Music Technology Grade 6

MUSIC TECHNOLOGY GRADE 6

THE EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618

Revision Date: February 25, 2019__ Michael Nitti Written by: Music Teachers Superintendent

In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.

Table of Contents

Page

Preface 3

21st Century Life and Careers 4

Scope of Essential Learning:

Unit 1: Introduction to Music Technology (9 Class Sessions) 5

Unit 2: Acoustics: The Science of Sound (5 Class Sessions) 9

Unit 3: Sound Engineering (12 Class Sessions) 13

Unit 4: The Technology of Music (9 Class Sessions) 16

Unit 5: Final Project Creation (10 Class Sessions) 20

Sample 21st Century, Career, & Technology Integration 23 Preface

The purpose of all music courses in The Ewing Public Schools is to develop comprehensive musicianship with a focus on musical literacy. As music educators, we believe all students are musical by nature and have a tremendous potential to learn and enjoy music. While research shows that music helps students to develop higher-order skills and increases desire to learn, our driving goal is to help students become more enlightened and truly alive through a balanced, comprehensive and sequential program of study.

The Middle School General Music program allows students to transfer prior knowledge and skills and to explore and develop their musicianship through various units of study.

The Music Technology class is a semester-long course offered to 6th graders, every other day for 41 minutes.

21st Century Life and Careers In today's global economy, students need to be lifelong learners who have the knowledge and skills to adapt to an evolving workplace and world. To address these demands, Standard 9, 21st Century Life and Careers, which includes the 12 Career Ready Practices, establishes clear guidelines for what students need to know and be able to do in order to be successful in their future careers and to achieve financial independence. The 12 Career Ready Practices These practices outline the skills that all individuals need to have to truly be adaptable, reflective, and proactive in life and careers. These are researched practices that are essential to career readiness. 9.1 Personal Financial Literacy This standard outlines the important fiscal knowledge, habits, and skills that must be mastered in order for students to make informed decisions about personal finance. Financial literacy is an integral component of a student's college and career readiness, enabling students to achieve fulfilling, financially-secure, and successful careers. 9.2 Career Awareness, Exploration, and Preparation This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements. 9.3 Career and Technical Education Technology Integration 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and create and communicate knowledge. 8.2 Technology Education, Engineering, Design and Computational Thinking - Programming All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. ELA Integration The Research Simulation Task requires students to analyze an informational topic through several articles or multimedia stimuli. Students read and respond to a series of questions and synthesize information from multiple sources in order to write an analytic essay. Companion Standards - History, Social Studies, Science and Technical Subjects (6-8)

Unit 1: Introduction to Music Technology (9 Class Sessions)

Why Is This Unit Important?

The technological terms and the skills that are obtained in this unit are essential to the successful completion of this course. It should be noted that some elements of this unit will focus on basic computer skills, which align with the Middle School Computer Technology curriculum and can be incorporated universally in any curricular subject.

Enduring Understandings:

 Students will learn and follow the rules of using the computers (use of technology agreement) in the computer lab.  Students will understand and be able to operate a computer monitor, computer, computer mouse and computer keyboard.  Students will learn how to log-in successfully on the computer using their student ID number and password.  Students will learn about the acceptable use of the internet for purposes of Music Technology class.  Students will learn how to create an account on www.edmodo.com and Google Classroom.  Students will learn how to retrieve assignments, respond to class discussion questions, and submit class assignments using www.edmodo.com and Google Classroom.  Students will learn the concept of a soundscape.  Students will be able to identify differences and similarities between varying soundscapes.  Students will be able to identify and define terms relating to digital audio editing.  Students will learn the concept of loops and multi-track recording/mixing.

Essential Questions:

 How are students expected to behave when using school technology? What are the classroom rules associated with those expectations?  What is a computer, monitor, mouse and keyboard? How are they to be used in class?  How does a student log-in to a computer?  How does a student create an account on edmodo.com (and how does one sign up for the Music Technology class on Edmodo or Google Classroom)?  How does a student retrieve assignments on Edmodo or Google Classroom ?  How does a student respond to a class discussion on Edmodo or Google Classroom?  How does a student submit a class assignment using Edmodo or Google Classroom ?

