seventh!grade,general!music:!!! creating!an!original ... · • project!rubric! • mac!laptops!...
TRANSCRIPT
!!!!!!!!!!
Seventh!Grade,General!Music:!!!Creating!an!Original!Composition!in!ABA!Form!using!
Garageband!!
Mindy!Rubinlicht!Updated!January!2015!
! !
Composing!two!melodies!in!ABA!form!using!Garageband!!
Lesson!Length:!!Two%three,!forty!minute!sessions;!two,!80!minute!sessions!!Objectives/Learning!Intentions:!!We!Are!Learning!To!
1. Compose!two!rhythms!in!4/4!time!using!a!variety!of!note!values.!2. Apply!melodic!composition!technique!to!our!rhythms,!creating!two!melodies!in!
contrasting!tonalities.!3. Create!an!arrangement!of!the!two!melodies!using!Garageband!software.!
!Readiness!Statement:!!Students!Already!Understand!
1. Basic!composition!in!4/4!time!using!quarter,!eighth,!sixteenth,!dotted,!half,!whole!and!rest!note!values.!!
2. Differences!between!major!and!minor!tonalities.!3. The!basics!of!Garageband!software!and!how!to!easily!navigate!the!program.!4. ABA!Form!in!music;!modified!ABA!form!with!introduction,!transitions!and!outro!
!NAfME!Standards!!Materials!
• Rhythmic!Composition!worksheet!and!rubric!• Melodic!Composition!worksheets!and!rubric!• Garageband!Step!by!Step!directions!• Project!Rubric!• Mac!laptops!• Melodic!instrument!(keyboard/bells)!
!Procedures!!Composing)A)Rhythm:))One,)forty)minute)session!
, Students!will!find!a!partner!and!work!together!to!create!a!rhythmic!example!that!is!two!measures!in!length,!4/4!time!and!uses!a!variety!of!notes/rests.!!!
, T.!!will!show!exemplars!of!the!assignment,!and!students!will!discuss!the!expectations!of!the!assignment!based!on!the!exemplars.!!!
, S.!!will!submit!rough!drafts!to!teacher!for!formative!assessment!purposes!, S.!will!revise!their!rhythms!until!all!expectations!are!met!, S.!!will!refer!to!the!rubric!for!guidelines!and!clarifications.!!, T.!!will!work!with!any!group!privately!to!ensure!the!concept!is!met!to!the!highest!of!
expectations.!!!Composing)The)Melodies:))One:Two,)forty)minute)sessions)
, Students!will!use!the!rhythms!they!composed!last!class!to!apply!pitches!and!create!two!melodies;!major!and!minor!
, T.!distributes!Melodic(Composition(Worksheet!to!students.!!, T.!!leads!small!discussion!on!what!makes!a!good!melody!
o Flow,!tonality,!variety!of!notes!o Not!too!jumpy!or!displeasing!to!the!ear!
, T.!demonstrates!how!to!use!the!worksheet!to!create!two!melodies!(major/minor).!!!, T.!!shows!exemplars!of!melodies!and!asks!students!to!provide!feedback!to!see!if!melodies!
meet!expectations.!!!
, S.!!work!using!melodic!instruments!to!create!their!two!melodies!, S.!!will!submit!rough!drafts!to!teacher!for!formative!assessment!purposes!, S.!will!revise!their!rhythms!until!all!expectations!are!met!, S.!!will!refer!to!the!rubric!for!guidelines!and!clarifications.!!, T.!!will!work!with!any!group!privately!to!ensure!the!concept!is!met!to!the!highest!of!
expectations!!Using)Garageband)to)Create)Arrangement)of)Melodies)in)ABA)form:))Two,)80)minute)sessions)
, T.!!shows!exemplar!of!a!finished!project!and!asks!students!to!discuss!what!they!think!makes!this!project!“good”!or!“bad”!
, After!the!discussion!T.!!distributes!the!Garageband(Project(Step(by(Step(Directions(and(Rubric!to!students!and!they!discuss!each!portion!of!the!assignment.!!!
, T.!!demonstrates!each!step!of!the!process!to!students,!then!gives!them!time!to!work!on!each!skill.!!!
