| UNIT HOURS |
ACT HOURS |
UNIT | PERFORMANCE ASSESSMENTS |
| 30 | 1 | Unit 0: Career Essentials
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Journal: Acceptable Use Policies (AUP) / Copyright and Ethics: Students participate in class discussions about Internet use, intellectual property, and ethics.
Create a blog portfolio entry with evidence of student knowledge and understanding of the school AUP, how to use the Internet for class research, understanding of copyright, and media citation. |
| 1 | Signed Contracts: Students submit signed social media and school technology policy agreement. | ||
| 1 | Journal: Safety: Students participate in class discussions about safety with Internet, class equipment, and in the world of work.
Students create a blog portfolio entry with evidence of student knowledge and understanding of class and world of work safety procedures with citations for resources used. |
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| 1 | Journal: Safety: Students complete the Listen Smart – Safely Handling the Power of Sound Blog Post after learning about safe listening habits | ||
| 2 | Journal: Career Exploration: About Me Page: Students create a blog portfolio page entry with evidence of student knowledge of self; interests, hobbies, personality type, learning styles, and also include understanding of course related careers with specific information about the students’ own career pathway options documented with citations for resources used. | ||
| 2 | Identification Card and Career Exploration: Student create an identification card (for class projects used throughout the course) with evidence of student knowledge of self; interests, hobbies, personality type, learning styles, class and personal goals, etc. | ||
| 8 | Journal: Pitch / Presentation Strategies: Students create a blog portfolio entry with evidence of student knowledge and understanding of effective presentation strategies with MLA citations for resources used. | ||
| 2 | Presentation: Pitch / Presentation Strategies: Students create a presentation exhibiting effective pitch / presentation strategies. | ||
| 1 | Journal: Project Workflow, Deming, and TQL: Students participate in class discussions about class structure and project workflow in media projects. Students create a blog portfolio entry with evidence of student knowledge and understanding of effective project workflow including systems functions, qulity in a system, and time management strategies with citations for resources used. | ||
| 4 | Presentation: Project Workflow: Day in My Life: Students create a narrated presentation podcast documenting their; time-on-task, time tracking ‘trusted system’, goal setting for efficient workflow; tasks, milestones, etc. | ||
| 1 | Journal: Portfolio Development: Students create a blog and a blog portfolio entry with evidence of student knowledge and understanding of importance of portfolio development and maintenance with citations for resources used. Students will maintain an online professional portfolio (blog) of their own work throughout the course and will integrate information and media from various sources to support their ideas. | ||
| 1 | Job Interview: Linkedin Creation: Create an online professional presence with Linkedin.com | ||
| 2 | Job Interview: Job Application: Appropriately fill in a job application | ||
| 3 | Job Interview: Linkedin Activity: Successfully compete a job interview | ||
| 10 | 1 | Unit 1: History of Audio Recording and Popular Music |
Journal: Students describe major milestones in the history of audio recording. DEVELOP LECTURE |
| 1 | Journal: Students describe major milestones in the recorded western popular music. DEVELOP LECTURE | ||
| 4 | Audio Production: Students create a podcast explaining both the technical and creative elements of a favorite song. | ||
| 1 | Journal: Students embed podcast and describe how it was created, explain problems solved, and what was learned. | ||
| 1 | Journal: History of the Riff | ||
| 2 | Journal: It Might Get Loud | ||
| 20 | 4 | Unit 2: Digital Audio Workstation
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Exploring the DAW: Students complete GarageBand: Lesson 1. Working with a GarageBand Project, Lesson 2. Working with Tracks, and Audacity Basics |
| 1 | Journal: Embed the audio file sample and screencast explanation how it was created, explain problems solved, and what was learned | ||
| 4 | Exploring the DAW: Students complete GarageBand: Lesson 3. Working with Apple Loops and Arranging a Song, Lesson 4. Recording and Editing Software Instruments, Lesson 5. Recording and Editing Audio Tracks, other Open Source options; Audacity, LMMS, MuseScore, etc. | ||
| 1 | Journal: Embed the audio file sample and screencast explanation how it was created, explain problems solved, and what was learned | ||
| 4 | Exploring the DAW: Students complete GarageBand: Lesson 6. Working with Electric Guitars and Lesson 7. Creating Drum and Percussion Tracks | ||
| 1 | Journal: Embed the audio file sample and screencast explanation how it was created, explain problems solved, and what was learned | ||
| 4 | Exploring the DAW: Students complete GarageBand: Lesson 8. Mixing Music and Adding EQ Effects, Lesson 9. Sharing Your Finished Projects, and Audacity | ||
| 1 | Journal: Embed the audio file sample and screencast explanation how it was created, explain problems solved, and what was learned | ||
| 10 | 1 | Unit 3: Microphones and the Signal Path
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Journal: Explain how microphones work by detailing; history, specifications, and circuit types. |
| 1 | Journal: Explain common microphones recording techniques. | ||
| 3 | Journal: Explain the elements and issues related to the signal path.
