David Oromaner :: Instructional Design

Propellerhead Reason 3.0

Section A: Instructional Goal and Target Audience

Instructional Goal: Given Reason 3.0 computer application, students will compose a sixteen-measure rhythm sequence using beat groups of four bars.

 

Target Audience: 9^th to 12^th grade learners

 

Section B: Motivation

Before Instruction:

a) Questionnaire for incoming learners that measures:

·       Learner’s musical background (range 0-10)

·       Learner’s electronic music background (range 0-10)

·       Learner’s intrinsic motivations – i.e. – are they inherently interested in electronic music? (range 0-5)

·       Learner’s extrinsic motivations – i.e. – are they taking the class for grade reward? (range 0-5)

·       Access to home computer (yes, no)

 

b) Working spreadsheet that analyzes incoming students on three aspects: (Heinich, Molenda, Russell, and Smaldino)

1.     General Characteristics: Age, demographics, previous electronic music experience (if any)

2.     Specific entry competencies: Prior knowledge of music

3.     Learning Styles: Verbal, Logical, Visual, Musical, Interpersonal

 

Throughout Instruction:

a) Extrinsic rewards such as Reason trial software and MIDI patches are handed out during instruction. Music trial software is the chosen reward based on the results of the Questionnaire. In this case, most learners scored high in intrinsic motivation, and were genuinely interested in electronic music software to try on there own.

**Note: Although, most of the learners are qualified as lower income, 95% have access to a computer at home.

b) Assessment metrics are added to the working spreadsheet learner analysis. Metrics include practice completion levels and assessment grades.

Concluding Instruction:

Data that was collected was analyzed by ID expert Irena Berman and Kirkpatrick’s four level model was also utilized for summative evaluation.

 

 

Section C: Objectives

·       Students will identify different Reason tools and instruments that are necessary to begin rhythm programming.

 

·       Students will learn the difference between digital rhythms.

 

·       Students will construct an electronic rhythm sequence that is eight measures in length using beat groups of four in A-B form.

 

·       Students will analyze each other’s electronic rhythms and identify differences.

 

·       Students will compose a rhythm sequence that is sixteen measures in length using beat groups of four in A-B-A-B form.

 

·       Students will present their rhythm sequences to class

 

Section D: Prerequisite skills

n      Learners should have basic understanding of music concepts. For example, they understand what melody, rhythm, and tempo are and how they interact to formulate music. Students should know basic concepts of musical form --such as what a measure of time is and why repetition and variation and are important.

 

n      Learners are at intermediate computer level or higher.

 

 

Section E: Instructional Steps

 

Step 1 and 2/ Performance Objective:

Given performance criteria, (step 1) students will identify different Reason tools and instruments that are necessary to begin rhythm programming (step 2).

 

Step 1 and 2/ Information:

Instructor hands out rubric page to students. Q and A time allotted. Instructor lectures on what tools are essential to Reason. Instructor then informs students to open a new blank reason file and add three different instruments to the template. Each instrument is explained. Instructor then asks students to toggle to the virtual connections screen. Instructor shows students how to virtually connect all the instruments.

 

Step 1 and 2/ Example:

Lesson Time = 40 minutes

Objective: To create a working template that will enable students to identify instruments, mixers, and a drum machine:

1.     Open Reason 3.0

2.     Choose file - New (Make sure in Preferences “Emtpy Rack” is chosen.)

3.     Choose Create Mixer

4.     Choose Create Redrum and toggle (tab key) to rear connections and connect each redrum channel to the corresponding mixing channel (as shown in figure below) by dragging the chords. Make sure students notice how Reason automatically labels each mixing channel after you toggle back to the main screen.

 

 

5.     Instruct students to save Reason file using their last name. THIS STEP IS IMORTANT – MAKE SURE STUDENTS SAVE THEIR WORK.

 

Step 1 and 2/ Learner Assessments:

After all students save their work as last name, instructor can verify the following:

·       Each student has a mixer and Redrum instrument loaded within his or her template.

·       Cable connections are correct.

 

Once this is verified, instructor hands out the following assessment:

1.     What is the purpose of the Reason mixer?

2.     What is the function of the Redrum instrument?

 

Step 1 and 2/ Feedback:

 

Step 3/ Performance Objective:

Students will learn the difference between digital rhythms.

 

Step3/ Information:

Students will create different digital drum rhythms and compare results with each other.

 

Step3 / Example: Lesson Time = 40 minutes

Objective: Students create different rhythms that incorporate different sounds and beat subdivisions.

1.     Open file - Instruct students to open their saved Reason file from the previous lesson.

2.     On Redrum, as shown in figure 2, next to any channel click on the “Browse Sample” folder.

 

Fig.2

3.     Click on the magnifying glass and navigate to the “Reason Factory Soundbank” folder.

4.     Navigate to Redrum drum kits à exclusive drums and choose a sample file. Sounds can be sampled before they are chosen. (Fig. 3)

 

5.     Students choose desired sounds and repeat steps 3-4 for up to 10 samples. Have students sample many sounds so they get a good feel for what they will be working with. Students must have at least three sounds -bass, snare, and hi-hat. That is the foundation of the drum rhythm -additional sounds are the embellishment. Students should be encouraged to use all 10 sounds but make sure they have the foundation.