, S.!!are!allowed!to!ask!for!peer!and!teacher!feedback!for!any!step!of!this!project.!!!, T.!!creates!video!clips!of!each!step!for!student!reference!located!on!teacher!website,!in!case!
students!have!questions!and!the!teacher!cannot!assist.!!!, S.!submit!final!project!for!grading!, T.!!shares!projects!with!class,!and!students!provide!feedback!for!each!other!!
!Assessment!
, Rhythmic!Composition!o Formative!assessments!and!feedback!throughout!o Final!assessment!based!on!rubric!
, Melodic!Composition!o Formative!assessments!and!feedback!throughout!o Final!assessment!based!on!rubric!
, Garageband!Project!o Feedback!throughout!o Final!assessment!based!on!rubric!and!peer!feedback!
!Extension/Remediation!
, Students!who!excel!in!the!composition!process!are!encouraged!to!compose!more!difficult!rhythms!or!melodies.!!!
, Students!have!the!option!to!create!additional!melodies!to!be!incorporated!into!their!project!
, Students!can!also!create!their!own!harmonies!to!accompany!melodies!and!incorporate!into!their!project.!!
, Students!who!require!remediation!will!be!encouraged!to!come!in!during!PACE!time!or!after!school!to!work!out!problems.!!Instructional!videos!and!conferencing!are!available!for!all!students.!!!
!!
Nam
e:__
____
____
____
____
____
_R
hyth
m C
ompo
sitio
n A
ssig
nmen
t (10
poi
nts)
D
irec
tions
: co
mpo
se 2
mea
sure
s of r
hyth
m in
4/4
tim
e us
ing
basic
rhy
thm
ic n
otat
ion.
C
lap
your
rhy
thm
!
4
4
mea
sure
1
m
easu
re 2
Dir
ectio
ns:
With
a p
artn
er C
ompo
se 4
mea
sure
s of r
hyth
m in
4/4
tim
e us
ing
basic
rhy
thm
ic n
otat
ion.
C
lap
your
rhy
thm
!
4
4
mea
sure
1
m
easu
re 2
mea
sure
3
m
easu
re 4
Rhy
thm
ic C
ompo
sitio
n an
d Pe
rfor
man
ce R
ubri
cSt
uden
ts w
ill c
ompo
se 4
mea
sure
s in
4/4
time
usin
g a
vari
ety
of n
otes
and
rest
s(qu
arte
r res
t, qu
arte
r not
e, h
alf n
ote,
sixt
eent
h no
tes,
eigh
th n
otes
and
trip
lets
) in
mix
ed p
atte
rns a
nd th
en c
lap
the
rhyt
hm a
ccur
atel
y w
ith a
con
sist
ent t
empo
and
stea
dy b
eat.
C
rite
ria
4 (E
xcel
lent
)D
emon
strat
es a
thor
ough
and
exte
nsiv
e un
ders
tand
ing
ofrh
ythm
ic c
once
pts,
poss
esse
sab
ility
to g
o be
yond
rhyt
hmic
conc
epts
that
are
eva
luat
ed in
this
cour
se
3 (P
rofic
ient
)D
emon
strat
es a
pro
ficie
ntun
ders
tand
ing
of rh
ythm
icco
ncep
ts, p
osse
sses
abi
lity
togo
bey
ond
rhyt
hmic
con
cept
sth
at a
re e
valu
ated
in th
isco
urse
)
2 (B
asic
)D
emon
strat
es a
bas
icun
ders
tand
ing
of th
e rh
ythm
icco
ncep
ts ev
alua
ted
in th
isco
urse
1 (N
eeds
Impr
ovem
ent)
Dem
onstr
ates
Par
tial
unde
rsta
ndin
g of
the
rhyt
hmic
conc
epts
eval
uate
d in
this
cour
se)
0 (U
nsat
isfac
tory
)La
cks a
bas
ic u
nder
stand
ing
of fu
ndam
enta
l rhy
thm
icco
ncep
ts ev
alua
ted
in th
isco
urse
)
Com
pose
d R
hyth
m
All
mea
sure
s con
tain
the
corre
ctnu
mbe
r of b
eats
and
each
mea
sure
incl
udes
a v
arie
ty o
fre
quire
d no
tes i
n m
ixed
patte
rns.
