For the multidisciplinary (umbrella) project we combine Scratch—for the computer curriculum—and Reason 3.0—for the electronic music curriculum. The project’s success is dependent upon instructor collaboration. However, in the case of some educational environments where the music instructor also facilitates computer classes—and/ or vice-versa—instructor collaboration is unnecessary.

Instructional Goal:

Given Reason 3.0 and Scratch 1.4 applications, students will design a multimedia project that combines electronic music and computer programming.

Target Audience: 9th grade

Learning Domains: Cognitive, Affective

Objectives (With Corresponding Steps):

1. Students will learn project requirements via rubric handouts
2. Student will complete Scratch unit and assessments
3. Students will design Scratch project
4. Students will complete Reason unit and assessments
5. Students will compose Reason composition
6. Students will import Reason composition into Scratch project
7. Students will present multimedia project

Instructional Goal:

Given MIT Scratch 1.4, learners will design an interactive project using custom animation figures.

Target Audience:

9th grade computer class

Performance Objectives (With Corresponding Steps)

1. Rubrics and requirements will be explained to learners
2. Learners will study Scratch 1.4 interface
3. Learners will learn basic animation
4. Learners will construct basic animation figurines
5. Learners will analyze each other’s projects and identify differences
6. Learners will add interactivity to their projects

Instructional Goal:

Given Reason 3.0 application, students will create a thirty-two measure composition using beat groups of eight bars.

Target Audience: 9th grade music class

Performance Objectives (With Corresponding Steps):

• 2.x) Learners will identify different Reason tools and instruments that are necessary to begin rhythm programming
• 3.x) Learners will understand the difference between digital rhythms
• 4.x) Learners will construct a thirty-two measure rhythm sequence using sections of eight measures
• 5.x) Learners will analyze each other’s rhythms and identify differences
• 6.x) Learners will construct a thirty-two measure bass sequence using sections of eight measures
• 7.x) Learners will analyze each other’s bass sequences and identify differences
• 8.x) Learners will combine rhythm and bass sequences into a thirty-two measure composition