Digital Music Production
Career Cluster Arts, A/V Technology, Communications
Course Code 11056
Prerequisite(s) Recommendation only: Introduction to Arts, A/V Technology, and Communications Cluster class and basic
music appreciation or musical experience
Credit 0.5 or 1 credit
Program of Study and Cluster Course – Digital Music Production – Level 2 pathway course – Any Level 3 pathway course, Level 4
Sequence pathway course, or Capstone Experience
Student Organization SkillsUSA
Coordinating Work‐Based Field trips, guest speakers, Internships, Job Shadows, Conference calls with Industry leaders, Industry Leader
Learning critiques
Industry Certifications Student can work towards a GarageBand Certificate
Dual Credit or Dual None
Enrollment
Teacher Certification Arts AV Technology & Communications Cluster Endorsement; Audiovideo Technology & Film Pathway
Endorsement; *Multimedia
Career Cluster: Arts, A/V Tech, Communications
Course: Digital Music Production
Resources Websites include:
Bassgorilla (tutorials) ‐ https://bassgorilla.com/
Digital Harbor High School Music Technology ‐
https://sites.google.com/site/dhhsmusictechnology/music‐curriculum
Digital Music Association ‐ http://www.digmedia.org/issues‐and‐policy/copyright‐and‐royalties/139‐
copyright‐in‐music
Foley – www.Marblehead.net/foley/jack.html
Health/Safety ‐ http://www.airsweb.com/blog/posts/2014/november/health‐and‐safety‐in‐the‐
music‐events‐industry/#.V2vjpVexqYU
John Muir Middle School Digital Music Program ‐
http://www.sjusd.org/schools/john_muir/Pages/music/digital_music_program.html
Music Genre Lists ‐ http://www.musicgenreslist.com/
Music Theory ‐ http://tobyrush.com/theorypages/
Music.tutsplus.com
Social Media for Teachers ‐ http://www.edutopia.org/blog/social‐media‐resources‐educators‐matt‐
davis
Soundcloud.com
Teaching Copyright – https://www.teachingcopyright.org/
US Copyright Office ‐ http://copyright.gov/policy/musiclicensingstudy/copyright‐and‐the‐music‐
marketplace.pdf
Online publications:
DigitalMusicNews.com
Pcmag.com
When looking for a Digital Audio Workstation (DAW), look for guides such as "The Ultimate Guide to DAW
Software for 2015" (www.ehomerecordingstudio.com/best‐daw‐software/).
Youtube is an excellent resource for all different types of tutorials.
Career Cluster: Arts, A/V Tech, Communications
Course: Digital Music Production
Course Description:
The Digital Music Production course provides students with the basic knowledge and technical skills needed to prepare them for postsecondary
study or entry‐level employment in the Digital Music Production industry. Students will develop knowledge of the business of music, music
copyright laws and ethics, studio recording, basic music theory needed to create music, and the creation and performance of electronic music.
Program of Study Application
This is a secondary level pathway class in the Arts, A/V Technology and Communications Career Cluster, Telecommunications/A‐V Technology
and Film or Performing Arts pathway. It is preceded by the Introduction to Arts, A/V Technology, and Communications cluster class. It may be
followed up with any pathway level 3 or 4 class or a Capstone Experience.
Career Cluster: Arts, A/V Tech, Communications
Course: Digital Music Production
Course Standards
DMP 1: Discuss careers in digital music and audio production
Webb Level Sub‐indicator Integrated Content
Level 1 DMP 1.1 Identify opportunities and occupations in the field of digital music SDMyLife
Recall Examples:
Research audio and music production companies that supply music to the
entertainment industry
Interview professional musicians who create music for broadcast
Explore the requirements, skills, wages, education, and geographic
opportunities in audio and music technology
Evaluate the importance of music and audio in entertainment
Level 3 DMP 1.2 Demonstrate personal musical knowledge and interests Music Genre Lists ‐
Strategic Examples: http://www.musicgen
Thinking Assess computer games for effectiveness of music and sound effects reslist.com/
Rate movies, television and films according to audio production
Identify music technology in pre‐recorded music beds and sound effects
Illustrate the affect of music production in movies
Write a music review for a popular music band
Generate a presentation of favorite genres with examples
Career Cluster: Arts, A/V Tech, Communications
Course: Digital Music Production
Level 3 DMP 1.3 Examine music copyright laws and ethics Digital Music
Strategic Examples: Association ‐
Thinking Distinguish basic copyright laws and ethics as they relate to music technology http://www.digmedia.