 What is a soundscape? What makes up the soundscape in the room? Does it ever change or does it stay the same?  What is gain?  What is compression?  What is panning?  What is clipping?  What is pitch?  What is a synthesizer?  What is a microphone?  What are headphones?  What is audacity?  What is a loop?  What is a waveform?  What is multi-tracking?

Acquired Knowledge:

 Much of the acquired knowledge in Unit 1 will be demonstrated in class. This includes the use of all technology, all rules associated with said devices, and how to use edmodo.com in the classroom.  A soundscape is a collection of the sounds heard in a particular location, considered as a whole.  Gain is a measure of how much a signal is amplified.  Compression is a process that tends to even out the overall volume level.  Panning is the spread of a sound signal in speakers or headphones.  Clipping is a distortion of sound, usually due to the audio being too loud.  Pitch is the frequency of a note.  A synthesizer is an electric instrument capable of producing a wide range of sounds.  A microphone is a device that converts sound into an electrical signal.  Headphones are a pair of small loudspeakers designed to be held in place close to the user’s ears.  Audacity is a computer program for audio editing.  A loop is a short sample of a sound.  A waveform is a visual representation of an audio signal.  Multi-tracking is the use of several audio tracks in an audio editor.

Acquired Skills:

Assessments:

Formative assessment:

● Informal observation during discussion ● Writing tasks ● Partner pair share

Summative assessment:

 Quiz – Intro to Music Technology

Benchmark assessment:

● Research Simulation Task – Careers in Music Tech

Alternative assessment:

 Modified Quiz

NJSLS Standards:

1.1.2.B.1-4 1.1.8.B.2 1.3.P.B.2-3 1.3.8.B.3 1.4.2.A.1 1.4.5.A.1 8.1.2.A.1-3 8.1.2.C.1 8.1.2.E.1 8.1.4.A.1,5 8.1.4.E.1 8.1.8.A.5 8.1.12.A.3 8.2.2.A.1 8.2.2.B.2 8.1.4.C.1 8.1.4.D.2-3 8.1.4.F.1 8.1.12.C.1 8.1.12.D.2 8.1.12.E.1-2 8.2.4.A.1-2 8.2.4.B.2-4 8.1.8.D.2 8.2.8.A.1 8.2.8.B.1 8.2.12.A.1

Instructional Resources:

Core:

 Access to a computer lab  Headphones for each student (with a microphone attached)  Music Technology Syllabus/Classroom Rules  Access to www.edmodo.com  Access to Google Classroom  List of student usernames/passwords for edmodo.com

Supplemental:

 Unit 1: Assignment 1 (Summer Vacation Soundscape Charades) U1A1  Access to ‘Audacity’ computer application  Unit 1: Assignment 2 (Audio Recording Vocabulary Quiz ) U1A2  Access to http://bobbymcferrin.com/just-enough-song/  Access to http://bobbymcferrin.com/dont-worry-be-happy-song/  Access to http://www.schooltube.com/video/bc69c3f3cb614046b440/Beatboxing%2 0Champs  Access to http://www.schooltube.com/video/3b38498e579940b5950d/Beatboxing% 20-%20Bobby%20McFarrin  Access to http://www.schooltube.com/video/b60436fe7dbc4397405b/Beatboxing% 20flute%20inspector%20gadget%20remix  Unit 1: Assignment 3A (Beatboxing Champions) U1A3A  Unit 1: Assignment 3B (Bobby McFerrin) U1A3B  Unit 1: Assignment 3C (Beatboxing Flute) U1A3C  Access to www.incredibox.com  Unit 1: Assignment 4 (Incredibox) U1A4

Instructional Strategies:

 Discuss the rules associated with the use of school technology and the internet.  Have students collaborate with others for Assignment U1A1.  Discuss the various Audio Recording vocabulary terms.  Encourage students to create and share their incredibox creations with the class.

Suggested Learning Experiences and Instructional Activities:

Anticipatory Sets: Discussion, demonstration, viewing of videos, digital music creation, direct instruction:

 U1A1 ‘Soundscape Charades’  U1A2 ‘Audio Recording Vocabulary Quiz’  U1A3(A) ‘Beatboxing Champions’  U1A3(B) ‘Bobby McFerrin’  U1A3(C) ‘Beatboxing Flute’  U1A4 ‘Incredibox’

Unit 2: Acoustics: The Science of Sound (5 Class Sessions)

Why Is This Unit Important?

