Generative AI Music: An 8-Week Producer Apprenticeship
Created byMarc Feldmann
22 views0 downloads

Generative AI Music: An 8-Week Producer Apprenticeship

Grade 10EnglishMusicTechnologyComputer SciencePhilosophyReligious Studies8 days
★★★★★
5.0 (1 rating)
In this 8-week project, 10th-grade students explore the intersection of generative AI and music production, learning to ethically and creatively leverage AI tools to craft original music within Soundtrap. Organized into genre-based pods, students use AI to generate musical ideas, which they then curate, edit, and transform into unique tracks. The apprenticeship emphasizes developing prompt writing skills, DAW integration, and basic mixing techniques, while encouraging reflection on ethical considerations and the future of music creation.
Generative AIMusic ProductionSoundtrapEthical Music CreationAI TransformationPrompt EngineeringDigital Audio Workstation
Want to create your own PBL Recipe?Use our AI-powered tools to design engaging project-based learning experiences for your students.
📝

Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we ethically and creatively leverage generative AI to craft original music that reflects our artistic voice and expands the possibilities of musical expression?

Essential Questions

Supporting questions that break down major concepts.
  • How can generative AI tools augment, not replace, human creativity in music production?
  • What are the ethical considerations when using AI in music creation, particularly regarding copyright and originality?
  • In what ways can understanding the underlying principles of generative AI enhance a musician's creative process and output?
  • How does the iterative process of prompting, generating, curating, and editing with AI tools lead to the development of a personal musical style?
  • What strategies can be employed to ensure that AI-assisted music retains a unique and authentic artistic voice?
  • How can the integration of AI tools into music production democratize the creative process and provide new avenues for musical expression?
  • What are the potential implications of generative AI on the future of music, both for artists and listeners?
  • How does the study of generative AI in music intersect with broader discussions about technology, art, and human expression?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will learn to use generative AI as a creative assistant while building real producer skills
  • Students will develop creative direction + prompt writing skills
  • Students will develop editing/arranging skills in a DAW (Soundtrap)
  • Students will create originality (turning raw AI output into a personal track)
  • Students will learn basic mixing + exporting
  • Students will learn ethical, copyright-safe decision-making

NafME technology

TH:Pr6.1.I.K10.Re
Primary
Demonstrate effective problem-solving and critical-thinking skills in the creation, performance, and analysis of music.Reason: This standard directly relates to the project's goal of using generative AI to create original music, requiring students to problem-solve and think critically about how to integrate AI tools into their creative process.
TH:Pr6.1.I.K10.Pr
Primary
Apply technological tools and traditional instruments to compose, arrange, and produce music.Reason: This standard aligns perfectly with the project, as students will be using technological tools (generative AI) alongside traditional music production techniques within Soundtrap to compose, arrange, and produce their music.
TH:Cr7.1.I.K10.Pr
Primary
Select and develop musical ideas, applying appropriate technology to refine and complete musical works.Reason: Students will be selecting and developing musical ideas generated by AI, then using Soundtrap to refine and complete their musical works. This involves critical decision-making and creative input, aligning with the standard.
TH:Re9.1.I.K10.Re
Primary
Evaluate the effectiveness of technological tools and processes used in creating and performing music.Reason: Throughout the apprenticeship, students will be evaluating the effectiveness of different AI tools and techniques, reflecting on their creative process, and refining their approach based on what they learn. This aligns directly with the standard's focus on evaluation and reflection.

Entry Events

Events that will be used to introduce the project to students

AI Music Ethics Debate

Students participate in a mock trial debating the ethical implications of using AI in music creation, considering copyright, originality, and artistic expression. This sparks critical thinking about the role of AI in the music industry.

Deconstructed Hit Song: AI Edition

The class dissects a popular song, identifying elements that could be generated by AI and those that require human creativity. They then use AI tools to recreate parts of the song, experimenting with different prompts and parameters.

The 'Generic' Challenge

Students are challenged to create a unique and original track using only AI-generated sounds, demonstrating their ability to transform generic outputs into something personal and expressive. This pushes them to think outside the box and develop their own artistic voice.

AI vs. Human Jam Session

Students participate in a live jam session where AI-generated musical ideas are combined with live instrumental performances. This encourages improvisation, collaboration, and a deeper understanding of the interplay between AI and human creativity.

