Create to Learn Unit 3, Lesson 4: Music Makers 101

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Lesson 4: Music Makers 101 (Dakota Bear) CREATE TO LEARN Lesson 4: Music Makers 101 (Dakota Bear) Unit 3: Music and Recording CURRICULUM CONNECTIONS British Columbia and Yukon • Entrepreneurship and Marketing 10 • English Language Arts Composition Grades 10, 11, 12 Alberta, Northwest Territories and Nunavut • Grade 11 and Grade 12 Entrepreneurship course • English Language Arts Grades 10, 11, 12: Uqausiliriniq Strand Ontario • Business Studies Grade 9 and 10 • English Language Arts Grades 9-10 • English Language Arts Grades 11-12 DURATION 4-5 Hours OVERVIEW Throughout this lesson, students will learn about recording, distributing and advertising in the music industry. Students will record the original songs they created in the previous lesson and create a blog post detailing their experience. MATERIALS • Music Recording equipment (a microphone at least) • Garage Band Application (or other recording application) • Computers/devices with internet and internet access • "Blog Post Rubric" ACTIVATE: BREATH CONTROL WARM-UP Inform students that breath control training is an important step prior to recording a song as breath control helps control breathing in order to be able to pronounce words correctly and get through verses on beat, without being exhausted. There are a variety of breath control warm-ups to try with the class, and below are a few examples! Lip Trills and Flutters: To do this exercise, your mouth should be almost closed, and you make your lips "buzz" or flap like you are making the sound of horse as you release air. Lip trills and flutters help activate your facial muscles and get your vocal cords ready! The Hissing Exhale: To do this exercise, inhale as much air as you can and then as you exhale, produce a "hssss" sound until you run out of breath. See who can hiss the longest! This exercise helps with breath control and if done consistently, might even improve lung capacity. Tongue Twisters: Tongue twisters are alliteration phrases that sound the same and are difficult to pronounce quickly. This exercise develops articulation and enunciation. To do this exercise, say the following phrases as quickly and as accurately as possible: She sells seashells by the seashore. Peter Piper picked a peck of pickled peppers. Black bug's blood. How much wood could a woodchuck chuck if a woodchuck could chuck wood? Have students practice each of the above exercises until they feel they have mastered them. Lesson Plan CREATE TO LEARN

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