THE DECK Create a blog portfolio entry with evidence of student knowledge and understanding of microphone operation and techniques with citations for resources used |
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| 4 | Audio Production: Create a podcast of a student voice through numerous popular microphones as an audition of the sound quality of each microphone. | ||
| 1 | Journal: Embed podcast and describe how it was created, explain problems solved, and what was learned. | ||
| 10 | 1 | Unit 4: Equalization, Dynamics, and Processing
|
Journal: Describe the science and math of basic audio equalization, dynamics, and processing. |
| 8 | Audio Production: Create a podcast demonstrating how equalization, dynamics, and processing work. | ||
| 1 | Journal: Embed podcast and describe how it was created, explain problems solved, and what was learned. | ||
| 30 | 1 | Unit 5: Mixing and Mastering
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Journal: Watch mixing documentary and describe major elements. |
| 7 | Audio Production: Create a podcast demonstrating arrangement of a favorite song | ||
| 1 | Journal: Embed the mixed audio podcast and describe how it was created, explain problems solved, and what was learned. | ||
| 9 | Audio Production: Create a multi-track mix demonstrating balanced, well-mixed audio. | ||
| 1 | Journal: Embed the mixed audio and describe how it was created, explain problems solved, and what was learned. | ||
| 1 | Journal: Watch mastering documentary and describe major elements. | ||
| 9 | Audio Production: Create a mastered audio file. | ||
| 1 | Journal: Embed the mastered audio and describe how it was created, explain problems solved, and what was learned. | ||
| 50 | 1 | Unit 6: Music and Sound Basics
|
Journal: Describe the physics of sound and musical instruments. |
| 4 | Audio Production: Create a narrated slideshow or video demonstrating the fundamentals of sound waves. | ||
| 1 | Journal: Embed sound waves slideshow or video and describe how it was created, explain problems solved, and what was learned. | ||
| 3 | Audio Production: Create a triad of three notes (aka a riff or motif) demonstrating a melodic ‘hook’ in the key of C. MOVED to FIRST or BEGINNING OF YEAR? | ||
| 1 | Journal: Embed the created triad and describe how it was created, explain problems solved, and what was learned. | ||
| 1 | Journal: Watch How Music Works: Melody and describe major elements. | ||
| 8 | Audio Production: Create a two-phrase melody demonstrating the building and releasing of tension in the key of C. | ||
| 1 | Journal: Embed the created melody and describe how it was created, explain problems solved, and what was learned. | ||
| 1 | Journal: Watch How Music Works: Harmony and describe major elements. | ||
| 8 | Audio Production: Create a harmony demonstrating two melodic lines in the key of C. | ||
| 1 | Journal: Embed the created harmony and describe how it was created, explain problems solved, and what was learned. | ||
| 1 | Journal: Watch How Music Works: Rhythm and describe major elements. | ||
| 8 | Audio Production: Create a polyphonic rhythm demonstrating drive and a good ‘hook’. | ||
| 1 | Journal: Embed the created rhythm and describe how it was created, explain problems solved, and what was learned. | ||
| 1 | Journal: Watch How Music Works: Bass and describe major elements. | ||
| 8 | Audio Production: Create a two-phrase bass line demonstrating momentum in the key of C. | ||
| 1 | Journal: Embed the created bass line and describe how it was created, explain problems solved, and what was learned. | ||
| 20 | 9 | Unit 7: Instruments / Voice
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Audio Production: Create a period of music with melody, harmony, rhythm, or bass |
| 1 | Journal: Embed the recorded file and describe how it was created, explain problems solved, and what was learned | ||
| 10 | Journal: Stretch Goal: Set a goal to learn to play guitar, keyboards, and/or drums and document progress every two weeks | ||
| 15 | 1 | Unit 8: Sound for Film and Games |
Journal: Create an entry about Fundamentals of Sound in Post Production |
