Jan 13 - 17
Use of technology
Note: There are 29 class days. Each will count for 3 points. Tardies are one point.
Write these questions and the answers on a sheet of paper and give to me at the end of the class.
1. Do you read lead sheets?
2. What harmonic instrument do you play?
3. How many chords can you play on that instrument? If less than 10, list them.
4. Do you sing? In public? For your friends? With your friends? In the shower?
Critical thinking skills and journaling
Prosody - when everything works together
No decision is made that does not contribute to the whole
Example: sad song, slow, minor
Words like 'rise' or 'high' with associated melodic line
There are no rules!!!
But, there are tools and there are strategies.
There are many forgettable songs. Why are they forgettable?
Assignment: "Wish I had written that" song
Identify a song that exemplifies the kind of song you would like to write this semester.
Your preferred genre
Lyrics that you particularly admire
Harmony that sounds great
Performance that you would like to emulate
In a word document, describe why you wish you had written that song, addressing each of the elements above (genre, lyrics, melody, harmony, performance). You will turn this in to me.
When referring to a song, it should be placed in quotation marks, not just capitalized
Watch your writing. Your explanation should be formally written with correct grammar, punctuation, capitalization, and sentence structure.
We will all listen to your selected song. A YouTube link is preferable. If it does not exist on YouTube (really??) then bring it on a thumb drive.
Jan 21 - 24
Use the checklist below to evaluate your 3 Boxes Assignment:
- The title moves well through the boxes and gains more meaning each time.
- The most important idea (the why of the song) appears in the last box
- Each box contributes a further development of the title clearly.
- The development of the idea is interesting.
- The student selected an effective point of view for the development of the title.
- Who is talking is clearly identified.
- To whom is clearly identified.
- Why is clearly identified.
- When and where set an interesting and effective context for the title.
Jan 27 - 31
Song sections (form):
verse - provides the basic story or basic feeling of the song
chorus - part that is repeated; gives the central idea; the gem
bridge - connects song sections; contrasting material; moves to a different level of information
Textbook p. 95 last paragraph
Pick one of the following titles (or use one of your own) and, using the boxes as a guide, describe how you would develop it (i.e. what would go in Box 1, what would go in Box 2, and what would go in Box 3.
Put your ideas into this 3-Box Template
The Good Old Days
Two Story House
The Other Side of Goodbye
Write an unstable verse that moves into a stable chorus
Reading: p. 31-49
Feb 3 - 7
Loops - bring me a thumbdrive (at least 1 gb)
Take the Stress Test
|Reading: Chapter 2 p. 96-128|
Write a stable verse that moves into an unstable chorus
See the Lyrics page and review stable and unstable
Be sure to use rhymes in this assignment
Stress test with loop
Choose the chorus that you prefer (or write another one)
Mark the stresses on the chorus
You will speak your chorus to a loop for the class
Feb 10 - 14
Reading: Chapter 3 p. 129-134
Fill out the Rhyming Worksheet for your complete song
You will turn this in with Song #1 below
Final draft of Song #1
Words only in poetry form in a Word doc
Submit one poem (song lyrics) to the Anthology
Feb 17 - 21
Class choose 2 phrases to write a melody
| || || |
Reading: Chapter 5: p. 180-207
The class will choose 2 phrases
Write a melody in which the first phrase ends on an unstable note and the second ends on a stable note.
Feb 24 - 28
Choose prompts for mid-term reflection
Write a chorus
This should be absolutely new (not one you have written or worked on before).
Use stable or unstable line lengths - your choice.
USE RHYME - your choice of rhyme scheme (see your textbook p. 138)
You will sing your chorus for us in class. Accompaniment is optional, but helpful
Supply a Word doc with the words to your chorus for display on the doc cam
Look here for writing prompt ideas
Mar 3 - 7
How has the class helped you grow?
What effect has it had on your awareness?
How would you define a good song?
Describe the context that leads you to write a song.
Double spaced, 12-pt Times New Roman in a Word document, 3-5 pages
Submit in Blackboard by class on Tuesday.
One verse to go with the chorus (Melody #2)
HAPPY SPRING BREAK!
Mar 17 - 21
Song rubric assignment:
Fill in the rubric with appropriate performance indicators
Mar 24 - 28
Song rubric assignment
Upload past assignments to Blackboard (see list in left column)
Mar 31 - Apr 4
Apr 7 - 11
Apr 14 - 18
Apr 21 - 25
Apr 28 - May 2
Last day of classes is Wed., Apr 30
Due by Tuesday, May 8 at 9am
Include in your Final Reflection the following:
Students will analyze how this applied learning experience enabled them to apply what they learned from their courses, both in major and core curriculum areas, and from their extracurricular experiences to the real world.
Students will evaluate how the applied learning experience expanded their views of academic, political, social, cultural, and/or economic environments and prepared them to contribute more meaningfully to a global society.
Also include your own personal thoughts, opinions regarding anything else you found to be significant about the experience.
Requirements: Double spaced, 12-pt Times New Roman in a Word document, 3-5 pages
Due Final exam time
Upload to Blackboard and to ePortfolio
Students will fill out rubrics on classmates
Upload to ePortfolio the following:
- Final Reflection
- One video link of your choosing
- One score (different song from your video link)
Best of luck in all your Songwriting projects, and don't forget me at the Grammys!!!!
(Ok . . .)
Performance indicators will be completed by students as an individual assignment and then revised as a group activity.
One set of song lyrics (poetry form) will be submitted to the TSU Anthology
MidTerm reflection (free form)
From the syllabus:
Articulate how they have applied learning from music, political science, history, sociology, psychology, and writing in writing songs
Evaluate how this applied learning experience has expanded their views of academic, political, social, cultural, and/or economic environments and prepared them to contribute more meaningfully to a global society.
Compositions in progress may be in any written form:
Lyrics with lead sheet symbols
Hand-written notation on staff paper
The final product, however, must be converted to PDF for inclusion in the ePortfolio.
Students will employ a constructivist approach in setting criteria by which their compositions will be judged.
|Each song-writer will put together and rehearse the performer/performers for his/her song. The song-writer must participate in at least one performance of his/her compositions.|
|Performances will be critiqued by the class and again, students will use a constructivist approach in setting criteria for evaluation.|
|Videos are required for each composition performed to be included in the ePortfolio. Videos do not have to be of the performance itself, but may be made 'in studio.'|