'Future of Music' Brainstorm

Students engage in a brainstorming session to envision the future of music creation, considering the potential impact of AI and other emerging technologies. They explore both the positive and negative aspects, fostering a sense of ownership and responsibility in shaping the future of music.
📚

Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

AI Idea Spark: Genre Pod Brainstorm

Kick off the apprenticeship by introducing students to different music genres and AI's role in generating initial ideas. Students will form genre-based pods to brainstorm and explore how AI can be used within their chosen genre.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Divide the class into four 'Genre Pods': Hip-Hop/Trap/Lo-fi, Pop/Singer-songwriter/R&B, EDM/Electronic/Dance, and Afrobeats/Global/Latin.
2. Within each pod, students will research their chosen genre to familiarize themselves with its key elements (BPM, chord progressions, instrumentation).
3. Each pod will use a text-based AI tool to generate a 'song brief' for their genre, including tempo, key, mood, and instrumentation suggestions.
4. Share the generated song briefs with the class, discussing how AI can provide a starting point for creative exploration.

Final Product

What students will submit as the final product of the activityA collection of AI-generated song briefs, categorized by genre pod, that will serve as inspiration for future projects.

Alignment

How this activity aligns with the learning objectives & standardsAligns with TH:Cr7.1.I.K10.Pr (Selecting and developing musical ideas) and focuses on developing creative direction + prompt writing skills.
Activity 2

Loop Lab: AI-Assisted 8-Bar Creation

Students will dive into Soundtrap to create an 8-bar loop using AI-generated sounds and MIDI. This activity focuses on curating AI outputs and integrating them into a DAW.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Using the song brief created in the previous activity, each pod will use a music generation AI tool to create three different 8-bar loops.
2. Each pod will choose their best loop and import it into Soundtrap.
3. Within Soundtrap, students will adjust tempo and key to match their intended vibe.
4. Students will add at least one additional element to the loop, such as a drum beat or bassline, using Soundtrap's built-in instruments or samples.

Final Product

What students will submit as the final product of the activityAn 8-bar loop created in Soundtrap, incorporating AI-generated elements and original additions, along with a producer log entry.

Alignment

How this activity aligns with the learning objectives & standardsAligns with TH:Pr6.1.I.K10.Pr (Applying technological tools and traditional instruments to compose, arrange, and produce music) and focuses on curating AI outputs and DAW integration.
Activity 3

Prompt Power-Up: Iteration Station

This activity refines prompting skills by teaching students how to iterate on AI-generated outputs to achieve desired results. Focus is placed on structured prompting and A/B testing.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students will revisit their initial song brief and identify areas for improvement or refinement.
2. Using a structured prompt template (Role/Goal, Genre/Vibe, Tempo/Key, Instrumentation, Structure, Constraints, Output Format), students will create three different prompts designed to generate more usable music.
3. Students will A/B test the outputs from each prompt, comparing and contrasting their strengths and weaknesses.
4. Students will use the best prompt to generate a new set of sounds and import them into their existing Soundtrap project.

Final Product

What students will submit as the final product of the activityA collection of three refined prompts that work, along with an upgraded 8-bar loop incorporating the newly generated sounds.

Alignment

How this activity aligns with the learning objectives & standardsAligns with TH:Pr6.1.I.K10.Re (Demonstrate effective problem-solving and critical-thinking skills) and focuses on developing prompt writing skills.
Activity 4

Remix Revolution: AI-to-Original Transformation

Students will transform AI-generated melodies and basslines into original musical ideas through editing, reharmonization, and rhythmic variation, emphasizing originality.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students will focus on the melody and bassline from their existing 8-bar loop.
2. Using Soundtrap's MIDI editing tools, students will rewrite at least 30-50% of the melody and bassline, changing notes, rhythms, and harmonies.
3. Students will experiment with different scales and modes to create unique harmonic textures.
4. Students will add variations and embellishments to the melody and bassline to make them more expressive.

Final Product

What students will submit as the final product of the activityAn upgraded 8-bar loop with a significantly rewritten melody and bassline, demonstrating a clear shift from AI-generated output to original musical content.

Alignment

How this activity aligns with the learning objectives & standardsAligns with TH:Cr7.1.I.K10.Pr (Select and develop musical ideas, applying appropriate technology) and focuses on creating originality and editing skills.
Activity 5

Structure Studio: Building a Full Track

Students will arrange their 8-bar loop into a full song structure (intro, verse, chorus, bridge, outro), focusing on energy curves and transitions.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students will map out a basic song structure (e.g., Intro - Verse - Chorus - Verse - Bridge - Chorus - Outro).
2. Students will duplicate their 8-bar loop to fill each section of the song structure.
3. Students will create variations for each section, such as adding or removing instruments, changing the melody, or altering the drum pattern.
4. Students will add transitions between sections using Soundtrap's built-in effects, such as risers, sweeps, and fades.

Final Product

What students will submit as the final product of the activityA full arrangement draft (2:00-2:30) of their song, demonstrating an understanding of song structure, energy curves, and transitions.

