Studio Apprentice: Real-World Music Production for Teens
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Studio Apprentice: Real-World Music Production for Teens

Grade 9Music15 days
In this project, 9th-grade music students take on the role of music production apprentices, responding to a client's brief to create a track while honing their production skills. Students analyze client briefs, develop sonic blueprints, and overcome creative constraints, culminating in a presentation of their production plan. This project emphasizes real-world skills, blending creativity with technical proficiency in music production.
Music ProductionClient BriefSound DesignCreative ConstraintsGenre StudyCollaborationTechnical Skills
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can you, as a music production apprentice, create a track that meets a client's specific needs while pushing your creative boundaries and developing essential production skills?

Essential Questions

Supporting questions that break down major concepts.
  • How do professional music production studios create client briefs for teen apprentice producers?
  • What are the key elements of a successful client brief in music production?
  • How can constraints in a creative project foster problem-solving and innovation?
  • How do different music genres and styles influence the production process?
  • How can music production skills be developed through real-world project-based learning?
  • How does collaboration enhance the creative process in music production?
  • How can technology be effectively integrated into music production to meet client needs?
  • How can feedback and critique improve the quality of music production?
  • How do legal and ethical considerations impact the music production industry?
  • How can music production skills be applied in various career paths within the music industry?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Understand and apply client briefs in music production.
  • Develop skills in arrangement, sound design, mixing, and genre study.
  • Enhance creativity and problem-solving within project constraints.
  • Improve communication and collaboration skills in a studio setting.
  • Apply technology effectively to meet client requirements.

NAfME National Core Music Standards (2014)

NAfME Creating
Primary
Generate, develop, and refine original musical ideas and compositions.Reason: Focuses on the creation and refinement of original music as the primary artistic process.
NAfME Performing
Secondary
Develop technical skills in music performance.Reason: Emphasizes the development of technical proficiency in music production and performance.
NAfME Responding
Supporting
Analyze, critique, and evaluate musical works and performances.Reason: Encourages critical analysis and evaluation of music production, enhancing understanding and refinement.
NAfME Connecting
Secondary
Collaborate and understand cultural context in music.Reason: Promotes collaboration, understanding of cultural contexts, and connections to broader artistic and societal themes.

ISTE Standards for Students

ISTE Empowered Learner
Primary
Use technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals.Reason: Encourages students to use technology actively to achieve learning goals and demonstrate competency in music production.
ISTE Innovative Designer
Primary
Use a variety of technologies within a design process to solve problems by creating new, useful, or imaginative solutions.Reason: Focuses on using technology to solve creative problems and develop innovative solutions in music production.
ISTE Creative Communicator
Primary
Communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.Reason: Emphasizes creative communication using various digital media and platforms to meet project goals.
ISTE Global Collaborator
Secondary
Use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.Reason: Promotes collaboration using digital tools to broaden perspectives and enhance teamwork in music production.

21st Century Skills Framework

21st Century Skills: Creativity & Innovation
Primary
Develop, implement, and communicate new and worthwhile ideas.Reason: Focuses on developing and communicating innovative ideas within the music production process.
21st Century Skills: Critical Thinking & Problem Solving
Primary
Reason effectively, use systems thinking, make judgments and decisions, and solve problems.Reason: Encourages effective reasoning, systems thinking, and problem-solving in music production challenges.
21st Century Skills: Communication & Collaboration
Primary
Communicate clearly and collaborate with others.Reason: Emphasizes clear communication and effective collaboration within the studio and with clients.
21st Century Skills: Information/Media/Technology Literacy
Primary
Access and evaluate information critically and competently; use technology effectively and appropriately.Reason: Focuses on the effective and appropriate use of technology in music production, including accessing and evaluating information.
21st Century Skills: Life & Career Skills
Primary
Demonstrate skills necessary for career readiness and life success.Reason: Prepares students for career readiness by developing essential life and career skills applicable to the music industry.

Common Core ELA Standards

CCSS.ELA-LITERACY.SL.9.1
Secondary
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.Reason: Promotes effective participation in collaborative discussions, building on ideas and expressing thoughts clearly.
CCSS.ELA-LITERACY.SL.9.4
Secondary
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.Reason: Focuses on clear and logical presentations of information and findings relevant to music production projects.