applications org/issues‐and‐
Examine ethical and legal issues relating to digital music recording policy/copyright‐and‐
Compare copywriting procedures for original compositions or productions royalties/139‐
copyright‐in‐music
US Copyright Office ‐
http://copyright.gov/p
olicy/musiclicensingst
udy/copyright‐and‐
the‐music‐
marketplace.pdf
Teaching Copyright –
https://www.teaching
copyright.org/
Level 1 DMP 1.4 Identify safety concerns and soft skills in the field of digital music Health/Safety ‐
Recall Examples: http://www.airsweb.c
Proper handling of equipment and instruments om/blog/posts/2014/
Standard practice of situational awareness on stage or at a music venue (cord november/health‐
layout, where instruments are, edge of stage, other people) and‐safety‐in‐the‐
Time management music‐events‐
Effective communication (written and verbal) industry/#.V2vjpVexq
Read and understand contracts YU
Effective and appropriate interactions with employers and audience Social Media for
Discuss proper use of social media in this area (SoundCloud) Teachers ‐
Have the students create and properly utilize a SoundCloud account to share http://www.edutopia.
their music org/blog/social‐
media‐resources‐
educators‐matt‐davis
Soundcloud.com
Notes
Career Cluster: Arts, A/V Tech, Communications
Course: Digital Music Production
DMP 2: Analyze digital audio production equipment & software
Webb Level Sub‐indicator Integrated Content
Level 4 DMP 2.1 Examine the process of basic sound recording and capturing John Muir Middle
Extended Examples: School Digital
Thinking Identify major types of recording media and advantages and disadvantages of Music Program ‐
each http://www.sjusd
Record and listen to sounds (Foley ‐ recorded sound effects for movies) using .org/schools/john
available recording devices – for example ‐ cell phones, audio recorders, mp3 _muir/Pages/mus
players, video camcorders, GoPros, computer/microphones ic/digital_music_p
Write a reflection on historical development of sound recording devices, rogram.html
methods, or usage Digital Harbor
Draw examples of sound frequencies High School Music
Compare recording equipment for sound quality Technology ‐
https://sites.goog
le.com/site/dhhs
musictechnology/
music‐curriculum
Foley –
www.Marblehead
.net/foley/jack.ht
ml
Career Cluster: Arts, A/V Tech, Communications
Course: Digital Music Production
Level 4 DMP 2.2 Analyze recorded, live music, and computer generated music for technical and John Muir Middle
Extended aesthetic quality School Digital
Thinking Examples: Music Program ‐
Listen to and discuss "live" audio and compare it to studio recordings http://www.sjusd
Research digital studios based on acoustics, microphone placement, and ceiling .org/schools/john
height _muir/Pages/mus
Explore live concert venues and discuss speaker placement, microphone ic/digital_music_p
amounts, placement, and area capacity rogram.html
Compare real guitar or piano sound with a digitally created guitar or piano Digital Harbor
piece High School Music
Differentiate analog and digital sound quality Technology ‐
https://sites.goog
le.com/site/dhhs
musictechnology/
music‐curriculum
Notes
Career Cluster: Arts, A/V Tech, Communications
Course: Digital Music Production
DMP 3: Create digital music
Webb Level Sub‐indicator Integrated Content
Level 4 DMP 3.1 Integrate basic music structure MuseScore –
Extended Examples: www.musescore.
