MODULE 3 OVERVIEW

MODULE CHECK IN

Set your own tempo. Students will learn how the beat of the song determines the mood and the message of their song. Students will hear inspiring stories of amazing entrepreneurs who “set their own tempo” before coding their own unique 16 measure song.

OBJECTIVE

Students will hear the stories of amazing entrepreneurs who "set their own tempo" before learning to code their own unique 16-measure song. 

MAKE BEATS

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Tempo is the speed of a given piece of music (beats per minute). Tempo is tied to a type of music or genre. Different genres adhere to a particular tempo range.

beat is the basic unit of musical time. Beats are grouped into measures. 

A measure is a musical term for length in time.

LEARN CODE

setTempo() is a  function in EarSketch that tells the computer the number of beats per minute. 

Advanced Option (see Lesson Appendix): makeBeat() is a function in EarSketch that allows you to compose music note by note instead of at the measure level. This is called step sequencing in music production. The function makeBeat() takes four arguments: clip name, track number, measure number, and beat string.

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PROMOTE EQUITY

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Black entrepreneurs are not a monolith, but rather a very diverse group of hard working, innovative, strategic, and incredible leaders across a variety of fields.

Incorporate existing code, media, and libraries into original programs, and give attribution. (6-8)

Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions. (9-10)

(Advanced) Compare and contrast fundamental data structures and their uses. (11-12)

Complete all student work as a student.

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Review the OUTKAST Imagination Rubric, read the Chorus's lyrics, and watch the video, Chorus - Decoded.

Watch the video on entrepreneurship and explore all entrepreneur profiles.

Review the EarSketch Platform. Practice setting tempo and code your own 16 measure song.

Complete Day 1’s student work in the notebook as if you were a student:

Print and distribute (or post in online resources / Google Classroom) "Your Voice is Power Student Workbook.

The Teacher Guide follows the Student Workbook.

Module 3 includes pages 12-15 of the Student Workbook.

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Advanced Users:

If your students are experienced EarSketch users, please review the optional lesson activity for makeBeat(). Consider using this lesson activity as a substitute to coding tempo or the overview of measures.

Review the EarSketch Platform. Practice coding a makeBeat function. Click here to review strings and makeBeat().

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All students will need to have access to a computer with an internet connection. EarSketch will not work on mobile devices. The site earsketch.gatech.edu will need to be whitelisted by your district IT department.

DOWNLOADABLE RESOURCES

RECOMMENDED PACING

0 - 7 minutes: Engage - Lyric Analysis

10 - 22 minutes: Explore - Entrepreneur Profiles

22 - 35 minutes: Explain - Coding Tempo

35 - 55 minutes: Elaborate - 16 Measure Song!

55 - 60 minutes: Evaluate - Exit Ticket

 

LESSON

WELCOME BACK!

This is the start of Module 3 of the Your Voice Is Power Learning Experience. We will continue to investigate how music, computer science, and entrepreneurship are pathways to promote racial equity, and you’ll continue to gain skills to help you code your final song for the competition.”

Today, you will hear the stories of amazing entrepreneurs who “set their own tempo” before learning to code your own unique beat and tempo in EarSketch

LET'S GET WARMED UP!

To warm up today, I’m going to play the chorus. Follow along in your notebook on page 14. As I play the chorus, answer questions 1 and 2 in your notebook.

How does the song make you feel? What is the mood of the song? 

What principles of OUTKAST Imagination Rubric do you hear in the chorus of the song?

Listen to the Intro Verse in Entrepreneur.

Entrepreneur - Verse 1
00:00 / 00:23

Lyric and Mood Analysis: 

Which principles from OUTKAST Imagination best fits with each pair of lines? What message is being told through the whole verse? How do the lyrics, layered on one another, change the meaning? How does the music/instrumentals add another layer to the message?

Need a reminder of what the OUTKAST Imagination Rubric is? Click to see the rubric.

TIP

CHORUS

You need let go (let go)

If you want to fly, take the leap

You gotta risk it all (risk it all)

Or they'll be lots of things you'll never see

Remember black is space

And it's the color of your face

There will be no sunny days

If Black went away

Student Workbook page 4

LISTENING ANALYSIS Q's

Listen. with music and lyrics

What principles of OUTKAST Imagination Rubric do you hear in the chorus of the song?

How does the song make you feel? What is the mood of the song? What sounds give it that mood?

Share your analysis with the class!

INTRODUCING TEMPO AND MOOD

Now, we are going to look at how the speed of music changes how it feels. I’m going to slow down and speed up the Chorus. As I do this, I want you to think about and answer the questions in your notebook:

How did slowing down the song change the mood? How did speeding up the song change the mood? Do you still agree with your initial lyric analysis when the speed of the song is changed?

