Students form groups (up to 5) and choose their instrument.
– One bass
– One/Two drums
– One/Two Hard Rock guitars
– Practice “Smoke on the Water” as a group.
– Bandleader record and export, using same process as before. Type all group member names as you enter the assignment.

Reflection (10 minutes):
– Have students reflect on the questions using Sound Recorder and upload their podcast to Edmodo.

• What was the best part of the week and why?
• What was your least favorite part of the week and why?
• How would you improve the camp?
• Are you interested in coming back next year for another round?
• What else would you like me to know?

Clean-up (15 minutes):
– Let the students know they can go on and download their mp3s from Edmodo if they want to save or share their work from the week.
– Have students delete all songs off GarageBand on the school iPad.
– Have students delete all sound recordings from Voice Recorder on the school iPad.
– Have students log off Edmodo on the school iPad.
– Have students delete all pictures or video off the camera roll.
– Plug in to charging stations.

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iPad Music Camp: Day 3 curriculum

After spending a lot of time laying the ground work for the rest of camp on Day 1, we finally started to build our first multi-track compositions on Day 2. In Day 3, we really get into the performing aspect as we continue to build our compositions and play together.

Day 3

Welcome and Review Procedures (2 minutes):

Drums (20 minutes):
– Demonstrate playing the Drum Set on the screen.
– Demonstrate playing the Drum Machine on the screen.
– Note: most percussion part have something steady and something that moves. Show the students some patterns and have them practice.
– Ten minutes to play around with that and ask questions

“Smoke on the Water” (10 minutes):
– Demonstrate a drum part.
– Students practice.
– Group perform.

“Roar” (20 minutes):
– Play 45 seconds of Katy Perry’s “Roar”.
– Discuss the drum part (steady quarters on hi-hat, rhythmic pulse on toms)
– Demonstrate how to play on both the drum machine and the drum set.
– By end of segment, a clean 8 measures of drum line along with the piano & lead parts from Days 1 & 2.
– Note: if student is having problems playing both rhythms at the same time, make it two tracks.

Loops (20 minutes):
– Show students how to explore loops.
– Instrument
– Genre
– Descriptors
– Adding multiple tracks.
– Playing in a new melody or part over the top of it.

Composition & Form (30 minutes):
– Discuss “Song Sections” and how to make your song longer using form.
– Listen to Katy Perry’s “Roar” and map out the sections together.
– The overall feel should stay the same, but there is a lot of wiggle room in that.
– Students work on their composition for the remainder of class.

Reflection (10 minutes):
– Have students reflect on the questions using Sound Recorder and upload their podcast to Edmodo.

• What has been your biggest problem with the technology so far?
• Now that we have spent some time composing, do you prefer performing or composing using Garage Band and why?
• What do you need more help with from the instructor?

Clean-up time (5 minutes):
– Students return iPads to their port and charge them. Pick up any trash and discard.

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iPad Music Camp: Day 2 curriculum

On Day 1, we spent a lot of time laying the ground work for the rest of camp. We learned the basics of recording, editing, quantization, and more. Now that we have the basics down, we can progress to actually making some music.

Day 2

Welcome and Review Procedures (5 minutes):
– Bathroom, food and drink, general outline, getting iPads

“Roar” (20 minutes):
– Play 45 seconds of Katy Perry’s “Roar,” focusing on the bass line.
– Show students how to get to “Vintage Lead” under the keyboard instruments in GarageBand.
– Demonstrate bass line for students. C2. Pitch middle button (not glissando or scroll)
1—– 2- 6—– 4- 1—– 2- 6—– 4-
– Demonstrate recording over their “Roar” keyboard part and how to delete one track and re-record without starting a new song.
– By end of segment, they should have a clean 8 measures of bass line along with the piano part.

Smart Guitars (25 minutes):
– Demonstrate playing the Smart Guitar (Acoustic) on the screen.
– Notes
– Chords
– Accompaniment patterns
– How to change the pre-set chords
– Five minutes to play around with that and ask questions

“Home” (15 minutes):
– 120 BPM, Autoplay 3, Here are the chords for Phillip Phillips’ “Home.”
– Practice time
– Group performance

Smart Guitars (10 minutes):
– Demonstrate playing the Smart Guitar (Hard Rock) on the screen.
– Accompaniment patterns (different than acoustic)
– Experiment with Vintage Drive and Robo Flanger
– Five minutes to play around with that and ask questions

“Smoke on the Water” (10 minutes):
– Demonstrate the main riff for “Smoke on the Water” using the Hard Rock Guitar.
– Students practice.
– Group perform.

Introduce loops (if time)
– They are in the Track View.

Reflection (10 minutes):
– Review Sound Recorder, converting to mp3s, & sharing to Edmodo.
– Have students reflect on the questions using Sound Recorder and upload their podcast to Edmodo.

• What did you like better about today than yesterday?
• How did you improve from Day 1 to Day 2?
• What specific thing can you improve on as we move to Day 3?
• Are you having fun? Why or why not?