Stu
dent
s use
mor
ead
vanc
ed rh
ythm
ic c
once
pts
such
as:
Dot
ted
quar
ter,
eigh
thre
st, sk
ip-ti
, tik
a-ti,
ti-ti
ka.
All
mea
sure
s con
tain
the
corre
ct n
umbe
r of b
eats
and
each
mea
sure
incl
udes
ava
riety
of r
equi
red
note
s in
mix
ed p
atte
rns
At l
east
3 m
easu
res c
onta
in th
eco
rrect
num
ber o
f bea
ts an
dea
ch m
easu
re in
clud
es a
t lea
ston
e of
eac
h ty
pe o
f req
uire
dno
te: q
uarte
r res
t, qu
arte
r not
e,ha
lf no
te, s
ixte
enth
not
e, e
ight
hno
te, t
riple
t
At l
east
2 m
easu
res c
onta
inth
e co
rrect
num
ber o
f bea
tsan
d ea
ch m
easu
re in
clud
es a
tle
ast o
ne o
f eac
h ty
pe o
fre
quire
d no
te: q
uarte
r res
t,qu
arte
r not
e, h
alf n
ote,
sixte
enth
not
e, e
ight
h no
te,
tripl
et
No
mea
sure
s con
tain
the
corre
ct n
umbe
r of b
eats
and
the
sam
e rh
ythm
ic n
otes
are
used
repe
titiv
ely
*Doe
s not
use
a re
st
Rhy
thm
icPe
rfor
man
ceA
ccur
acy
(Cla
ppin
g an
d Sa
ying
the
rhyt
hm sy
llabl
e)
The
4 m
easu
re rh
ythm
ispe
rform
ed w
ith c
ompl
ete
accu
racy
and
with
mus
ical
ity
The
4 m
easu
re rh
ythm
ispe
rform
ed w
ith c
ompl
ete
accu
racy
At l
east
3 m
easu
res a
repe
rform
ed w
ith c
ompl
ete
accu
racy
At l
east
2 m
easu
res a
repe
rform
ed a
ccur
atel
yRh
ythm
s are
atte
mpt
ed b
utm
ost a
re p
erfo
rmed
inac
cura
tely
.
Tem
po a
nd S
tead
yBe
at
The
tem
po a
nd st
eady
bea
t is
accu
rate
and
con
siste
ntth
roug
hout
the
4 m
easu
rerh
ythm
com
posit
ion,
per
form
edw
ith m
usic
ality
The
tem
po a
nd st
eady
bea
t is
accu
rate
and
con
siste
ntth
roug
hout
the
4-m
easu
rerh
ythm
com
posit
ion.
No
paus
es/ru
shes
The
tem
po a
nd st
eady
bea
t is
mai
ntai
ned,
may
hav
e tw
o or
less
pau
ses/r
ushe
s
The
tem
po a
nd st
eady
bea
t is
mai
ntai
ned,
may
hav
e th
ree
or m
ore
paus
es o
r rus
hes
The
tem
po a
nd st
eady
bea
t is
cons
isten
tly u
nste
ady
thro
ugho
ut th
e en
tire
piec
e.M
ore
than
4 p
ause
s/rus
hes
NAMES:_______________________Melodic Composition Worksheet
Objectives:You will compose TWO DIFFERENT melodies. One in Major the other in Minor.You will be using your two-measure rhythm composition you have already created. You will beusing your partner’s two-measure composition as well. Your rhythm will be either MAJOR/MINOR and your partner’s rhythm will be the opposite ofwhat you choseYou will follow the directions below for the best outcome.
MAJOR SCALE: C D E F G A B CMINOR SCALE: C D Eb F G Ab B C Step 1: Copy your rhythm or your partner’s Rhythm Composition below in the Melody #1 section.Step 2: Determine if this will be in Major or MinorStep 3: Place the note name C on the first and last note of the rhythm.Step 4: Put the note G somewhere in the middle of the rhythmStep 5: Fill in the rest of the notes by stepping, skipping or keeping the pitches same. Step 6: Play your melody on the bells/keys and make any changes to make it sound appealing.Step 7: Show your melody to Mrs. Rubinlicht for approval.Step 8: Once given approval, write a good copy of this melody on the Melody Worksheet Good CopyStep 9: Repeat the above steps with the other person’s composition. Make sure that Melody #2 is the oppositetonality (major/minor) than Melody #1. MELODY #1 ( MAJOR/MINOR circle one): First two measures of your rhythmic composition here: MELODY #2 (MAJOR/MINOR circle one): Last two measures of your rhythmic composition here:
1.2.
