Grade 12 - Applications of Technology

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

use increasingly complex technologies to create, reproduce, and manipulate music
demonstrate an understanding of the physics and physical properties of sound
use a variety of music technologies to manipulate sounds in compositions
use sound synthesis to manipulate properties of sound
compare costs and applications of currently available music technology
use, care for, and maintain electronic tools, equipment, materials, and work space in a safe and environmentally sensitive fashion
use appropriate terminology for technologies used in composition

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SUGGESTED INSTRUCTIONAL STRATEGIES

Invite students to design new electronic instruments on paper. Ask them to specify how the instruments would work and what they would sound like.
Give students a complex score and ask them to re-create it with a notation program. Ask them to keep help sheets, which may be shared with other students.
Have students collect samples of sounds found in the community and in their own school. Form small groups to collate the sounds in either analog or digital form and create sound collages. Ask groups to add video components.
Ask students to write a series of software reviews for their journals. As a group project, have them put together buyers' guides, including appropriate applications and prices.
Suggest that students use technology to create professional rÈsumÈs, ongoing journals, graphics for concert programs, and business cards.
Ask students to collect several MIDI files of various styles and sounds (e.g., swing, Latin, rock) to be used in future compositions.
Have students complete professional portfolios that may be used for university or college entrance interviews or job interviews. Each portfolio should include traditional notated music, an audio cassette, and a computer disk, which represent the student's work.
Challenge students to create new sound effects and music for existing instructional CD-ROMs, cartoons, or video games. Ask them to save their data either on tape or as computer recordings. Have students present their results to the class for discussion and critique.
Have students use music-related Internet resources to download MIDI files, listen to recent CD releases, and participate in on-line conferences.
Ask each student to record a sound clip that demonstrates the principles of ADSR. Students could include them in sound scrapbooks.
Suggest that each student design and create a budget for a recording studio, including maintenance and repair costs and an analysis of equipment obsolescence. Ask students to justify their plans.

SUGGESTED ASSESSMENT STRATEGIES

When students complete transcriptions of a complex score, look for evidence of:
- completeness and accuracy (dynamics, slurs, ties, phrasing)
- improved facility in using real-time and step-time input
- use of particular features of the notation software
- planning processes for the project, including score study, use of software, and personal time planning
Review the help sheets that students develop during their re-creations, with a notation program, of a complex score. Look for evidence of their understanding of the software and technology. To what extent have they provided:
- clear explanations
- templates for selected routines
- information about the limitations of the software
- shortcuts
- how-to lists for complex procedures
When students work in groups to create sound collages, look for:
- unified projects that still have characteristics of individual contributions
- appropriate use or manipulation of the properties of analog or digital sound
Ask students to assess their groups' planning processes by answering questions such as:
- Were goals set? Were they achieved?
- Did the project evolve?
- Did all members understand their roles?
- Were tasks evenly distributed?
After compiling professional portfolios, have students explain them in role plays with partners of interviews for jobs or postsecondary institution entrance. During the interviews, notice the extent to which students:
- explain the technologies used to compose their work
- explain clearly and accurately how they used technology to manipulate the properties of sound and the elements of melody, rhythm, and expression
- include cost comparisons of other music technologies that might be used for the same task
- use appropriate vocabulary confidently