The scientific concepts that are obtained in this unit relating to sound waves are essential to the successful completion of this course. In order for a student to understand how to manipulate a sound wave on the computer, they must first understand the form and function of a sound wave. It should be noted that elements of this unit directly align with content from the Middle School Science curriculum and the Science section of the State Standardized test.

Enduring Understandings:

 Students will learn the various properties of sound waves.  Students will learn how sound travels.  Students will learn how sound is received through the ear.  Students will learn the basic structure of the human ear.  Students will understand the relationship of the shape of the sound wave in relation to the pitch and the volume.  Students will learn what a decibel is, and how to interpret decibel measurements.  Students will learn the basic structure of a science lab report (hypothesis, data and conclusion).  Students will conduct scientific experiments relating to sound waves and decibel levels.

Essential Questions:

 What is a sound wave?  What does the height of the sound wave represent?  What does the width of the sound wave represent?  How does sound travel?  How does your brain receive a sound wave?  What are the three main parts of the human ear? How do they work?  What is a decibel?  What is the acceptable decibel range for the human ear?  What happens if the decibel levels are too high?  What is a hypothesis?  What is data and how do you collect it?  What is a conclusion?

Acquired Knowledge:

 The basic concepts of sound waves and how they travel will come from a combination of lecture, discussion, videos, and interactive websites.  Sound is transmitted by particles in a solid, liquid, or gas colliding with each other. The colliding of these particles creates a wave in which the sound travels.  The human ear translates the vibrations of the sound wave into a digital signal to the brain.  The three main parts of the human ear are the outer, middle and inner ear.  Decibel is the unit used to measure the intensity of a sound.  The acceptable decibel range for the human ear is 0-120dB, with 140 being the threshold of pain.  If decibel levels are too high, the listener runs the risk of hearing loss.  A hypothesis is a proposed explanation made on the basis of limited evidence as a starting point for further investigation.  Data is the information that is collected in a scientific experiment that helps the collector come to a conclusion based on the results.  A conclusion is a judgment or decision reached by reasoning.

Acquired Skills:

 Students will acquire the basic skills required to operate the various electronic devices we will be using in class.  Students will acquire the skills required to be able to retrieve and submit assignments using www.edmodo.com.  Students will acquire the skills to be able to accurately measure the decibel level of a location.  Students will acquire the skill of writing a formal scientific lab report.  Students will acquire the skill of creating a hypothesis, collecting scientific data, and coming to a conclusion regarding the data collected.

Assessments:

Formative assessment:

 Informal observation during discussion  Writing tasks  Partner pair share

Summative assessment:

 Quiz  Inquiry Project

Benchmark assessment:

 Unit Test – Properties of Sound Waves

Alternative assessment:

 Modified Test

NJSLS Standards:

Instructional Resources:

Core:

 Access to a computer lab  Headphones for each student (with a microphone)  Syllabus/class rules  Access to www.edmodo.com  Access to Google Classroom  List of student usernames/passwords for edmodo accounts

Supplemental:

 Assignment U2A1 Magic School Bus (Sound)  Assignment U2A2 Bill Nye the Science Guy (Sound)  Assignment U2A3 Build a Harp  Access to http://www.schooltube.com/embed/6720e27a130142168fef/  Access to http://www.schooltube.com/embed/469ab9664f864acdbaa4  Access to http://v7.k12.com/sample_lessons/activities/images/swfs/harp.swf  Access to http://strawpoll.me  Access to the results of class created strawpoll  Access to an iPad (FMS Orchestra iPad)  Access to a decibel level application for the iPad  Access to http://www.amplifon.co.uk/interactive-ear/index.html

Instructional Strategies:

 Allow students to view the U2A1 and U2A2 videos at their own pace.  Encourage students to discuss the learned properties of a sound wave.  Discuss the way in which the ear receives the sound wave and translates it into a digital signal to the brain.  Allow students to explore the ‘Interactive Ear’ website at their own pace.  Engage the entire class in a scientific experiment requiring the class to make a hypothesis about the decibel levels in various locations at school. Have the students collect data as a class, and write up a formal conclusion.