3.
4.
Melodic Composition RubricStudents will compose a 4 measure melody in 4/4 time using their previously composed rhythm, where the first two measures are in major and the last twomeasures are in minor. Students will use the step, skip, and same note composition strategy learned in class.
Criteria 4 (Excellent)Demonstrates a thorough andextensive understanding of melodicconceptsPossesses ability to go beyondmelodic concepts that are evaluatedin this course
3 (Proficient)Demonstrates a proficientunderstanding of melodicconcepts.
2 (Basic)Demonstrates basic understandingof the melodic concepts evaluatedin this course
1 (Needs Improvement)Demonstrates Partialunderstanding of the melodicconcepts evaluated in thiscourse
0 (Unsatisfactory)Lacks a basic understanding offundamental melodic conceptsevaluated in this course
MajorMelody
All measures use notes relevantto the C major scale. Showsadvance musicality incomposition.
All measures use notesrelevant to the C majorscale.
At least 3 measures containnotes that are relevant to the Cmajor scale.
At least 2 measures containnotes that are relevant to the Cmajor scale
No notes are used that arerelevant to the C Major Scale
MinorMelody
All measures use notes relevantto the C minor scale, showsadvance musicality incomposition
All measures use notesrelevant to the C majorscale.
At least 3 measures containnotes that are relevant to the Cmajor scale.
At least 2 measures containnotes that are relevant to the Cmajor scale
No notes are used that arerelevant to the C minor Scale
MajorMelodicContour
Melody is lyrical and interesting. Melody uses step, skip, samestrategy learned in class. Melodystarts and ends on Middle C. Melody shows musicality andadvanced composition skills
Melody is lyrical andinteresting. Melody usesstep, skip, same strategylearned in class. Melodystarts and ends on MiddleC
Melody is somewhat lyricaland interesting. At least 3measures of the melody werecreated using step, skip, andsame note strategy learned inclass. Melody started andended on Middle C
Melody is somewhat lyricaland interesting. At least 2measures of the melody werecreated using step, skip, andsame note strategy learned inclass. Melody started andended on Middle C
Melody is not lyrical and notinteresting. Notes wereselected at random and did notuse the step, skip and same notecomposition strategy learned inclass. Melody did not start orend on Middle C.
MinorMelodicContour
Melody is lyrical and interesting. Melody uses step, skip, samestrategy learned in class. Melodystarts and ends on Middle C. Melody shows musicality andadvanced composition skills
Melody is lyrical andinteresting. Melody usesstep, skip, same strategylearned in class. Melodystarts and ends on MiddleC
Melody is somewhat lyricaland interesting. At least 3measures of the melody werecreated using step, skip, andsame note strategy learned inclass. Melody started andended on Middle C
Melody is somewhat lyricaland interesting. At least 2measures of the melody werecreated using step, skip, andsame note strategy learned inclass. Melody started andended on Middle C
Melody is not lyrical and notinteresting. Notes wereselected at random and did notuse the step, skip and same notecomposition strategy learned inclass. Melody did not start orend on Middle C.
Names:_______________________
Melodic Composition Assignment Good Copy (10 points)
Melody #1: Major or Minor (circle one)
4
4
Melody #2: Major or Minor (circle one)
4
4
HMajor/Minor Melody Project H
Objective: You will create an arrangement of your original melodies in an ABA form. You will alsoinclude an intro, outro and transitions between sections.
PART I: FINDING LOOPS FOR YOUR PROJECT Step 1: Opening Garageband: Open GarageBand on your desktop by clicking the “guitar”icon
Choose FILE>NEW>NEW PROJECT>LOOPS>CHOOSE>Save the project as SAMPLE, then click CREATE
Note: This is just a sample for you to find loops, not your final project
Step 2: Audition Loops: Use the Loop Browser, find loops in the following categories that fityour song. Write below.
ALL DRUMS (4 loops)1. 2. 3. 4.
WORLD (3 loops)1.2.3.
FX (2 loops )1.2.
BASS (2 Loops)1.2.
