Apponequet Regional H.S. (Lakeville, MA)

  • Instructor: Ed Ledwith
  • Location: Lakeville, MA
  • School Profile: Public High School, 9-12, 900 students
  • Class Title(s): Music Technology
  • Grades Levels Included: 9-12
  • Structure of NTM Class(es): Course meets for one period (56 minutes) every day, for half the year.
  • Software Used: AcidXpress, Band-in-a-box, ProTools, Reason, Sibelius, Storm, Reaper, Audacity, synth emulators and Storm 2.0 demo module from www.arturia.com.
  • Hardware Used: 4 workstations: HP dc5700 computer, Yamaha PSR gx76 keyboard.
  • Class NTM Activities:  Courses units are project-based; at the end of each unit, students create a project which shows their understanding of the unit topic.  Unit topics include: downloading and playing MIDI files, mixing and mastering, arranging, effects, “sound” pieces, and mash-ups/remixing.  A typical unit involves a demonstration, a few classes of group work, and a few classes of individual work.  If students or groups master basic concepts, they are introduced to more advanced concepts.  There is usually a “showcase” at the end of each unit, where students play their projects for the class.  I also present units on the history of electronic music, the history of recording, and acoustics/sound reinforcement/ear protection.
  • History: I was approached by the administration to develop music courses that could be offered in addition to our performing groups.  I developed courses in Music Tech, Guitar, Piano, and Music History.  
  • Advice to Others Starting NTM Project: You can accomplish quite a bit with limited resources!  Look for free, “stripped-down” versions of software. Network with other teachers, and explore the Internet for resources. Update your plans/curriculum constantly.
  • Additional Comments: I remind students that this is a MUSIC class, and they should be making MUSICAL decisions.  It’s not just about playing with the software.  All of our unit projects need to be MUSICAL.  The use of technology doesn’t replace human creativity and insight, but it does allow us to accomplish some tasks more efficiently.  We also joke that 90% of everything we do is troubleshooting; students develop good problem-solving skills.
  • Date Submitted: February 2011
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