Suggested Learning Experiences and Instructional Activities:

Anticipatory Sets: Discussion, demonstration, viewing of videos, direct instruction, creation of hypothesis, collection of data, and writing of conclusion:

 U2A1 ‘Magic School Bus Sound’  U2A2 ‘Bill Nye Sound’  U2A3 ‘Build a Harp’  U2A4 ‘Interactive Ear’  U2A5 ‘Decibel Experiment’

Unit 3: Sound Engineering (12 Class Sessions)

Why Is This Unit Important?

The audio editing/sound engineering skills obtained in this unit are essential to the successful completion of the final projects. In this unit, students will learn the fundamentals of audio editing and recording and how to manipulate sounds on the computer using an audio editor. This unit is a culmination of the information the students acquired in the acoustics unit regarding sound waves, to the first unit of basic computer skills. It allows the students to apply this knowledge to the digital representation of the sound on the computer. It should be noted that some elements of this unit will focus on basic computer skills, which align with the Middle School Computer Technology curriculum and can be incorporated universally in any curricular subject. Elements of this unit also directly align with content from the Middle School Science curriculum and the Science section of the New Jersey state standardized test. Project U3A3.3 ‘Descriptive Writing Soundscape’ aligns with skills found in the Middle School Language Arts Literacy curriculum.

Enduring Understandings:

 Students will learn how to use Audacity to transform a sound wave through the ‘pitch shift’, ‘speed’ and ‘tempo’ functions.  Students will learn how to use Audacity to record a sound through a microphone with the appropriate levels (without clipping).  Students will learn how to split, cut, copy, and paste a clip in Audacity.  Students will learn how to get a room noise profile from an audio clip to remove the room noise.  Students will learn how to use the www.freesound.org website to download clips of audio under the creative commons license.  Students will learn how to import sound clips into Audacity to create a multi- track soundscape.

Essential Questions:

 How do you perform a ‘pitch shift’ to a clip in Audacity?  How do you perform a ‘speed’ transformation to a clip in Audacity?  How do you perform a ‘tempo’ transformation to a clip in Audacity?  How do you record your voice using a microphone and Audacity?  How do you eliminate clipping from a recording using Audacity?  How do you split/cut/copy/paste a portion of a clip in Audacity?  How do you obtain a room noise profile and remove the room noise from an audio clip?  How do you use www.freesound.org to download audio clips?  How do you import sound clips into Audacity?  How do you create multiple audio tracks in Audacity?

Acquired Knowledge:

 All technological knowledge required for use in Audacity will be acquired through teacher demonstration, student practice, and teacher reinforcement. Students will complete several projects to reinforce each skill.

Acquired Skills:

 Students will acquire the skills to perform the following functions in Audacity: o Pitch Shift o Speed Transformation o Tempo Transformation o Record o Eliminate Clipping o Split/Cut/Copy/Paste a clip o Obtain room noise profile o Remove room noise o Import audio from file o Create multiple audio tracks  All skills will be reinforced through the completion of mini audio projects

Assessments:

Formative Assessment:

 Informal observation during discussion  Writing tasks  Partner pair share

Summative assessment:

 Unit Test – Sound Engineering

Benchmark assessment:

 Audio Project

Alternative Assessment:

 Modified Test

NJSLS Standards:

Instructional Resources:

Core:

Supplemental:

 Access to Audacity  Assignment U3A1 ‘Unscramble the Alphabet’  Assignment U3A2 ‘Pitch Shift/Speed/Tempo’  Access to www.freesound.org  Assignment U3A3 ‘Soundscape Project 1 (Scary Scene)’  Assignment U3A3 ‘Soundscape Project 2 (Rainforest/Jungles)’  Assignment U3A3 ‘Soundscape Project 3 (Descriptive Writing)’

Instructional Strategies:

 Demonstrate all the functions/skills required in Audacity to be able to complete the mini-projects U3A1-U3A3.3  Demonstrate the method used to download audio clips from www.freesound.org and import them into Audacity.

Suggested Learning Experiences and Instructional Activities:

Anticipatory Sets: Discussion, demonstration, direct instruction, digital music creation:

 U3A1 ‘Unscramble the Alphabet’  U3A2 ‘Pitch Shift/Speed/Tempo’  U3A3.1 ‘Soundscape Project 1 (Scary Scene)’  U3A3.2 ‘Soundscape Project 2 (Rainforest/Jungles)’  U3A3.3 ‘Soundscape Project 3 (Descriptive Writing)’

Unit 4: The Technology of Music (9 Class Sessions)

Why Is This Unit Important?