STRINGS (2 Loops)1.2.
PERCUSSION (2 Loops)1.2.
SYNTHS (2 loops)1.2.
ANY CATEGORY (look through any other categories that caught your interest andwrite an addition 3 loops)
1.2.3.
Quit garageband by pressing ⌘Q, DO NOT SAVE
••
o
o
o
o
o
o
o
o
•
Qu
it g
ara
ge
ba
nd
by
pre
ssin
g ⌘
Q, D
O N
OT
SAVE
Mov
e th
e fil
e yo
u cr
eate
d to
the
tras
hcan
to b
e de
lete
d
PA
RT II
: PU
TTIN
G Y
OU
R M
ELO
DIE
S IN
TO T
HE
MIX
Ste
p 1
: O
pe
ning
yo
ur c
usto
miz
ed
file
Clic
k o
n y
ou
r de
skto
p in
a b
lan
k sp
ac
e.
It sh
ou
ld s
ay
“Fin
de
r” a
t th
e t
op
left
of t
he
sc
ree
n.
Log
on
to t
he
ne
two
rk b
y p
ress
ing
: ⌘
K (c
omm
and
+ K
)C
ho
ose
sm
b:/
/kv-
res/
use
rs a
nd
Clic
k “c
on
ne
ct”
You
mu
st t
ype
in Y
OU
R n
etw
ork
na
me
an
d p
ass
wo
rd.
Na
vig
ate
to
my
ou
tbo
x (T
ea
ch
ers
>M
Ru
bin
li>O
utb
ox)
Fin
d t
he
file
with
yo
ur n
am
e o
n it
an
d d
ou
ble
clic
k. (
ex.
Ru
bin
lich
t, 7
Re
d.b
an
d)
Wh
en
th
e fi
le o
pe
ns
sele
ct
FILE
>SA
VE
AS;
C
ha
ng
e t
he
loc
atio
n t
o D
ESK
TOP
an
d S
AV
E!!!!
You
r file
sh
ou
ld lo
ok
som
eth
ing
like
th
is
Ste
p 2
: In
sert
ing
loo
ps
into
yo
ur p
roje
ct (
A S
ec
tion
Loo
ps)
Op
en
th
e lo
op
bro
wse
r ___
____
___
Turn
on
th
e c
ycle
bu
tto
n b
y p
ress
ing
___
____
____
___
(th
is ke
ep
s yo
ur m
elo
dy
on
rep
ea
t)A
ye
llow
ba
r sh
ou
ld a
pp
ea
r ab
ove
yo
ur t
rac
ks if
yo
u’v
e d
on
e t
his
co
rre
ctly
.M
ove
th
e y
ello
w b
ar o
ver t
he
A s
ec
tion
Pre
ss “
Pla
y” a
nd
ch
oo
se a
loo
p fr
om
th
e b
row
ser t
ha
t m
atc
he
s yo
ur m
elo
dy.
Do
no
t in
sert
an
yth
ing
into
yo
ur p
roje
ct
un
til y
ou
’re
su
re it
ma
tch
es.