Alignment

How this activity aligns with the learning objectives & standardsAligns with TH:Pr6.1.I.K10.Pr (Applying technological tools and traditional instruments to compose, arrange, and produce music) and focuses on developing arranging skills.
Activity 6

Drum Dynamics: Beyond the Loop

Students will replace or heavily edit their existing drum loops to create more dynamic and original drum patterns, focusing on human feel and sound choice.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students will analyze their existing drum loop, identifying areas for improvement and variation.
2. Students will either rebuild the drum pattern from scratch using Soundtrap's drum machine or heavily edit the existing loop.
3. Students will add fills, breaks, and other variations to create a more dynamic and engaging drum performance.
4. Students will experiment with different drum sounds and effects to create a unique sonic texture.

Final Product

What students will submit as the final product of the activityA drum upgrade for their track, showcasing a more dynamic and original drum pattern with variations and fills.

Alignment

How this activity aligns with the learning objectives & standardsAligns with TH:Pr6.1.I.K10.Pr (Applying technological tools and traditional instruments to compose, arrange, and produce music) and focuses on developing sound design and drum programming skills.
Activity 7

Mix Makeover: Level Up Your Sound

Students will learn basic mixing techniques to create a clean and balanced mix of their track, covering gain staging, EQ, reverb, and limiting.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students will adjust the levels of each track to create a balanced mix, ensuring that no instrument is too loud or too quiet (gain staging).
2. Students will use Soundtrap's EQ to shape the sound of each instrument, removing unwanted frequencies and enhancing desirable ones (EQ basics).
3. Students will add reverb to create a sense of space and depth, being mindful of not overdoing it (reverb discipline).
4. Students will add a limiter to the master track to increase the overall loudness of their track (master limiter).

Final Product

What students will submit as the final product of the activityA final mix of their track, showcasing a clean and balanced sound with appropriate levels, EQ, reverb, and limiting.

Alignment

How this activity aligns with the learning objectives & standardsAligns with TH:Pr6.1.I.K10.Pr (Applying technological tools and traditional instruments to compose, arrange, and produce music) and focuses on developing mixing skills.
Activity 8

AI-to-Original Challenge: Track 2

Students start a new track from a fresh AI seed but with stricter human contribution rules, emphasizing speed and originality in the workflow.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students will choose a new genre or style for their second track.
2. Using AI tools, students will generate a new set of musical ideas, such as chords, melodies, and drum patterns.
3. Students will follow the same workflow as before, but with a greater emphasis on replacing and transforming AI-generated content.
4. Students will aim to create a track that is at least 50% original, showcasing their unique artistic voice.

Final Product

What students will submit as the final product of the activityA draft of their second track (1:45-2:30), demonstrating a faster workflow and a stronger emphasis on originality.

Alignment

How this activity aligns with the learning objectives & standardsAligns with TH:Cr7.1.I.K10.Pr (Select and develop musical ideas, applying appropriate technology) and focuses on developing speed, originality, and workflow efficiency.
Activity 9

Portfolio Power-Up: Final Polish & Reflection

Students finalize their second track, compile their portfolio, and write a reflection on their AI-assisted creative process, focusing on ethical considerations.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students will finalize their second track, addressing any remaining issues with the arrangement, mixing, or sound design.
2. Students will compile their portfolio, including their two final tracks, producer logs, and a reflection on their creative process.
3. In their reflection, students will discuss how they used AI ethically and made their music original, addressing issues such as copyright, originality, and artistic expression.
4. Students will present their portfolios to the class, sharing their experiences and insights.

Final Product

What students will submit as the final product of the activityA completed portfolio, including two final tracks, producer logs, and a reflection on the AI-assisted creative process.

Alignment

How this activity aligns with the learning objectives & standardsAligns with TH:Re9.1.I.K10.Re (Evaluate the effectiveness of technological tools and processes) and focuses on developing reflection skills and promoting ethical awareness.
🏆

Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Generative AI Producer Apprenticeship Portfolio Rubric

Category 1

Creative Use of AI

Demonstrates effective and innovative use of generative AI tools in the music production process.
Criterion 1

AI Integration

Effectively integrates AI-generated elements into the music production workflow.

Exemplary
4 Points

Seamlessly integrates AI-generated content, creatively leveraging its potential to enhance the overall musical composition and workflow.

Proficient
3 Points

Integrates AI-generated content effectively, demonstrating a clear understanding of how AI can be used as a tool in the music production process.

Developing
2 Points

Integrates AI-generated content with some inconsistencies, showing a basic understanding of AI's potential in music production.

Beginning
1 Points

Struggles to integrate AI-generated content effectively, showing limited understanding of AI's role in music production.

Criterion 2

Prompting Skills

Demonstrates proficiency in crafting effective prompts to generate desired musical outputs.

Exemplary
4 Points

Crafts sophisticated and nuanced prompts that consistently generate high-quality and relevant musical ideas.

Proficient
3 Points

Crafts effective prompts that generate usable musical ideas, demonstrating a solid understanding of prompt engineering principles.

