lesson.md

Lesson 5.05: EarSketch Project

Learning Objectives

Students will be able to...

• Create a complete song in EarSketch with multiple parts
• Utilize EarSketch's features and functions

Materials/Preparation

• 5.05 Slide Deck
• Do Now
• Solution (access protected resources by clicking on "Additional Curriculum Materials" on the TEALS Dashboard)
• EarSketch Editor
• Project ([docx][]) ([pdf][])
  • Teacher's guide for BC curriculum alignment
• Read through the do now and project spec so that you are familiar with the requirements and can assist students.
• Practice creating your own EarSketch song(s) to demonstrate to students and to better understand the challenges they may face in the project.
• Review 4 Steps to Solve Any CS Problem

Day 1 Pacing

Duration	Description
5 Minutes	Do Now
10 Minutes	Project Overview
15 Minutes	Project Planning
25 Minutes	Begin Project

Days 2-5 Pacing

Duration	Description
5 Minutes	Do Now
10 Minutes	Topic Review
35 Minutes	Project Work
5 Minutes	Debrief

Instructor's Notes

1. Do Now

• Display the Do Now on the board
• For Days 2-5, the Do Now is time for students to write down issues they had with the project from the day before and what they plan on doing to fix those issues.
• Students should take time to create a timeline for when certain tasks will be completed.

2. Project Overview

• Review the terminology, topics, and skills that students have learned from this unit. Talk about any questions or things the students are struggling with.
• Discuss the parts of the song mentioned in the Do Now (chorus, bridge, and verses) and how they fit into building a song.
• Distribute the project spec and talk students through the requirements and scoring rubric.
• Demo a final song for the students to see a finished product.

3. Project Planning

• Instruct students to create a project plan for what specifically they will accomplish during each day of the project.
• Take time to check that each student has created a project plan before they begin working on their song.

Accommodation/Differentiation

Certain students that have a limited music background may need additional assistance during the planning phase of the project. Students may need additional examples demonstrating the difference between a verse, chorus, and bridge.

Grading

Scheme/Rubric

Functional Correctness(Behavior)
Song Runs and Plays	5
Recognizable Chorus vs Verse	10
Correct Length	5
Contains some reoccurring themes	5
Sub total	25
Technical Correctness
Correct use of loop	5
Correctly uses control flow	5
Correctly use of fitMedia, makeBeat, setEffect	10
Use of user defined functions for choruses, forms, verses	10
Keeps track of measure using return statements	15
Sub total	45
Total	70