This introduction to music technology begins with a timeline approach to the history of music recording technology, from the invention of the phonograph to the iPod and beyond. The iPod revolution is discussed through a variety of articles and videos. This unit then leads into several discussions on the development of digital music distribution as it pertains to the music industry, including a discussion on copyright laws and the RIAA (Recording Industry Association of America). The main focus then develops from a series of lawsuits pertaining to illegal file-sharing of music to a discussion on the thoughts of the student regarding this issue (this crosses over into studies of laws and amendments in the United States). The study of these topics help the student understand the rules about downloading music and the legal consequences that ensue. It should be noted that some elements of this unit will focus on basic computer skills, which align with the Middle School Computer Technology curriculum and can be incorporated universally in any curricular subject. Elements of this unit also directly align with content from the Middle School Social Studies curriculum.

Enduring Understandings:

 Students will be able to identify music recording technology and the time period it was introduced/used.  Students will comprehend the difference between analog and digital music technology and be able to provide examples of both.  Students will have an understanding of digital music as a whole and its role in music history’s past and present.  Students will comprehend how the iPod has revolutionized the music industry.  Students will be able to develop an opinion regarding the fairness of the RIAA’s actions against music pirates after being presented arguments and evidence from both sides.

Essential Questions:

 When was the first human voice ever recorded and on what device?  How does a phonograph work? Is it analog or digital technology?  How does an LP work? Is it analog or digital technology?  How does an audio cassette tape work? Is it analog or digital technology?  What product did Sony introduce in 1978 that sold over 100 million units?  How does a CD work? Is it analog or digital technology?  What was the first digital music technology developed?  What did Karlheinz Brandenburg invent?  What does MP3 stand for and how is it used?  When was the first digital audio player introduced? What was its name?  What was special about the Diamond Rio?  In 2001, Apple Computers introduced their own MP3 player. What was its name?  Who was the founder/CEO of Apple Computers?  What was the initial reaction from the music industry regarding Apple’s iTunes store (and having each song sold for 99 cents)?  What is the iTunes store? How did it change the music industry?  How did the iPod change the way we listen to music?  Why did the iPod become so popular?  How did the iTunes store make CD stores go out of business?  Who did the RIAA file lawsuits against (in general)?  Name two examples of RIAA lawsuits for illegal music piracy:  What are some legal alternatives to illegal music piracy?

Acquired Knowledge:

 The transition from analog to digital music recording technology happened within the span of just a century.  Students will know the functionality of a phonograph, LP, audio cassette tape, Walkman, CD player, MP3 player and the iPod.  Until the invention of the CD by Sony in 1988, all music recording and playback technology was analog in nature. The CD was the first piece of technology to use computer language (binary code) to represent musical data that had to be converted by a ‘computer’ in a playback device.  An MP3 file is a compressed sound sequence in a very small file on the computer. An MP3 player device plays these files back, as well as computers.  Many MP3 players were introduced in the mid-1990s; however, they were limited by their small disk capacity and battery life.  The iPod was introduced in 2001 and was the most popular MP3 player to include a long-lasting rechargeable battery and an internal hard drive to store over 1,000 songs.  The invention of the iPod led to the introduction of the iTunes store, a means to purchase music in digital formats.  The invention of the iTunes Store was in response to many people downloading music illegally, using P2P (peer to peer) software such as Napster and Kazaa.

 The RIAA started filing lawsuits against individuals, families and college campuses for music piracy.  Legal alternatives to illegal means of getting digital copies of music have emerged, in response to the RIAA lawsuits. These include services such as the iTunes Music Store, Zune Music Pass, Pandora and Spotify.

Acquired Skills:

 The students will be able to define ‘Music Piracy’.  The Students will be able to define ‘copyright infringement’.  The Students will be able to define ‘RIAA’.  The Students will be able to define ‘P2P’.  The Students will be able to define ‘Napster’.  The students will be able to provide examples of RIAA lawsuits for illegal music piracy.