| 9 | Audio Production: Create Film Sound Design – Ambient Sound,Sound Effects, Library Sound & Foley for short film clip | ||
| 1 | Journal: Embed the film clip with the edited audio file and describe how it was created, explain problems solved, and what was learned. | ||
| 3 | Audio Production: Students record automated dialog replacement (ADR) audio for a short film. | ||
| 1 | Journal: Students embed short film with ADR and describe how it was created, explain problems solved, and what was learned. | ||
| 30 | 5 | Unit 9: The Session
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Journal: Research professional engineer/producer and explain their process in the studio |
| 5 | Journal: Create an entry about the steps in a recording session for all roles; engineer, producer, artist | ||
| 9 | Audio/Video Production: Create short video documentary detailing all the steps in session | ||
| 1 | Journal: Embed the film clip with the edited audio file and describe how it was created, explain problems solved, and what was learned. | ||
| 9 | Audio Production: Run a session as audio engineer | ||
| 1 | Journal: Embed recording from a session, inlcude all required documentation from the session and detail the step-by-step process, lnclude problems solved and lessons learned | ||
| 20 | 2 | Unit 10: Live Sound |
Journal: Watch live sound reinforcement tutorials and describe major elements. |
| 8 | Audio Production: Create a live recording mix in the classroom with the classroom stage equipment demonstrating balanced, well-mixed audio. | ||
| 1 | Journal: Embed the mixed audio and describe how it was created, explain problems solved, and what was learned. | ||
| 8 | Audio Production: Create a live recording mix on the school stage with the classroom stage equipment demonstrating balanced, well-mixed audio. | ||
| 1 | Journal: Embed the mixed audio and describe how it was created, explain problems solved, and what was learned. | ||
| 25 | 1 | Unit 11: Working in Production Roles
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Journal: Composer skills |
| 4 | Production: Composer skills | ||
| 1 | Journal: Performer skills | ||
| 4 | Production: Performer skills | ||
| 1 | Journal: Engineer skills | ||
| 4 | Production: Engineer skills | ||
| 1 | Journal: Mix/Master skills | ||
| 4 | Production: Mix/master skills | ||
| 1 | Journal: Producer skills | ||
| 4 | Production: Producer skills | ||
| 30 | 3 | Unit 12: Pre-Production |
Journal: Embed evidence of vision and inspiration development |
| 3 | Journal: Embed evidence of planning development | ||
| 3 | Journal: Embed evidence of student’s role in pitch of project vision and plan | ||
| 3 | Journal: Embed evidence of student’s role in practice and preparation for the production stage of the project | ||
| 3 | Journal: Embed evidence of student’s role in collaboration with project team | ||
| 3 | Journal: Embed evidence of planning skills growth, professionalism, and portfolio development | ||
| 12 | Project: Research | ||
| Project: Mentorship | |||
| Project: Make something for a client – Radio spot / CNS – Music for film – Sound FX |
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| Project: Lead a team (Producer) | |||
| Project: Guest speaker | |||
| Project: Create a resource | |||
| Project: Live sound | |||
| Project: Concert review | |||
| Project: Recover bad audio | |||
| 30 | 3 | Unit 13: Production
|
Journal: Embed evidence of skills practice |
| 3 | Journal: Embed evidence of student’s role in collaboration with project team | ||
| 3 | Journal: Embed evidence of production skills growth, professionalism, and portfolio development | ||
| 21 | Project: Three different projects selected in pre-production | ||
| 30 | 3 | Unit 14: Post-Production
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Journal: Embed evidence of fine-tuning the performance/production and final product |
| 3 | Journal: Embed evidence of student’s role in collaboration with project team | ||
| 3 | Journal: Embed evidence of production skills growth, professionalism, and portfolio development | ||
| 21 | Project: Three different projects selected in pre-production | ||
| 360 | TOTAL |
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Capital High School 