CTE (Career & Technical Education) Standards

CTE Arts, Media, and Entertainment Sector
Primary
Understand the pathways to careers in the Arts, Media, and Entertainment sector.Reason: Provides an understanding of career pathways within the Arts, Media, and Entertainment sector.
CTE Production and Managerial Arts Pathway
Primary
Focus on careers in production and managerial arts.Reason: Focuses on careers in production and managerial arts, providing practical skills and knowledge.

Entry Events

Events that will be used to introduce the project to students

Sound Clash Challenge: The Ultimate Genre Mashup

Students receive mysterious audio stems representing different genres. Their challenge is to blend them into a cohesive track that defies expectations, sparking debate and celebrating unexpected fusions.

The 'Deconstructed Hit': Reimagining Pop

A popular song gets dissected into its core elements (drums, bass, melody). Students are tasked with rebuilding the song in a completely new genre, forcing them to analyze arrangement and sonic characteristics.

The 'Silent Film' Remix: Scoring Emotion

Students are shown a short, emotional clip from a silent film. They must compose an original score that amplifies the narrative, focusing on dynamics, instrumentation, and the power of music to evoke feelings.

Mystery Sample Box: Sonic Archaeology

Each student/group receives a box of random found sounds and samples. The challenge? To create a full track using only the provided samples, encouraging creativity with limited resources and sound design exploration.

The 'Client Emergency': A Fictional Crisis

A 'client' (played by the teacher or a guest) presents a frantic last-minute music request with bizarre requirements and an impossible deadline, forcing students to quickly problem-solve, collaborate, and deliver a usable product.
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Portfolio Activities

Portfolio Activities

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

Deconstructing the Brief: Client Needs Analysis

Students dissect the client brief to identify the core needs, creative direction, technical requirements, and constraints. This activity sets the foundation for understanding the project's scope and objectives.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Read the client brief thoroughly.
2. Highlight key information related to: Client, Project Type, Brief Overview, Creative Direction, Technical Requirements, Project Constraints, Success Criteria, and Skill Focus.
3. Create a summary table outlining each of the key information categories, explaining in your own words what the client is asking for.
4. Identify the primary genre and list three characteristics of that genre that must be present in the final track.

Final Product

What students will submit as the final product of the activityA detailed analysis of the client brief, including a summary table and genre characteristic list.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NAfME Responding (analyzing and evaluating), 21st Century Skills: Critical Thinking & Problem Solving (reasoning effectively), and CCSS.ELA-LITERACY.SL.9.1 (collaborative discussions).
Activity 2

Sonic Blueprint: Crafting a Reference Palette

Students explore the reference tracks provided in the brief and identify specific sonic elements that contribute to the desired mood and vibe. They then create a 'sonic blueprint' outlining how they will incorporate similar elements into their own track.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Listen to each of the reference tracks provided in the client brief.
2. For each track, identify 3-5 sonic elements that contribute to the overall mood and vibe (e.g., specific drum patterns, synth sounds, vocal effects, arrangement techniques).
3. Create a 'sonic blueprint' outlining how you will incorporate similar elements into your own track, while still maintaining originality.
4. Document the specific plugins, instruments, or techniques you plan to use to achieve these sonic elements.

Final Product

What students will submit as the final product of the activityA 'sonic blueprint' document outlining the sonic elements of the reference tracks and a plan for incorporating similar elements into their own track.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NAfME Responding (analyzing musical works), ISTE Innovative Designer (creating imaginative solutions), and 21st Century Skills: Creativity & Innovation (developing new ideas).
Activity 3

Constraint as Catalyst: The Creative Problem-Solving Lab

Students focus on the project constraints outlined in the brief and brainstorm creative ways to overcome these limitations. This activity emphasizes problem-solving and innovative thinking within a structured environment.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review the project constraints outlined in the client brief.
2. Brainstorm at least three creative solutions for each constraint, focusing on how you can turn the limitation into a unique selling point.
3. Document your solutions, explaining the thought process behind each idea.
4. Select the most promising solution for each constraint and explain why you chose it.

Final Product

What students will submit as the final product of the activityA documented set of creative solutions for each project constraint, including explanations of the thought process and rationale behind the chosen solutions.