Clean-up time (5 minutes):
– Students return iPads to their port and charge them. Pick up any trash and discard.

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iPad Music Camp: Day 1 curriculum

In our last blog post, we went through all the background info you will need to set up before you begin your own iPad music camp except the most important part – the content! Once you lay the groundwork, here’s what I taught to my kids that were just beginning on GarageBand.

Day 1

Welcome and Procedures (10 minutes):
-Bathroom, food and drink, general outline, getting iPads

Keyboard (25 minutes):
– Demonstrate playing the keyboard on the screen.
– Glissando vs. scroll
– Octave tool
– Scale button
– Arpeggio
– Split screen
– Five to 10 minutes to play around with that and ask questions

“Roar” (25 minutes):
– Play Katy Perry’s “Roar” Lyric Video on the SMART Board.
– Show them the two-note beyboard pattern for Katy Perry’s “Roar.” Here is some further help with playing “Roar” on GarageBand
– Show them quantization.
– Show them how to record.
– Show them how to edit.
– By end of segment, you need a clean 8 measures you can loop.

Edmodo (15 minutes):
– Demonstrate Edmodo account creation. (You’ll need to create your teacher account first.)
– Students create Edmodo account on iPads (app or website).

Reflection (15 minutes):
– Demonstrate Sound Recorder app.
– Demonstrate how to convert to mp3.
– Demonstrate how to share recordings to Edmodo.
– Have students reflect on the questions using Sound Recorder and upload their podcast to Edmodo:

• What did you like about today?
• What didn’t you like about today?
• What were you good at?
• What can you use more practice time or help on?
• What is your next step?

Clean-up time (5 minutes):
– Students return iPads to their port and charge them. Pick up any trash and discard.

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iPad Music Camp: getting started

You’re interested in adding some digital music to your curriculum but you don’t know where it would fit. Or maybe you don’t have access to iPads during your school year and in the summer they are free. Whatever your reason, here are the basics for starting your own iPad music camp at school or in your community.

Administration

Get the people in power on your side. You’re going to offer a great service to students at virtually no cost to the district and provide an experience they can’t get elsewhere. It helped me to tie it into the new core arts standards and show it wasn’t just “mess around on the iPad” camp. My music supervisor loved the content and my principal loved that it was free to the district. Both of them were interested in the fun and that’s the best selling point for a community education approach, too.

Facility

If you can use your school classroom, it takes a lot of the guesswork out of it. You know the equipment, computer, internet connections, and sound system and can hit the ground running. If you are running a camp away from your school or doing a community education class, it’s easier if you have a SMART board but not 100% necessary. Make sure you have wireless internet in your facility and get the password where applicable.

Technology

This type of camp only works when your campers are 1-to-1 with technology. Your school district probably has a set of iPads you can use if you ask your administration. As a community education class, you can make an iPad a pre-requisite for the camp or find a local place that will rent them (like this one in Rochester, NY) and you might be able to get a group discount. If students are bringing their own device, supply them with a list of apps to download BEFORE the first day of class so you can get started. All the apps I use are FREE but can be upgraded to do cooler stuff and use more instruments.

Compensation

Keep in mind that every city and venue is different. In my situation at school, I have limited overhead and am only being compensated for my time. I don’t need supplies, facility rental, mailings, or equipment. (The same can be said for most school districts or community education classes.) I charge $5 an hour per camper for the 2-hour session but you should look around at other day camps in your area for their pricing. Remember that if they have overhead, it’s factored into their cost so at the local art camp where they’re painting, they need to pay for those consumable supplies. In order to be on the up-and-up, my camp runs through our local district’s music education cooperative, which allows me to use the facilities for free as long as I report the income to the IRS. (They provide me with a 1099.)

Recruitment

I play videos on the school’s morning announcements leading up to the sign-up period. These teasers expose kids to what GarageBand can do. It can be an individual building a cool song or a group of students their age playing but I make it look fun. When registration forms come out I have a new video and then another after a couple more weeks. Each video is seen by the students a maximum of three times. Any more than that and they tune out. I also visit as many music classes as I can to discuss the camp with students I don’t see during the school year. I’ve also found that handing a form to a student and telling them to consider attending works wonders. For community education, go where the people are. Post advertisements at the local music shops and libraries. Contact local music teachers and folks who give private lessons.

Planning

Decide if you want this camp to reinforce your curriculum or supplement it. My choice is to supplement. The stuff we do in music camp aren’t replicated anywhere in our program. We spend a lot of time on GarageBand basics so they can create music. In our curricular classes, we don’t use iPads at all. I’ll get into specifics on planning in a later post.

Sign-ups

You could do paper sign-up forms and hope that students take them home and you get them back. I’ve used that approach but also have an entire online registration set up on my school website. You can create an embeddable form using Google Docs, embed a PayPal button, and now folks can register and pay online!

My next blog post will include the curriculum I use as a guide for your set-up but this is all the background stuff you need. Send me a Tweet or Facebook message if you have questions.

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