Unit of Instruction: Recording with Audacity

Transcription

1 Unit of Instruction: Recording with Audacity Brian C. Querry Lesson Topic/Title: Sound Waves and an Introduction to Audio Recording Lesson Number in Sequence: 1 Course/Grade: Multimedia Arts / Grades 7-8 Length of Lesson: 42 Minutes Lesson Objectives Students will identify and define basic audio recording terminology. Students will identify basic components of sound waves. Standards Addressed Pennsylvania Arts and Humanities Standards o A Know and use the elements and principles of each art form to create works in the arts and humanities o C Identify and use comprehensive vocabulary within each art form o F Know and apply appropriate vocabulary o K Identify, explain, and analyze traditions as they relate to works in the arts Pennsylvania Science and Technology Standards o C Apply basic computer operations and concepts. Activities / Procedures Unit will start by playing hip-hop music mix created by a previous student that shows basic editing and effects to peak interest (note that student does music editing as a part-time paid position using skills acquired in class) Teacher will give an overview of entire unit Using SmartBoard, teacher will solicit answers from students regarding words/terms they know related to audio or recording Class will discuss identified terms and teacher will introduce terms on prepared PowerPoint that will be touched on throughout the unit Teacher will share sound levels / decibel chart and discuss possible effects of volumes at varying levels. Students will get with a partner, get a laptop computer and headphones, and go to the website provided. On this site, students will listen to a variety of provided sound clips and complete a listening worksheet to assess the sound, possible effects, and possible decibel levels. The worksheet will be on this site, available for download or printing. (Note: it is important all students are operating at MAXIMUM computer volume for results to be consistent). The site will include 7-8 clips that ask students to identify possible effects (based on terminology discussed) and guess which decibel level the sound fits into. After minutes, students will remove headphones. Teacher will go through each example and discuss student responses to clips heard. Teacher will facilitate review of exercise and terminology used during its completion. Materials Custom-built laptop computers Various web sites and programs for acquisition and creation of royalty-free music Headphones Belkin Rockstar Headphone Splitters

2 Various visual materials to assist with learning unit content and designing project material Teacher-prepared PowerPoint document with audio terminology and sound wave information Sound wave library and notes worksheet Audio Recording Terminology Poster o This poster will feature some of the basic terms related to audio recording, including very brief definitions Decibel Levels and Sound Waves Chart o This image will give students an idea as to the appropriate volume level their recorded audio should be, and the related decibel level and possible negative sound effects of extreme decibels Assessment/Evaluation Informal observation of work in groups during class time to demonstrate appropriate use of equipment Completed listening worksheet Oral assessment - Question and Answer

3 Unit of Instruction: Recording with Audacity Brian C. Querry Lesson Topic/Title: An Introduction to Audacity and Recording Equipment Lesson Number in Sequence: 2 Course/Grade: Multimedia Arts / Grades 7-8 Length of Lesson: 42 Minutes Lesson Objectives Students will demonstrate appropriate use of equipment. Students will accurately connect equipment and record with Audacity. Standards Addressed Pennsylvania Arts and Humanities Standards o A Know and use the elements and principles of each art form to create works in the arts and humanities o C Identify and use comprehensive vocabulary within each art form o H Demonstrate and maintain appropriate materials, equipment, and tools o J Incorporate specific uses of traditional and contemporary technologies within the design for producing, performing, and exhibiting works in the arts o K Incorporate specific uses of traditional and contemporary technologies in furthering knowledge and understanding in the humanities o F Know and apply appropriate vocabulary o K Identify, explain, and analyze traditions as they relate to works in the arts Pennsylvania Science and Technology Standards o C Apply basic computer operations and concepts. o D Utilize computer software to solve specific problems. o E Apply basic computer communications systems. Activities / Procedures Review information from previous class with Q&A. Teacher provides background information on Audacity, and demonstrates setup using class laptop, microphone, and headphones. Students will get their assigned laptop from the wireless lab AND will get a recording crate (contains headphones and microphone). Students will start up computers, log on, and wait on the desktop. As a class (guided by the teacher), students will connect USB microphone and headphones, start Audacity, and adjust settings in program to recognize the microphone. To provide practice, students will disconnect and close things out, and then repeat the process on their own. Teacher will provide a 3-5 minute demonstration (using SmartBoard) of how to record using Audacity. Students will then have the remaining class time (estimated 15 minutes) to experiment recording with Audacity. The teacher will circulate around the class, verifying that students are using the software correctly and approaching recording accurately (distance from microphone, diction, allowing lead time, etc. With about five minutes left, provide a preview of what will be done in the next class (adding effects) and instruct students that for the next class, upon their arrival, they should get their laptop and recording kit and open Audacity. (this will provide a method of assessment to gage understanding of setup process). Students will put equipment away.

4 Materials Custom-built laptop computers Audacity recording software Headphones Various visual materials to assist with learning unit content and designing project material Teacher-prepared PowerPoint document with audio terminology and sound wave information Visual showing Identification and Connection of Microphone/Headphones and Audacity setup o This graphic will have three components, including showing the proper equipment to use and proper connection of each, and setting them up to work with Audacity Assessment/Evaluation Informal observation of work during class time to demonstrate appropriate setup and use of equipment Oral assessment - Question and Answer Observation of equipment connected correctly

5 Unit of Instruction: Recording with Audacity Brian C. Querry Lesson Topic/Title: Applying Effects and Exporting in Audacity Lesson Number in Sequence: 3 Course/Grade: Multimedia Arts / Grades 7-8 Length of Lesson: 42 Minutes Lesson Objectives Students will demonstrate appropriate use of Audacity software, laptop, and USB microphone. Students will apply various basic effects to at least 2 recorded clips in Audacity. Standards Addressed Pennsylvania Arts and Humanities Standards o A Know and use the elements and principles of each art form to create works in the arts and humanities o C Identify and use comprehensive vocabulary within each art form o F Know and apply appropriate vocabulary o K Identify, explain, and analyze traditions as they relate to works in the arts o A Know and use the critical process of examination of works in the arts and humanities Pennsylvania Science and Technology Standards o C Apply basic computer operations and concepts. o D Utilize computer software to solve specific problems. o E Apply basic computer communications systems. Activities / Procedures NOTE: This class is based on a Moodle platform, so students will submit assignments via an upload link on the class Moodle page. If the teacher does not have access to Moodle, an alternate means of submission (flash drive, , network drive) will need to be established before this lesson. Review information from previous class with Q&A. Students will get their assigned laptop from the wireless lab AND will get a recording crate (contains headphones and microphone). Students will start up computers, log on, and wait on the desktop. As a class (guided by the teacher), students will connect USB microphone and headphones, start Audacity, and adjust settings in program to recognize the microphone. Students will view two teacher-prepared video tutorials (on YouTube) to introduce applying effects and exporting.mp3 files in Audacity. Teacher will provide a 5-7 minute demonstration (using SmartBoard) of how to apply basic effects and export.mp3 files in Audacity. The teacher will pre-determine and provide students with two specific examples to create from the following list: o Record a sentence of 8-10 words, and lower the pitch of your voice, making sure that what you say is still understandable. o Say 8-10 words, leaving a gap of 2 seconds between words. Apply an echo effect. Experiment with the different options in the echo setting for different echo lengths and repetition. o Try saying a short phrase backwards, and use the reverse effect to see how you were to saying it correctly.

6 o Record two separate lines of audio, as if two people are having a conversation with each other. Then, change the pitch on one or both of the clips so that it sounds like two different people are talking. Students will then have the remaining class time (estimated 15 minutes) to complete the examples and upload the saved files. The teacher will circulate around the class, verifying that students are using the software correctly and approaching recording accurately (distance from microphone, diction, allowing lead time, etc.). If needed, a list of exporting instructions and examples will be available on the class Moodle page (if not using Moodle, see information at start of section). With about five minutes left, teacher will verify submission of examples from all students, and provide a preview of what will be done in the next class (importing music, advanced effects) and instruct students that for the next class, upon their arrival, they should get their laptop and recording kit and open Audacity. (this will provide a method of assessment to gage understanding of setup process). Students will put equipment away. NOTE TO TEACHER: If time is a constraint, this lesson could be expanded to two class periods. A suggested enhancement is to increase the number of examples students will complete. Materials Custom-built laptop computers Audacity recording software Headphones Various visual materials to assist with learning unit content and designing project material (introduced in previous lessons) Teacher-prepared tutorial videos posted on YouTube Assessment/Evaluation Submitted completed examples Informal observation of work during class time to demonstrate appropriate setup and use of equipment Oral assessment - Question and Answer Observation of equipment connected correctly

7 Unit of Instruction: Recording with Audacity Brian C. Querry Lesson Topic/Title: Importing Audio and Advanced Effects in Audacity Lesson Number in Sequence: 4 Course/Grade: Multimedia Arts / Grades 7-8 Length of Lesson: 42 Minutes Lesson Objectives Students will demonstrate appropriate use of Audacity software, laptop, and USB microphone. Students will import music and apply effects to a recorded audio clip in Audacity. Standards Addressed Pennsylvania Arts and Humanities Standards o A Know and use the elements and principles of each art form to create works in the arts and humanities o C Identify and use comprehensive vocabulary within each art form o F Know and apply appropriate vocabulary o K Identify, explain, and analyze traditions as they relate to works in the arts o A Know and use the critical process of examination of works in the arts and humanities Pennsylvania Science and Technology Standards o C Apply basic computer operations and concepts. o D Utilize computer software to solve specific problems. o E Apply basic computer communications systems. Activities / Procedures NOTE: This class is based on a Moodle platform, so students will submit assignments via an upload link on the class Moodle page. If the teacher does not have access to Moodle, an alternate means of submission (flash drive, , network drive) will need to be established before this lesson. Review information from previous class with Q&A. Students will get their assigned laptop from the wireless lab AND will get a recording crate (contains headphones and microphone). Students will start up computers, log on, and wait on the desktop. As a class, the teacher will provide group feedback on the examples created during lesson 3 (basic effects). Students will view a teacher-prepared video tutorial (on YouTube) to introduce importing music in Audacity. Teacher should review expectations of responsible copyright, since today s lesson will involve incorporation of music. Refer to the graphic on responsible copyright. Teacher will provide a 3-5 minute demonstration (using SmartBoard) on how to import audio. Teacher will define id3 tags and give examples of content to complete. Students should refer to the id3 tags graphic for information on what to include when completing their own clips. Students will then have the remaining class time (estimated 15 minutes) to record a brief audio clip (no specific content), apply one effect (student choice), import a music clip, and export that clip with appropriate id3 tags. The teacher will circulate around the class, verifying that students are using the software correctly.

8 Students will export and upload their finished clip to the class Moodle page. With about five minutes left, teacher will verify submission of example from all students, and provide a preview of what will be done in the next class (podcasting).students will put equipment away. NOTE TO TEACHER: If time is a constraint, this lesson could be limited by moving id3 tag material to next lesson with podcasting. Materials Custom-built laptop computers Audacity recording software Headphones Various visual materials to assist with learning unit content and designing project material (introduced in previous lessons) Teacher-prepared tutorial videos posted on YouTube Visual showing information on responsible copyright Visual showing id3 tag information o This graphic will include a table layout of the components of id3 tags and suggested content for each section Assessment/Evaluation Submitted completed example Informal observation of work during class time to demonstrate appropriate setup and use of equipment Oral assessment - Question and Answer Observation of equipment connected correctly

9 Unit of Instruction: Recording with Audacity Brian C. Querry Lesson Topic/Title: Designing and Producing a Podcast Lesson Number in Sequence: 5 Course/Grade: Multimedia Arts / Grades 7-8 Length of Lesson: 42 Minutes Lesson Objectives Students will demonstrate appropriate use of Audacity software, laptop, and USB microphone. Students will import music and apply effects to a recorded audio clip in Audacity. Standards Addressed Pennsylvania Arts and Humanities Standards o A Know and use the elements and principles of each art form to create works in the arts and humanities o C Identify and use comprehensive vocabulary within each art form o F Know and apply appropriate vocabulary o K Identify, explain, and analyze traditions as they relate to works in the arts o A Know and use the critical process of examination of works in the arts and humanities Pennsylvania Science and Technology Standards o C Apply basic computer operations and concepts. o D Utilize computer software to solve specific problems. o E Apply basic computer communications systems. Activities / Procedures Review information from previous class with Q&A. Students will get their assigned laptop from the wireless lab AND will get a recording crate (contains headphones and microphone). Students will start up computers, log on, and wait on the desktop. Define podcast. Solicit answers from students. Then, have students view video What is Podcasting from AskaNinja.com. After watching video, re-ask question and discuss, then clarify accurate definition. Allow students up to 15 minutes to go through several web articles on designing and producing a podcast. o o o Once students have explored those sites, do a quick Q&A on some of the common themes students found that are important when designing a podcast (ex. Keep it interesting, attractive theme, background music, be prepared, etc.) Have students load the graphic on a podcast script. Go through the parts of the script and discuss the benefits and important components of each section, and ask students to provide examples of what they can include in each section. With the remaining class time, allow students to go through a podcast directory to explore the types of podcasts that area available. Through completing this, students should gain an

10 idea of what type of topic they could focus on for their own podcast, which will be chosen at the start of next class. With about three minutes left, students will put equipment away. NOTE TO TEACHER: If time is a constraint, this lesson could be limited by allowing more explanation time and moving the script material to the next lesson. Materials Custom-built laptop computers Various visual materials to assist with learning unit content and designing project material (introduced in previous lessons) What is Podcasting YouTube video Various web sites for reference and exploration Visual showing podcast script information o This graphic will include a heading for each part of the podcast and suggestions for what to include Assessment/Evaluation Informal observation of work during class time in exploring web sites Oral assessment - Question and Answer / Class Discussion

11 Unit of Instruction: Recording with Audacity Brian C. Querry Lesson Topic/Title: Creating an Original Podcast Lesson Number in Sequence: 6 Course/Grade: Multimedia Arts / Grades 7-8 Length of Lesson: Four 42 Minute Class Periods Lesson Objectives Students will demonstrate appropriate use of Audacity software, laptop, and USB microphone. Students will identify and use basic audio recording terminology Students will identify, compose, and import appropriate music and sound effects Students will write, record, export, and publish an original podcast, following the provided scoring guidelines. Standards Addressed Pennsylvania Arts and Humanities Standards A Know and use the elements and principles of each art form to create works in the arts and humanities B Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works C Identify and use comprehensive vocabulary within each art form G Explain the function and benefits of practice related to the arts H Demonstrate and maintain appropriate materials, equipment, and tools J Incorporate specific uses of traditional and contemporary technologies within the design for producing, performing, and exhibiting works in the arts K Incorporate specific uses of traditional and contemporary technologies in furthering knowledge and understanding in the humanities F Know and apply appropriate vocabulary K Identify, explain, and analyze traditions as they relate to works in the arts A Know and use the critical process of examination of works in the arts and humanities Pennsylvania Science and Technology Standards D Identify and apply the technological design process to solve problems B Analyze knowledge of information technologies of processes encoding, transmitting, receiving, storing, retrieving, and decoding C Apply basic computer operations and concepts D Utilize computer software to solve specific problems E Apply basic computer communications systems. Activities / Procedures NOTE: This lesson is designed to take place over 4 class periods. Through individual assignments are not due for each day and students are free to work at the pace they feel comfortable in each section, monitor student progress each day to verify they are at least on track to complete things on time. If you wish to place daily assignments for this project to ensure students are on task, it is easily amendable in that manner. Students will get their assigned laptop from the wireless lab AND will get a recording crate (contains headphones and microphone). Students will start up computers, log on, and wait on the desktop.

12 As a class, go through the scoring guide for the podcast project and answer questions as necessary about requirements and/or scoring. When finished, students will begin working on podcast project. Doing this, they should follow these steps: o Select working group o Select podcast topic o Research information about podcast, and complete Podcast Research Outline in Microsoft Word o Compile information and write script using Podcast Storyboard in Microsoft Word o Find background music and sound effects in include in podcast o Record audio, import music, apply effects, and edit as necessary o Export finished.mp3 recording Students will upload their finished recording and paperwork through the upload links on the class Moodle page. Teacher should circulate the class to make sure students are staying on task and within a reasonable timeframe. Materials Custom-built laptop computers Various visual materials to assist with learning unit content and designing project material (introduced in previous lessons) Various YouTube videos for tutorial and/or reference Various web sites for reference and exploration Visuals used throughout unit linked on web site Audacity recording software USB Microphone and headphones Assessment/Evaluation Completed podcast recording Completed research outline Completed podcast script Informal observation of work during class time in exploring web sites Oral assessment - Question and Answer / Class Discussion