LEARNING GOAL: Provide peer feedback.
DO NOW: Get a feedback sheet and report to your feedback station. FEEDBACK PROTOCOL: 3 Minutes --> Present audio 2 Minutes --> Values + Suggestions As an audience member, take notes on what is interesting or unique, and what you might change. As a presenter, take notes on the feedback you are given. TICKET OUT: Turn in your feedback sheet. LEARNING GOAL: Finish music block.
DO NOW: Circle Up Let's discuss... What type of programming do you want to lean into for your final 30 minute block? STUDIO TIME: Finish music block for listening tomorrow (small groups). LEARNING GOAL:
STUDIO TIME: 1) Write patter 2) Import songs to Soundtrap 3) Duck & tuck 4) Get caught up on older work a) 30 second ad b) Dramatic reading c) Station ID LEARNING GOAL: Make progress on Music Block assignment.
DO NOW: Revise your Station ID card. (10 minutes) Options: -Add your slogan -Update your station name -Reference your specialty -Add color -Replace it all with a brand new one FIVE WORDS OR LESS: What's a change you made on your ID card? STUDIO TIME: 1) Write patter 2) Import songs to Soundtrap 3) Duck & tuck STUDIO CHECK IN: @1:30 Cold call to hear progress so far. STUDIO TIME: Continue with your Music Block. DO NOW: Turn & Talk
Discuss with someone at your table. --> What type of programming would you want to focus on for your 30 minute block with Mead Public Library? (example: I would include some music, but the main focus would be interviews with students.) SAME/DIFFERENT: What were the elements that we heard in Mike's music block last week? Listen to Drew's music block. What do you hear that is the same? What do you hear that is different? STUDIO TIME: Your segues (or "patter") should be written and submitted into Google Classroom today. TICKET OUT: What is your next step in completing the music block? LEARNING GOAL: Find information about your songs.
DO NOW: Table Talk Name one song that you'd like to include in your music block, and then share one interesting fact about it. Cold Call --> What's an interesting fact you heard from someone else at your table? PERCEIVE/KNOW/CARE ABOUT: (20 minutes) Find an interview with one of the musicians in your playlist. Use the P/K/CA document to take notes about the interview. Think about how you might incorporate some of this information in your segues. CONNECTIONS: Standing circle. Share one interesting piece of information from the interview. STUDIO TIME: Work on writing your DJ patter in Google Classroom. Start with notes, and then write a script for what you plan to say. LEARNING GOAL: Understand requirements for Music Block assignment.
DO NOW: Song Chain (10 minutes) To suggest the next song, you must write down artist/title and connection, and submit it to Mike. Preference will go to students that are listening instead of talking over the music and the segues. PARTS/PURPOSES/COMPLEXITIES: Music Block programmed by Mike. Parts = What do you hear (or see) in the programming? Purposes = Why are those elements there? Complexities = In what ways are the elements and/or their relationships complex? ASSIGNMENT: Music Block Minimum of 3 songs, with segues. Edit together on Soundtrap. STUDIO TIME: By end of class on Friday --> Submit song choices By end of class on Monday --> Submit writing for spoken segues. By start of class next Friday --> Music Block is due. TICKET OUT: What songs do you want for your Music Block? LEARNING GOAL: Make connections between musical artists.
DO NOW: 6 Degrees of Separation We will start with one musical artist and branch out in two different directions. From there, on your own sheet of paper, trace other connections that you can think of to any of those artists. SHARE OUT: Cold calls to fill out our artist map. PLAY: Song Chain If time allows, we're going to attempt a programming game. One DJ will introduce a song, and play it. While listening, if you can think of a song that connects to it, write down a note about the connection and give it to Drew. Drew will fade the song out and let you introduce the next song. Include the connection you are making. (Similar sound, a related artist, a musician that influenced or was influenced by the song, etc). Repeat. LEARNING GOAL: Complete and submit Station ID assignment.
DO NOW: Studio Time Take 20 minutes to finalize, export and submit your Station IDs into Classroom. WARM/COOL FEEDBACK: Would you include this in your programming? Listen for... -Clean audio -Mix properly (can hear voice over music/fx) -Spoken with enthusiasm -Voice articulates, and can be understood -All audio comes together in an interesting way -BONUS: Are there techniques in here you would like to steal? PLAY: Song Chain If time allows, we're going to attempt a programming game. One DJ will introduce a song, and play it. While listening, if you can think of a song that connects to it, write down a note about the connection and give it to Drew. Drew will fade the song out and let you introduce the next song. Include the connection you are making. (Similar sound, a related artist, a musician that influenced or was influenced by the song, etc). Repeat. |
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June 2022
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