Alignment

How this activity aligns with the learning objectives & standardsAligns with ISTE Innovative Designer (solving problems), 21st Century Skills: Critical Thinking & Problem Solving (solving problems), and CTE Production and Managerial Arts Pathway (practical skills).
Activity 4

Building the Beat: Genre-Specific Drum Design

Students focus on creating drum patterns that are characteristic of the specified genre in the client brief. This activity develops skills in sound design, arrangement, and genre study.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research common drum patterns and sound design techniques used in the specified genre.
2. Experiment with different drum samples, synthesis techniques, and effects processing to create unique drum sounds that fit the genre.
3. Create at least three different drum patterns, each with a variation in complexity and energy.
4. Record your drum patterns and document the specific sounds and techniques used in each.

Final Product

What students will submit as the final product of the activityA collection of genre-specific drum patterns with documented sound design techniques.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NAfME Creating (generating musical ideas), ISTE Creative Communicator (expressing themselves creatively), and 21st Century Skills: Information/Media/Technology Literacy (using technology effectively).
Activity 5

The Apprentice Pitch: Presenting Your Production Plan

Students prepare and deliver a short presentation outlining their production plan for the client brief, including their analysis of the brief, sonic blueprint, constraint solutions, and drum design ideas. This activity emphasizes communication, collaboration, and presentation skills.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Compile all of your work from the previous activities (client brief analysis, sonic blueprint, constraint solutions, drum design ideas).
2. Create a short presentation (e.g., using presentation software or a simple document) outlining your production plan.
3. Practice delivering your presentation, focusing on clear and concise communication.
4. Present your plan to the class, receiving feedback from your peers and the teacher.

Final Product

What students will submit as the final product of the activityA well-prepared and delivered presentation outlining the student's production plan for the client brief, along with documented feedback received from peers and the teacher.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NAfME Connecting (collaboration), ISTE Global Collaborator (collaborating with others), 21st Century Skills: Communication & Collaboration (communicating clearly), and CCSS.ELA-LITERACY.SL.9.4 (presenting information clearly).
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Music Production Client Brief Portfolio Rubric

Category 1

Client Brief Analysis

Demonstrates understanding of the client's needs and project requirements through a detailed analysis of the brief.
Criterion 1

Comprehension of Brief

Accurately identifies and summarizes key elements of the client brief (Client, Project Type, Overview, Direction, Requirements, Constraints, Success Criteria, Skill Focus).

Exemplary
4 Points

Provides a comprehensive and insightful analysis, demonstrating a deep understanding of all elements and their interrelationships.

Proficient
3 Points

Accurately summarizes all key elements of the client brief, demonstrating a clear understanding of the project requirements.

Developing
2 Points

Identifies most key elements but shows some gaps in understanding or summarization.

Beginning
1 Points

Struggles to identify and summarize the key elements of the client brief, indicating a limited understanding of the project requirements.

Criterion 2

Genre Characteristics

Identifies and articulates relevant characteristics of the primary genre specified in the brief.

Exemplary
4 Points

Identifies and thoroughly explains multiple nuanced and relevant characteristics of the genre, demonstrating deep genre knowledge.

Proficient
3 Points

Identifies and explains three relevant characteristics of the primary genre.

Developing
2 Points

Identifies some characteristics of the genre, but explanations are basic or incomplete.

Beginning
1 Points

Struggles to identify relevant characteristics of the genre.

Category 2

Sonic Blueprint

Demonstrates the ability to analyze reference tracks and create a sonic blueprint for incorporating similar elements into their own track.
Criterion 1

Reference Track Analysis

Identifies and analyzes sonic elements from reference tracks effectively (drum patterns, synth sounds, vocal effects, arrangement techniques).

Exemplary
4 Points

Provides insightful and detailed analysis of multiple sonic elements, demonstrating a sophisticated understanding of their impact.

Proficient
3 Points

Identifies and analyzes 3-5 sonic elements per track, explaining their contribution to the mood and vibe.

Developing
2 Points

Identifies some sonic elements but struggles to fully analyze their impact or relevance.

Beginning
1 Points

Struggles to identify and analyze sonic elements from the reference tracks.

Criterion 2

Blueprint Articulation

Clearly articulates a plan for incorporating sonic elements from reference tracks into their own track, maintaining originality.

Exemplary
4 Points

Articulates a clear, detailed, and innovative plan, showing how they will transform and adapt the elements while adding originality. Demonstrates mastery of plugins, instruments or techniques.

Proficient
3 Points

Articulates a plan for incorporating similar elements into their own track, documenting specific plugins, instruments, or techniques.

Developing
2 Points

Presents a basic plan but lacks detail or clarity regarding specific techniques or originality.

