Introduction: What did we cover in the last lesson?

5 minutes

Activity 1: Introduce brief for individual project

30 minutes

Activity 2: Introduction to generative music with Sonic Pi and student time on individual projects

30 minutes

Activity 3: Pair/group/class reflection on progress so far

15 minutes

Wrap-up Activity: Quiz and reflection

15 minutes

Key concepts

Sonic Pi syntax to be taught this lesson

Interdisciplinary Curriculum Links

Learning Outcomes

Computational Thinking

Programming

Music

(strands)

Music:

-texture

-mood

-sampling

-stretching, layering, cuttoff/highpass

Programming:

-random number generator

-selection

-arguments

Activity #1

rate

cutoff

Activity #2

rrand() 

.choose

use_random_seed

if else

Decomposition, conditional logic, making algorithms

Methods, selection, arguments, parameters

PK, DI, UC

Music:

-All students will identify and experiment with characteristics of algorithmic music and mood/timbre

-All students will be introduced to sampling and experiment with basic sample manipulation

Programming:

-All students will use a random number generator (rrand) within Sonic Pi

-All students will experiment conditional logic (if/else)

-All students will use arguments to stretch and sculpt audio samples with .rate and .cutoff

Student Activity:

1. For three minutes, students are to reflect on the code they saved at the end of the previous lesson
2. The teacher should roam the room, quickly surveying the code produced and ask a sample of students about key music and programming concepts covered in the previous lesson
3. If the teacher deems necessary, have a 2-3 minute discussion on identified concepts that need to be reinforced

Notes to the Teacher:

• Reflection will begin each lesson in this unit and the teacher should try to get around to all groups every two lessons

New Sonic Pi syntax to introduce in this activity (click for example code):

rate

cutoff

sample :mehackit_phone1

sample :ambi_choir, rate: 0.3, cutoff: 70

Suggested Teacher Instruction Sequence:

1. Introduce individual composition brief individual project (individual project is identical to their group project only it does not require collaboration)

2. Play video of using everyday objects to make sound effects video [3 minutes] https://www.youtube.com/watch?time_continue=2&v=7oN1JJughVw

3. Discuss the concept of using everyday objects like telephone sounds to add texture and or rhythms e.g. sample :mehackit_phone1 (code that plays a sample of a phone)

4. Demonstrate how using arguments like “rate”  and “cutoff” can manipulate a sample being played (stretch, speedup, fade in and fade out etc). E.g. sample :ambi_choir, rate: 0.3, cutoff: 70

Suggested links and resources to facilitate activities:

• Using everyday objects to make sound effects video https://www.youtube.com/watch?time_continue=2&v=7oN1JJughVw

Student Activity (20 minutes):

Instruct students to do the following (similar to the process of beginning their group project):

1. Students in their groups are to first choose a video from https://chrispetrie.github.io/teachervideos.html (different from their group composition)

2. Students brainstorm appropriate sounds

3. Students to explore sounds in Sonic P using https://chrispetrie.github.io/teacherpreviewsamples.html 

4. Start individual project (20 minutes)

Notes to the Teacher:

• The teacher or student could use any video that they want to make music to. However, this unit has been designed for short 1-2 minute videos on climate change, pollution, and the refugee crisis so that they engage musically with meaningful and current contexts

• Remember initial brainstorms on appropriate sounds for students’ chosen films are often only starting points →  the intention should be encourage experimentation and find solutions from unexpected sounds/sound manipulation

• Remember if students are struggling for ideas – ask them to just explore and survey the sounds available in Sonic Pi. If they get stuck after this, an idea could be that they could listen to film music they like for inspiration

New Sonic Pi syntax to introduce in this activity (click for example code):

rrand()

.choose

use_random_seed

if else 

Suggested Teacher Instruction Sequence:

1. View Mozart’s musical dice game (only need to watch a sample part of this video) https://www.youtube.com/watch?v=9Zdg6Ec4mVw&t=1s. One musical Dice example with harpsichord https://www.youtube.com/watch?v=Jtpb1DkPx7I
2. Discuss conventional music and the history of recorded music → the idea of playing a piece of music in exactly the same way twice has only become prevalent since the invention of recorded music. Additionally, written music has only being around since 1473 (music has been around for much longer in all cultures), with the invention of the printing press.
3. Explain how this idea of ‘chance based music’ or music that does not play the same twice has become more prevalent in modern experimental music.
4. A modern example of generative music is with Brian Eno’s app - https://www.youtube.com/watch?v=Dwo-tvmEKhk
5. Demonstrate and discuss the Sonic Pi syntax that utilises random generated numbers to make systems based music rrand(), .choose, use_random_seed, if else
6. Explain how rrand() can be used within arguments. E.g. play 60, amp: rrand(0.2, 0.6) which randomly generates amplitude

Suggested links and resources to facilitate activities:

• Mozart’s musical dice game https://www.youtube.com/watch?v=9Zdg6Ec4mVw&t=1s

• Musical Dice example with harpsichord https://www.youtube.com/watch?v=Jtpb1DkPx7I

• Brian Eno generative music app example - https://www.youtube.com/watch?v=Dwo-tvmEKhk

Student Activity (20 minutes):

1. Students are to experiment with the following syntax rrand(), .choose, use_random_seed, if else in order to create music that continuously changes

Notes to the Teacher:

• Experimental composer John Cage wrote a piece called ‘I Ching divination’, which involves obtaining a hexagram by random generation (such as tossing coins), then reading the chapter associated with that hexagram

Suggested Teacher Instruction Sequence:

→ standups introduced in Lesson #2

1. Brief students on using constructive and helpful feedback to their classmates

Student Activity (15 minutes):

1. Give students 2 minutes to think of what to say and who is going to go first (these will be conducted every lesson)
2. Commence standups. Tell students that they will be completing a reflection diary at the end of the lesson and they can use the information they talk report in their stand-up for this
3. Give students 5 minutes to listen to each other’s work and give constructive feedback

Notes to the teacher:

• As per lesson #2

Student Activity (10 minutes):

• Students individually complete the quiz and reflection on the key concepts in this lesson within 10 minutes linked here.

Contact info

petriechris@gmail.com 

Credits

Developed by Chris Petrie.

Last updated on

27/06/2018

Copyright info

The content of this page is licensed under the Creative Commons Attribution 3.0 License, and code samples are licensed under the Apache 2.0 License.