6.     Students can now create the rhythm. Click on the select button for the Redrum channel and have students highlight different steps and then press RUN. Teach students how to create quarter notes, eighth notes, and sixteenth notes by highlighting the appropriate steps. For example, to create quarter notes highlight steps 1,5,9, and 13, or every fourth step. For eight notes, highlight every other step (8 steps total). For sixteenth notes, highlight every step (Sixteen total). Do this for each sample so they can hear how the steps affect the rhythm –fig. 4. Make sure students are using default Redrum settings of 16 steps and 1/16 resolutions. Also make sure they have pattern A1 selected.

 

­­Fig. 4

7.     Instruct students to experiment with volume levels, pitch, velocity, and length of each sample. Notice how each setting can change the feel of the overall rhythm. Give students 10-15 minutes for this step.

 

Step 3/ Assessments and Practice:

Students practice creating different rhythms that incorporate different sounds and beat subdivisions. Once they are done with practice, instructor hands out the following assessment:

1)     Which steps need to be chosen for quarter notes?

2)     Which steps need to be chosen for eighth notes?

3)     Which steps need to be chosen for sixteenth notes?

 

Step3/ Feedback:

           

Step 4 and 5/ Performance Objectives:

1. Students will construct an electronic rhythm sequence that is eight measures in length (4).

2. Students will analyze a partner’s s electronic rhythm sequences and identify differences (5).

 

Step 4 and 5/ Example: Lesson Time = 40 Minutes

1. Student’s open work from previous lesson.
2. Using their knowledge from the previous steps, students create two rhythms by choosing slightly different patterns for A1 and A2. The rhythms should be different but they should share the same tempo and feel (steps need to be similar).
3. After rhythms are completed, student can now attach A1 and A2 rhythms to Reason map window by choosing pencil tool. After pencil tool is chosen student’s must highlight A1 for measures one to five and highlight A2 for measures five to nine as shown in figure 5 below. Fig.5

 

4. Students are now ready to play their rhythms by hitting the play button on control screen.
5. Students should now compare and contrast their rhythms with each other. Give students the remaining class time for this step.

 

Step 4 and 5/ Assessments and Practice:

Students practice using reason map tool to create their eight bar rhythm sequence. Once they are done with practice, instructor walks around to make sure rubric standards are being met. Students that pass assessment go on to pick a partner and compare each other’s work using the following questions:

1.     What is different about the sounds within your rhythms compared to your fellow student’s work?

2.     Which out of the two sequences lasts longer? Why?

3.     Did your partner choose any sampled sounds that are different than ones you chose? If so please list the different sounds and explain why he or she chose them.

 

Step 4 and 5/ Feedback:

Instructor comments on students work helping them to understand if the complexity of their programmed rhythm sequence meets the rubric/ standard. Instructor grades questionnaire assessment with comments to be handed back before next lesson.

 

Step 5 and 6/ Performance Objectives:

1. Students will compose an electronic rhythm sequence that is sixteen measures in length (6).

2. Students will analyze a partner’s rhythm sequences and identify differences (5).

 

Step 5 and 6/ Example: Lesson Time 40 Minutes

1.     Student’s open work from previous lesson.

2.     Using their knowledge from the previous steps, students create two more rhythms by choosing slightly different patterns for A3 and A4. The rhythms should be different but they should share the same tempo and feel (steps need to be similar).

3.     After rhythms A3 and A4 are completed students can attach to reason map by using pencil tool. Students now highlight A3 for measures nine to thirteen and A4 for measures thirteen to seventeen.

 

Fig.6

 

 

Step 5 and 6/ Assessments and Practice:

Students practice using reason map tool to create their sixteen-measure rhythm sequence. Once they are done with practice, instructor checks student’s work to make sure rubric standards are being met. Students now pair up with a new partner and complete the following:

1.     What is different about the sounds within your rhythms compared to your partner’s work?

2.     Which out of the two sequences lasts longer? Why?

3.     Did your partner choose any sampled sounds that are different than ones you chose? If so please list the different sounds and explain why he or she chose them.

 

Step 5 and 6/ Feedback:

 

Step7/ Performance Objective:

Students will present their rhythm sequences to class

 

Step7/ Example: Lesson Time 40 Minutes

1.     Students (in alphabetical order) that have met the rubric/ standards present their work to class.

2.     Students are asked to evaluate each work presented according to rubrics/ evaluation sheet.

 

 

Step 7/ Assessments:

Instructor and students both utilize rubrics/ evaluation sheet

 

Step 7/ Feedback: