This assignment is a fun exercise to review basic literary terms like tone, mood, suspense, action, etc. It’s also a good way for students to review basic iPad skills as they create a musical score to accompany a text using GarageBand on their iPads.
Grade Level/Age: 10th grade (15-16 years)
Curriculum Addressed: The focus of the curriculum is on comprehension, critical thinking, and analytical reasoning.
Process Goals: Students will create a soundscape to accompany a text.
Materials: Any text would work for this assignment, but I’ve found that shorter texts (5-7 minutes) work best.
Desired Understandings: Students will utilize comprehension, critical thinking, and analytical reasoning as they make artistic choices in creating a musical score to accompany a recorded text using GarageBand.
- Students pick an appropriate text to read.
- Individually or with partners, students discuss the text for comprehension.
- Using GarageBand, students create an audio recording of the text.
- Next, students make artistic choices as they create an original musical score to accompany the audio recording of the text.
- Students post their final recordings online to present to the class.
- As a final assessment, students compose an artist’s statement explaining the rationale behind their choices in the creation of the musical score.
Standard 1: Oral Expression and Listening
- Content that is gathered carefully and organized well successfully influences an audience.
- Effectively operating in small and large groups to accomplish a goal requires active listening
Standard 2: Reading for All Purposes
- Literary and historical influences determine the meaning of traditional and contemporary literary texts.
Standard 3: Writing and Composition
- Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience.
- Organizational writing patterns inform or persuade an audience.
Assessment: I use two rubrics to assess students’ musical scores – our department’s AP extended composition rubric (50%) and our department’s professionalism rubric (50%). The extended composition rubric assesses the written artist’s statement, while the professionalism rubric evaluates students’ process through the activity.
Adaptions/Accommodations: I will change the length of the final recording and artist’s statement to suit students’ needs. Additionally, I can assign appropriate level texts to students as needed.