***(
You
do
no
t h
ave
to
use
th
e lo
op
s yo
u fo
un
d in
PA
RT
I, yo
u c
an
if y
ou
wa
nt)
***
Fin
d t
he
loo
p y
ou
wish
to
inse
rt C
lick
an
d d
rag
th
at
loo
p u
nd
er t
he
A s
ec
tion
are
a. T
his
will
se
tu
p a
ne
w t
rac
k.Fi
nd
ad
diti
on
al l
oo
ps
tha
t m
atc
h y
ou
r A s
ec
tion
. Yo
u m
ay
ha
ve u
p to
4 lo
op
s fo
r ea
ch
se
ctio
n. Y
ou
ma
y u
se a
ny
loo
p t
ha
t g
ive
s a
nu
mb
er o
f be
ats
in t
he
loo
p b
row
ser,
not o
ne
s th
at
giv
e t
ime
(e
x. 1
2 b
ea
ts N
OT
00:3
3)Le
ngth
en
loo
ps
by
pla
cin
g t
he
mo
use
in t
he
up
pe
r rig
ht c
orn
er o
f th
e lo
op
un
tilyo
u s
ee
___
____
____
____
____
Cro
p lo
op
s b
y p
lac
ing
th
e m
ou
se in
th
e lo
we
r rig
ht c
orn
er o
f th
e lo
op
un
til y
ou
se
e__
____
____
___
In o
rde
r to
ass
ure
th
at
ea
ch
A s
ec
tion
is id
en
tica
l, c
op
y a
nd
pa
ste
th
e lo
op
s yo
uh
ave
ch
ose
n t
o t
he
2n
d A
se
ctio
n (
sta
rtin
g a
t M
ea
sure
15)
⌘C=
CO
PY⌘
V= P
ASTE
Ste
p 3
: In
sert
ing
loo
ps
into
yo
ur p
roje
ct (
B Se
ctio
n Lo
op
s)M
ove
th
e c
ycle
ba
r ove
r th
e B
se
ctio
nC
ho
ose
th
e lo
op
(s)
you
wish
to
inse
rt (
the
loo
ps
mu
st b
e d
iffe
ren
t fr
om
th
e A
se
ctio
n)
Use
an
y lo
op
th
at
giv
es
a n
um
be
r of b
ea
ts, n
ot o
ne
s th
at
giv
e t
ime
You
ma
y h
ave
up
to 4
loo
ps
for e
ac
h s
ec
tion
---If
yo
u h
ave
do
ne
ste
ps
2 a
nd
3 c
orr
ec
tly, y
ou
r pro
jec
t w
ill lo
ok
like
th
is---
----
-
• • o o o o o o o o o o o o o o o• • • •
o o
• •• •
Ste
p 4
: C
rea
ting
Intr
o, O
utro
and
Tra
nsiti
ons
usi
ng v
ario
us lo
op
s.Tu
rn y
ou
r Cyc
le b
utt
on
off
.O
pe
n y
ou
r Lo
op
Bro
wse
r an
d c
ho
ose
fro
m t
he
loo
ps
you
ha
ve w
ritte
n d
ow
n, t
ha
t w
illw
ork
for y
ou
r in
tro
/tra
nsit
ion
/ou
tro
se
ctio
n.
You
ma
y u
se a
ny
loo
p, i
nc
lud
ing
tim
ed
loo
ps.
I s
ug
ge
st p
airi
ng
an
y tim
e lo
op
with
a s
ha
ker,
it so
un
ds
nic
e.
Ste
p 5
: C
hang
e th
e in
stru
me
nts
for T
rac
k 1
and
Tra
ck
2H
igh
ligh
t tr
ac
k 1.
Ch
oo
se t
he
___
___
ico
n fr
om
th
e b
ott
om
rig
ht.
Ch
an
ge
th
e in
stru
me
nt
fro
m K
eyb
oa
rd t
o y
ou
r de
sire
d in
stru
me
nt
Re
pe
at
pro
ce
ss fo
r Tra
ck
2 St
ep
6:
Ad
just
ing
tra
ck
volu
me
and
Inse
rtin
g a
Ma
ste
r Vo
lum
e T
rac
k a
nd fa
de
out
Ma
ke s
ure
ea
ch
tra
ck
is b
ala
nc
ed
. W
e s
ho
uld
alw
ays
he
ar y
ou
r me
lod
y lo
ud
an
d c
lea
r.A
dju
st v
olu
me
s o
n in
div
idu
al t
rac
ks b
y u
sing
Vo
lum
e C
on
tro
ls.
Fro
m t
he
Ga
rag
eb
an
d M
en
u, s
ele
ct
TRA
CK>
SHO
W M
AST
ER T
RA
CK
This
op
tion
allo
ws
you
to
ad
just
th
e v
olu
me
of y
ou
r wh
ole
pie
ce
.Yo
u w
ill s
ee
a p
urp
le li
ne
on
th
e b
ott
om
of y
ou
r sc
ree
nC
lick
on
th
e li
ne
to
plo
t p
oin
ts w
he
re y
ou
wa
nt
the
fad
e o
ut
to s
tart
, yo
u w
ill s
ee
am
ark
er p
lac
ed
on
th
e li
ne
.C
lick
an
oth
er p
oin
t o
n t
he
tim
elin
e, w
he
re y
ou
wa
nt
the
fad
e o
ut
to s
top
, an
d t
he
nd
rag
it d
ow
n.