Slow down and speed up the Chorus of Entrepreneur (1:13-1:36) by clicking on the gear icon at the bottom of the YouTube video player and select "Playback Speed" to adjust the speed. 

Entrepreneur

1:00

Share your thoughts and discuss how the speed of music changes how it feels.

By speeding up or slowing down the song, we are changing the tempo of the song. The tempo of the song is the speed or pace of the song. This is often what determines the mood of your song. It may signal whether you want to get up and dance or sit back and relax. We’ll explore tempo more in today’s lesson and think about how the tempo can “influence” the message of the song.

Let’s listen to Dr. Wilson to check in on our lyric analysis before we dive into learning more about different Entrepreneurs. We’ll come back to tempo later today.

Introduction to the OUTKAST Imagination Rubric

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PROMOTE EQUITY

Before we get coding, we are going to learn a little bit more about entrepreneurship and why it is so important for racial equity! We are going to watch a video about one entrepreneur featured in Pharrell’s video - Beatrice! Watch the video and be prepared to let me know how Beatrice “set her own tempo”!

Let’s listen to how Beatrice set her own tempo.

Introduction to the OUTKAST Imagination Rubric

1:00

As a class, let's answer the discussion questions in our Student Workbook about Beatrice. 

Student Workbook page 4

DISCUSSION QUESTIONS

Why is Beatrice Dixon considered an "entrepreneur"?

What mindset(s) and belief(s) does Beatrice have?

If Beatrice had a theme song, what tempo music would you give her? Fast? Slow? Why?

Let's now explore a variety of entrepreneurs that are defying odds, fighting for racial justice, and so much more! You will split into groups and be assigned an entrepreneur to investigate. Learn all about your entrepreneur and complete the questions on the right in your notebook.

In groups, read through your assigned entrepreneur profile and note important facts about the entrepreneur and discuss questions about their beliefs and mindsets.

Why are they considered an entrepreneur? What mindset(s) and belief(s) do you think or believe they have? What's most interesting to you about their journey as an entrepreneur?

GROUP

NAMES

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ARTICLE

Paris McKenzie

Lual Mayen

Jessica Sanchez

Timothy Armoo

Morgan DeBaun

Tamra Means

Dinasty Brown

Kathryn Finney

Ashifi Gogo

Archel Bernard

Discuss with your group and complete the following questions in your Student Workbook.

Student Workbook page 4

DISCUSSION QUESTIONS

I selected ________________________________________________

Why is he/she/they considered an "entrepreneur"?

What mindset(s) and belief(s) do you think or believe he/she/they have?

What's most interesting to you about their journey as an entrepreneur?

If your entrepreneur had a theme song, what tempo music would you give him/her/them? Fast? Slow? Why?

Let's all come back together as a whole group and share your findings after investigating your entrepreneurs.

BUILD YOUR TOOLBOX TO MAKE BEATS

These entrepreneurs have set their own tempo to defy the odds. Now it’s your turn to set the tempo of your code and make your message heard. Chalece and Mike both know the importance of time in music composition. In this next video, Mike explains why the tempo is so important to setting the mood of a song. 

Tempo  is the speed of a given piece of music (or the number of beats per minute)

Record the key term into your Student Workbook.

Student Workbook page 5

TERM

DEFINITION

TEMPO

What is a beat? A beat is the basic unit of musical time. Beats give your song rhythm and let you move and dance to the feel of the music! The faster the beat, the higher the tempo! Slower beats means a slower tempo. Beats and tempo determine the mood of a song!

Record the key term into your Student Workbook.

Student Workbook page 5

TERM

DEFINITION

BEAT

Are you ready to learn more about the tempo of Entrepreneur and watch Chalece and Mike code the chorus of Entrepreneur on EarSketch?

Set Your Own Tempo

1:00

Different genres of music often have different tempo ranges. What do you think Entrepreneur’s tempo is?

CLASS GUESS

ENTREPRENEUR'S TEMPO

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Was that what you thought it was? Were you surprised?

GENRE

TEMPO

HIP HOP

POP

TECHNO

ELECTRO

HOUSE

DUBSTEP AND TRAP

DRUM AND BASS

85 - 95 bpm

118 bpm

120 - 125 bpm

128 bpm

115 - 130 bpm

140 bpm

160 - 180 bpm

CHANGE YOUR TEMPO

Changing the tempo is a great way to remix a song -- you can edit one number in EarSketch and change a slow song into a techno dance hit. Let’s login to EarSketch and hear the difference when we code different tempos!