Beginning
1 Points

Struggles to articulate a plan or connect reference track elements to their own production.

Category 3

Creative Problem-Solving

Demonstrates innovative and effective problem-solving in addressing project constraints outlined in the client brief.
Criterion 1

Solution Generation

Generates multiple creative solutions for each project constraint.

Exemplary
4 Points

Generates numerous highly creative and effective solutions that demonstrate exceptional problem-solving skills.

Proficient
3 Points

Generates at least three creative solutions for each constraint, focusing on turning limitations into unique selling points.

Developing
2 Points

Generates some solutions, but they are not always creative or fully address the constraints.

Beginning
1 Points

Struggles to generate creative solutions or address the project constraints effectively.

Criterion 2

Rationale and Selection

Clearly explains the thought process behind each solution and provides a rationale for selecting the most promising option.

Exemplary
4 Points

Provides insightful and well-reasoned explanations, demonstrating a deep understanding of the problem-solving process and its implications.

Proficient
3 Points

Documents solutions and explains the thought process behind each idea, selecting the most promising solution with a clear rationale.

Developing
2 Points

Provides some explanations but lacks depth or clarity in the thought process and rationale.

Beginning
1 Points

Struggles to explain the thought process or provide a rationale for selecting solutions.

Category 4

Genre-Specific Drum Design

Focuses on creating drum patterns that are characteristic of the specified genre, demonstrating skills in sound design, arrangement, and genre study.
Criterion 1

Research and Experimentation

Demonstrates research into genre-specific drum patterns and experimentation with different sound design techniques.

Exemplary
4 Points

Conducts thorough research and demonstrates extensive experimentation, resulting in highly authentic and innovative drum patterns.

Proficient
3 Points

Researches common drum patterns and sound design techniques, experimenting to create unique drum sounds that fit the genre.

Developing
2 Points

Shows some research and experimentation, but the results are not consistently genre-specific or effective.

Beginning
1 Points

Demonstrates limited research or experimentation, resulting in generic or inappropriate drum patterns.

Criterion 2

Pattern Creation and Documentation

Creates and documents genre-specific drum patterns, including the sounds and techniques used.

Exemplary
4 Points

Creates and meticulously documents a diverse range of drum patterns, demonstrating mastery of sound design and arrangement techniques.

Proficient
3 Points

Creates at least three different drum patterns with documented sounds and techniques.

Developing
2 Points

Creates some drum patterns but lacks variation or complete documentation.

Beginning
1 Points

Struggles to create drum patterns or provide adequate documentation.

Category 5

Presentation Skills

Demonstrates effective communication and presentation skills in outlining their production plan for the client brief.
Criterion 1

Clarity and Organization

Presents the production plan clearly, concisely, and logically.

Exemplary
4 Points

Delivers a highly polished and engaging presentation with exceptional clarity, organization, and logical flow.

Proficient
3 Points

Presents the plan clearly and concisely, with a logical organization.

Developing
2 Points

Presents the plan but lacks clarity, organization, or logical flow.

Beginning
1 Points

Struggles to present the plan in a clear or organized manner.

Criterion 2

Feedback Integration

Incorporates feedback from peers and the teacher to improve their production plan.

Exemplary
4 Points

Actively seeks and skillfully integrates feedback, demonstrating a commitment to continuous improvement and a growth mindset.

Proficient
3 Points

Presents the plan, receives feedback, and documents the feedback received.

Developing
2 Points

Receives feedback but struggles to integrate it effectively into their plan.

Beginning
1 Points

Does not actively seek or respond to feedback.

Reflection Prompts

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

Reflecting on the entire project, what was the most significant challenge you faced while working on the client brief, and how did you overcome it?

Text
Required
Question 2

Looking back, how effectively did you incorporate the feedback received during your production plan presentation into your final track? Provide specific examples.

Text
Required
Question 3

To what extent do you believe your final track met the success criteria outlined in the client brief? Use a scale from 1 to 5, with 1 being 'Not at all' and 5 being 'Completely'.

Scale
Required
Question 4

Which skill from the 'Skill Focus' section of the client brief did you develop the most during this project?

Multiple choice
Required
Options
Arrangement
Sound Design
Genre Study
Mixing
Collaboration
Question 5

If you had the opportunity to work on a similar client brief in the future, what is one thing you would do differently based on your experience in this project?

Text
Required