Thinking Explore basic music structure (form ‐ AB/ABA; org
Intro/Verse/Chorus/Bridge/Outro) Music Theory ‐
Practice writing music down using basic music notation (staff, clef, ledger lines, http://tobyrush.c
measures, time signature, notes, rests, key signature) om/theorypages/
Identify tempo/beat, meter, dynamics, melody, harmony, rhythm of music, Noteflight –
chords, scales www.noteflight.c
Discuss general music rules (most commonly used techniques, what you om
should/should not consider doing when creating music)
Level 2 DMP 3.2 Distinguish appropriate audio production software, equipment, and John Muir Middle
Skill/ Concept techniques School Digital
Examples: Music Program ‐
Use basic audio and editing industry terminology in context http://www.sjusd
Transfer recorded sounds from recording device into appropriate audio .org/schools/john
production software (Free shareware or Licensed software) _muir/Pages/mus
Change volume levels for multiple audio tracks ic/digital_music_p
Use meters to identify overloading or clipping in playback of recorded material rogram.html
Apply audio effects to audio samples (panning, equalization, compression) Digital Harbor
High School Music
Technology ‐
https://sites.goog
le.com/site/dhhs
musictechnology/
music‐curriculum
Career Cluster: Arts, A/V Tech, Communications
Course: Digital Music Production
Level 4 DMP 3.3 Generate audio (music, sound effects, vocal work) separately for use in John Muir Middle
Extended musical piece School Digital
Thinking Examples: Music Program ‐
Produce drum beats using music production software http://www.sjusd
Create strings and horn tracks to design layered music bed .org/schools/john
Compose guitar track to blend with digitally created musical instruments _muir/Pages/mus
Record audio to blend with digitally created musical instruments, live drum ic/digital_music_p
recordings, or guitar track recordings rogram.html
Record live drum beats to blend with digitally created musical instruments, Digital Harbor
recorded audio or guitar tracks High School Music
Construct track by "cutting and pasting" sections of recorded material Technology ‐
https://sites.goog
le.com/site/dhhs
musictechnology/
music‐curriculum
Level 4 DMP 3.4 Construct layered digital music for publication or performance John Muir Middle
Extended Examples: School Digital
Thinking Create music soundtracks for movie scenes Music Program ‐
Create music to express a specific mood of a visual art piece http://www.sjusd
Compose music influenced by the genre and time periods of other artistic .org/schools/john
mediums _muir/Pages/mus
Apply electronic equalization effects to enhance individual music layers ic/digital_music_p
rogram.html
Digital Harbor
High School Music
Technology ‐
https://sites.goog
le.com/site/dhhs
musictechnology/
music‐curriculum
Notes:
Career Cluster: Arts, A/V Tech, Communications
Course: Digital Music Production
DMP 4: Perform Digital Music
Webb Level Sub‐indicator Integrated Content
Level 3 DMP 4.1 ‐ Perform or demonstrate personally created music in front of a live audience John Muir Middle
Strategic/ Examples: School Digital
Thinking Compose various musical pieces to present to audience Music Program ‐
GarageBand has an option to join a band and the band leader can record the http://www.sjusd.
session for playback org/schools/john_
Create a "band" project to collaborate and create a song as a small group and muir/Pages/music
present the song for critique /digital_music_pro
gram.html
Digital Harbor
High School Music
Technology ‐
https://sites.googl
e.com/site/dhhsm
usictechnology/m
usic‐curriculum
Career Cluster: Arts, A/V Tech, Communications
Course: Digital Music Production
Level 4 DMP 4.2 ‐ Analyze and evaluate personally created music performances John Muir Middle
Extended/ Examples: School Digital
Thinking Listen, analyze, and critique student created music Music Program ‐
Write critiques about what the student "liked" and "suggestions to make it http://www.sjusd.
better" org/schools/john_
muir/Pages/music
/digital_music_pro
gram.html
Digital Harbor
High School Music
Technology ‐
https://sites.googl
e.com/site/dhhsm
usictechnology/m
usic‐curriculum
Level 4 DMP 4.3 ‐ Analyze the venue and audience for appropriate presentation of performance John Muir Middle
Extended/ Examples: School Digital
thinking Assess and discuss the layout of different venues Music Program ‐
Create a visual layout of a music venue, include stage, audience, equipment http://www.sjusd.
placement org/schools/john_
Create a visual layout of the cabling needed to connect all of the equipment muir/Pages/music
/digital_music_pro
gram.html
Digital Harbor
High School Music
Technology ‐
https://sites.googl
e.com/site/dhhsm
usictechnology/m
usic‐curriculum
Notes