Open your web browser (we recommend Chrome or Firefox) and follow the directions to get started.

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Log into your account and open "Your Voice is Power" Script.

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Look at the opening lines of code. You should see the function setTempo(). This is an example of a function with a number. You will see the number 120 in parentheses after the setTempo() function. This tells the computer the number of beats per minute.

Reference the term and definition for setTempo() in your Student Workbook.

setTempo() is the function we use to set the tempo for a song in EarSketch. The number tells the beats per minute. We sonly set the tempo once. 

Student Workbook page 5

TERM

DEFINITION

setTempo()

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Every EarSketch script opens with a baseline tempo of 120 beats per minute—a fast walk or marching speed.

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Change your tempo - Click in the parentheses next to setTempo() and set your tempo in EarSketch from 40 - 220 BPM. (Hint: Look at the Genre chart above or in your Student Notebook for ideas on changing the tempo. Standard: 120 BPM; Slow: 40 BPM; Fast: 220 BPM

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Run your code and listen to your song.

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Try different numbers or tempos and see how it “remixes” your music. Remember to run your code every time you change your tempo.

How does changing the tempo affect the mood of your song?

BUILDING A 16-MEASURE SONG

Chalece and Mike started to build their song today -- now it is your turn. Chalece discusses building the song in blocks of 4 and 8. Why do we do this? In music, beats are grouped into groups of 4. Each group of 4 beats is called a measure (or note). Each beat is a quarter note in a piece of music. One measure has 4 quarter notes or 4 beats.

Record the key term into your Student Workbook.

Student Workbook page 5

TERM

DEFINITION

MEASURE

Why is each beat called a quarter note?

ANSWER

Click to reveal the answer

UNDERSTANDING MEASURES ON THE DAW

Let's take a look at what measures look like on our DAW.

TIME

TIME

in seconds

MEASURE MARKERS

WINDOW ADJUST

drag to adjust size

WINDOW ADJUST

MEASURE MARKERS

How many seconds are in each measure in your DAW?

ANSWER

The number of seconds in each measure will depend on your tempo. A tempo of 120  will have 2 seconds per measure.

Explore the relationship between tempo and measures. Check out how the time of each measure changes as you increase or decrease the tempo. A measure in EarSketch will always have 4 beats, but the time it takes to play those four beats will change depending on the tempo.

If your song plays for 4 measures, how many seconds is your song?

ANSWER

If the tempo is 120, it will last 8 seconds, but answers will vary from 6-10 seconds depending on tempo.

BUILD YOUR 16-MEASURE SONG

Have you heard many songs that are only 8 second long? Maybe on a TikTok video. However, your remix song will need to be at least 30 seconds or 16 measures.” (For reference - Entrepreneur is 4:34)

So, how do we extend our 8-second (4-measure) song to 30 seconds (16 measures)? Any ideas from the video on how to do this?

ANSWER

We can extend the ending measure or add tracks with starting measures at 6 or later.

When you listen to Entrepreneur or another one of your favorite songs, you may notice that not all the instruments or vocals start at the same time. In fact, Mike points out to Chalece when they first start coding that the first measure of Entrepreneur is silent. You can change the starting or ending measure of your fitMedia() functions to achieve the effects you want.

startingLocation

The measure at which the sound clip will start

endLocation

The measure at which the sound clip will end

STARTING MEASURE

ENDING MEASURE

Your challenge today is to build a 16-measure song that uses 10 different sounds/tracks by changing the starting and ending measure of your current track and adding five additional tracks. You can add more tracks and play with fitMedia() to code your song! Use the directions on page 11 and 15 in your Student Notebook to help you.

GOAL FOR TODAY'S MODULE

Have a #SOUNDBANK that assigns variables to your favorite sounds.

Sets a unique tempo.

Have at least 5 tracks that each 

Last at least 16 measures

Stagger sounds (such that not all tracks start and stop at the same time)

STEPS TO ACCOMPLISH YOUR GOAL

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Choose 5 sounds from your #SOUNDBANK or find new clips in the Sound Library.

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Insert each sound into your code using the fitMedia() function. Remember, if you use new sound clips, assign them a variable or "nickname".

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Adjust the starting and ending measure to stagger the tracks. Below is a recommended staggering and code to try out as a base if you would like. 

Track 1: Start at 1, End at 5

Track 2: Start at 3, End at 7

Track 3: Start at 5, End at 9

Track 4: Start at 8, End at 14

Track 5: Start at 8, End at 16

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Click Run and Play to listen to your code. You now have a 30 second song!

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Done early? Add more tracks and sounds to your code! See if you can have up to 10 tracks!

TIPS

Click for additional tips to help you with the steps above.