Assessments:

Formative Assessment:

● Informal observation during discussion ● Writing tasks ● Partner pair share

Summative/Benchmark Assessment:

 Unit Test – Sound Engineering

Alternative Assessment:

 Modified Test

NJSLS Standards:

Instructional Materials:

Core:

Supplemental:

 Access to www.timetoast.com  Assignment U4A1 ‘Timeline of Music Recording Technology’  Assignment U4A2 ‘Futuristic iPod’  Posterboard  Markers/crayons/colored pencils

Instructional Strategies:

 Discuss the history of Music Recording Technology and the various historical events in the eras in which the devices were used.  Have the students create their own futuristic iPod either in groups or individually to be presented to the class.  Show video examples of devices, and an introduction to music piracy.  Hold a class discussion on the RIAA and Music Piracy.  Have the students discuss on edmodo their thoughts about the RIAA’s lawsuits.

Suggested Learning Experiences and Instructional Activities:

Anticipatory Sets: Discussion, demonstration, viewing of videos, creation of poster advertisements for ‘futuristic iPods’.

 U4A1 ‘Timeline of Music Recording Technology’  U4A2 ‘Futuristic iPod Advertisement’

Unit 5: Final Project Creation (10 Class Sessions)

Why Is This Unit Important?

This unit allows for the synthesis of all the acquired skills and knowledge in the form of several final projects. Students will get to create their own final projects using a combination of options given (using Soundation, Club Create or Audacity). Students will be completing two main final projects that will be in the form of digitally created songs. It should be noted that some elements of this unit will focus on basic computer skills, which align with the Middle School Computer Technology curriculum and can be incorporated universally in any curricular subject.

Enduring Understandings:

 Students will understand how to incorporate all the skills acquired in previous units to be able to create their own song projects.  Students will understand how to share their final projects.  Students will understand how to archive their final projects.

Essential Questions:

 What type of final project song would you like to create (soundscape, instrumental track, a song with vocals)?  How do you demonstrate the skills needed to be able to create the exact sound/effect required for your song?  How do you archive your final project?  How do you share your final project?

Acquired Knowledge:

 All the acquired knowledge for use in this unit has been acquired in previous units. Students should be able to demonstrate proficiency in various audio editing techniques through the completion of their final projects.

Acquired Skills:

 All skills required for this unit have been acquired in previous units.

Assessments:

Formative Assessment:

 Informal observation during discussion  Writing tasks  Partner pair share

Summative assessment:

 Unit Test

Benchmark assessment:

 Final Project  Soundscape  Instrumental track  Song with vocals

Alternative Assessment:

 Modified Test

NJSLS Standards:

Instructional Materials:

Core:

 Access to a computer lab  Headphones for each student (with a microphone)  Syllabus/class rules

Supplemental:

 Access to www.edmodo.com  Access to Google Classroom  List of usernames/passwords for edmodo student accounts  Access to Audacity  Access to www.freesound.org  Access to http://remixer.clubcreate.com/v2/musiclab/launch.html  Access to www.soundation.com

Instructional Strategies:

 Discuss the options for the final projects.  Demonstrate various audio editing skills on an individual basis as a refresher.  Demonstrate how to archive and share the final projects.

Suggested Learning Experiences and Instructional Activities:

Anticipatory Sets: Discussion, demonstration, direct instruction:

 Final Project #1  Final Project #2

Sample Standards Integration

21st Century Skills & Career Readiness Practices

CRP2. Apply appropriate academic and technical skills.

CRP4. Communicate clearly and effectively and with reason.

CRP10. Plan education and career paths aligned to personal goals.

For Example: In the final project, students apply skills learned throughout the course to craft an authentic project. Students employ the appropriate software in the creations of the original work. The project aligns directly to the above standards.

9.3.12.A.5 Describe the career opportunities and means to achieve those opportunities in each of the Arts, A/V Technology & Communications Career Pathways.

For Example: In Unit 1, students will research the many different careers that are possible in the field of music technology, engineering, and production.

Technology Integration

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

For Example: Students research and craft a report on possible careers in Music Technology. Students employ Google Docs to collaborate and present their findings.

Interdisciplinary Connection

NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

For Example: Students employ Google Classroom to gather relevant information, draw evidence from digital and textual sources, and support claims using valid reasoning and relevant evidence. The writing task requires students to explore music technology and engineering