Developing
2 Points

Crafts prompts with some inconsistencies, generating musical ideas of varying quality and relevance.

Beginning
1 Points

Struggles to craft effective prompts, resulting in irrelevant or unusable musical ideas.

Category 2

Originality and Artistry

Demonstrates the ability to transform AI-generated content into original and expressive musical works.
Criterion 1

AI Transformation

Effectively transforms AI-generated content into original musical ideas through editing, reharmonization, and rhythmic variation.

Exemplary
4 Points

Substantially transforms AI-generated content, adding significant original elements that result in a unique and compelling musical work.

Proficient
3 Points

Transforms AI-generated content effectively, adding original elements that enhance the musical composition.

Developing
2 Points

Transforms AI-generated content with some inconsistencies, showing emerging signs of originality.

Beginning
1 Points

Struggles to transform AI-generated content, with limited evidence of original musical ideas.

Criterion 2

Artistic Expression

Expresses a unique artistic voice through the arrangement, sound design, and overall aesthetic of the music.

Exemplary
4 Points

Demonstrates a highly developed artistic voice, creating a musical work that is both original and deeply expressive.

Proficient
3 Points

Expresses a clear artistic voice through the music, showcasing personal style and creative vision.

Developing
2 Points

Shows emerging signs of artistic expression, with some inconsistencies in style and creative vision.

Beginning
1 Points

Struggles to express a unique artistic voice, with limited evidence of personal style and creative vision.

Category 3

Technical Proficiency

Demonstrates competence in using Soundtrap and other music production tools to create polished and professional-sounding music.
Criterion 1

Soundtrap Skills

Demonstrates proficiency in using Soundtrap's features for composition, arrangement, mixing, and mastering.

Exemplary
4 Points

Masters Soundtrap's features, creatively utilizing them to achieve a professional-sounding and polished final product.

Proficient
3 Points

Demonstrates strong proficiency in using Soundtrap's features for music production.

Developing
2 Points

Shows emerging proficiency in using Soundtrap's features, with some areas for improvement.

Beginning
1 Points

Struggles to use Soundtrap's features effectively, hindering the overall quality of the music production.

Criterion 2

Mixing and Mastering

Creates a clean and balanced mix with appropriate levels, EQ, and effects.

Exemplary
4 Points

Achieves a professional-sounding mix with excellent clarity, balance, and dynamic range.

Proficient
3 Points

Creates a clean and balanced mix with appropriate levels, EQ, and effects.

Developing
2 Points

Shows emerging skills in mixing and mastering, with some inconsistencies in levels, EQ, and effects.

Beginning
1 Points

Struggles to create a clean and balanced mix, resulting in a muddy or unprofessional sound.

Category 4

Ethical and Reflective Practice

Demonstrates awareness of ethical considerations related to AI in music and reflects thoughtfully on the creative process.
Criterion 1

Ethical Awareness

Adheres to ethical guidelines for using AI in music, respecting copyright and avoiding plagiarism.

Exemplary
4 Points

Demonstrates a deep understanding of ethical considerations and consistently adheres to guidelines for responsible AI use.

Proficient
3 Points

Adheres to ethical guidelines for using AI in music, demonstrating awareness of copyright and plagiarism issues.

Developing
2 Points

Shows emerging awareness of ethical considerations, with some inconsistencies in adherence to guidelines.

Beginning
1 Points

Demonstrates limited awareness of ethical considerations, with potential violations of copyright or ethical guidelines.

Criterion 2

Reflective Practice

Reflects thoughtfully on the creative process, analyzing the role of AI and identifying areas for growth.

Exemplary
4 Points

Provides insightful and nuanced reflections on the creative process, demonstrating a deep understanding of the role of AI and personal growth.

Proficient
3 Points

Reflects thoughtfully on the creative process, analyzing the role of AI and identifying areas for growth.

Developing
2 Points

Shows emerging reflective abilities, with some basic analysis of the creative process and the role of AI.

Beginning
1 Points

Provides limited reflection on the creative process, with minimal analysis of the role of AI.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on the ethical considerations you encountered while using AI in your music production process. How did you ensure your work was original and didn't infringe on copyright laws?

Text
Required
Question 2

Describe your creative process for both tracks, highlighting the balance between AI-generated content and your original contributions.

Text
Required
Question 3

Evaluate the effectiveness of the AI tools you used in this apprenticeship. What were their strengths and weaknesses? How did they impact your workflow and the overall quality of your music?

Text
Required
Question 4

Discuss how your understanding of music production techniques (arrangement, mixing, sound design) evolved throughout the apprenticeship.

Text
Required
Question 5

What did you learn about the role of a music producer in the age of AI? How has this apprenticeship changed your perspective on the future of music creation?

Text
Required