If yo
u’v
e d
on
e t
ha
t c
orr
ec
tly, i
t sh
ou
ld lo
ok
like
th
is:
Ste
p 7
: ALL
TH
E EX
TRA
S—A
dd
ing
Vo
ca
ls, E
nd T
em
po
Fa
de
-Out
To c
rea
te a
Te
mp
o F
ad
e O
ut
• • • • • • • • • • • • • • • •
To c
rea
te a
Te
mp
o F
ad
e O
ut
In th
e lo
wer
left
hand
cor
ner,
find
whe
re it
says
Mas
ter V
olum
eCl
ick
the
dow
n ar
row
unt
il yo
u se
e M
aste
r Tem
po a
nd se
lect
that
.Pl
ot p
oint
s on
the
purp
le li
ne to
cre
ate
a te
mpo
fade
out
(end
).
If yo
u’ve
don
e th
is co
rrect
ly, i
t sho
uld
look
som
ethi
ng li
ke th
is:
To
ad
d v
oc
als:
(Tr
ac
k>N
ew
Tra
ck>
Re
al I
nst
rum
en
t)To
rec
ord
vo
ca
ls: M
ake
su
re t
he
vo
ca
l tra
ck
is h
igh
ligh
ted
, an
d y
ou
r he
ad
ph
on
es
are
on
, th
en
clic
k th
e re
d re
co
rd b
utt
on
an
d s
ing
/sp
ea
k.To
ch
an
ge
vo
ca
ls e
ffe
cts
: d
ou
ble
clic
k o
n t
he
vo
ice
tra
ck
an
d c
ha
ng
e t
he
vo
ice
. St
ep
8:
DO
UBL
E C
HEC
KIN
G A
ND
Sa
ving
Yo
ur W
ork
Use
th
e R
UBR
IC/C
HEC
KLIS
T b
elo
w t
o m
ake
su
re y
ou
ha
ve e
very
thin
g d
on
e!
File
>Sa
veEx
it o
ut
of G
ara
ge
ba
nd
Giv
e M
s. R
ub
inlic
ht
you
r co
mp
ute
r so
sh
e c
an
tra
nsf
er y
ou
r pro
jec
t.
RU
BRIC
/CH
ECK
LIST
EVA
LUA
TIO
NPO
INTS
WO
RTH
POIN
TSEA
RN
EDC
om
me
nts
INTR
O, O
UTR
O, T
RAN
SITI
ON
:Yo
u h
ave
ap
pro
pria
te lo
op
s fo
r yo
ur i
ntr
od
uc
tion
,o
utr
o a
nd
tra
nsit
ion
sTh
e lo
op
s a
re a
pp
rop
riate
in le
ng
th
15 p
oin
ts
A a
nd B
Se
ctio
ns:
You
ha
ve w
ritte
n d
ow
n t
he
20
loo
ps
you
list
en
ed
to a
bo
ve.
You
ha
ve in
sert
ed
loo
ps
(up
to
4)
for e
ac
h s
ec
tion
The
loo
ps
are
th
e s
am
e in
bo
th A
se
ctio
ns
The
loo
ps
go
we
ll to
ge
the
r an
d m
atc
h t
he
me
lod
y
15 P
oin
ts
Vo
lum
e A
dju
stm
ent
s:Yo
u h
ave
ad
just
ed
th
e v
olu
me
for e
ac
h t
rac
kYo
u s
ho
uld
be
ab
le t
o h
ea
r th
e m
elo
dy
for e
ac
hse
ctio
n c
lea
rly
15 p
oin
ts
Ma
ste
r Vo
lum
e T
rac
k:Yo
u h
ave
cre
ate
d a
fa
de
ou
t in
yo
ur
pie
ce
usin
gth
e M
ast
er V
olu
me
fea
ture
5 p
oin
ts
Savi
ng: Yo
u h
ave
sa
ved
yo
ur p
roje
ct
on
to t
he
de
skto
p
5 p
oin
ts
Cre
ativ
ity/E
xtra
s:Yo
u h
ave
ad
de
d e
xtra
fea
ture
s su
ch
as:
Vo
ice
rec
ord
ing
, Te
mp
o-F
ad
e-O
uts
.
TOTA
L: 5
5 Po
ints
••• •• •• ••
•• •
• • • • o o o o o o o o o o o