Songwriting and Guitar

Grades 9-12
Alyssa Downing
Course Description 
In the songwriting and guitar class, students will learn how to accompany 
themselves on guitar and write, play, and produce their own music. Students will learn 
different chord progressions on guitar and use them to write their own music. They will 
record and edit their music using computer software such as Soundtrap, Protools, and 
Audacity. They be able to share what they have created on social media platforms. 
Projects will include analyzing modern pop music, learning the guitar, learning how to 
sing or rap over a guitar accompaniment, and recording and producing music on the 
computer. Students will work on projects in and out of class. Jam sessions will be used 
to learn chord progressions and work on improvisation skills. Discussions will be 
facilitated on modern music and how technology influences music culture. Students will 
compare and contrast music in diverse cultures and relate them to the music they listen 
to.  
 
Rationale 
I​ n Chesterfield County specifically, there are not many general music classes. 
There is a big emphasis on ensembles such as choir, band and orchestra. While the 
music programs in this county are quite successful, a songwriting class is rare. Using 
guitars as a medium for songwriting is a great tool because they are portable and also 
popular. This class also revolves around project-based learning. Learning and 
experiencing music through projects captures student interest and facilitates critical 
thinking. Participating in music through jam sessions, improvisation, and composing is 
a perfect example of hands on learning. It encourages collaboration and combines the 
consumption and creation of music. Offering a class like this can help students have a 
better understanding of how to engage with music vocationally throughout their careers 
both within and out of music. A class like this is important for those not interested in 
band, choir, or orchestra; but rather the creation, production and engagement of music 
making. When one songwriting and technology class was implemented in a public 
school, students saw the work they were doing as an important part of their school 
experience and life goals. The class allowed the teacher to reach many more students in 
the school through music without taking away from the choir, band, and orchestra 
programs that were already in place. Having a songwriting class that can engage 
students will greater increase participation in music classrooms. The chromebooks 
provided to each student in this county will be a hug help in the technology aspect of 
the course. Students can use free resources to record, edit, and notate their music and be 
able to take it home with them and work on it. These resources will further enhance 
their music learning.  
 
Sanderson, D. N. (2014). Music class offerings beyond bands, choirs, and orchestras in 
nebraska high schools. University of Nebraska, Lincoln, Nebraska. 
 
Search for Public Schools. (n.d.). Retrieved from https://nces.ed.gov/ccd/districtsearch/ 
 
Tobias, E. S. (2015). Crossfading music education: Connections between secondary 
aaaaa​students’ in-and out-of-school music experience. International Journal of Music 
aaaa ​Education, 33(1), 18-35.  
 
Tobias, E. S., Campbell, M. R., & Greco, P. (2015). Bringing curriculum to life. Enacting 
aaaa​ project-based learning in music programs. Music Educators Journal, 102(2), 39–47.  
 
Standards 
 
HG.2 The student will compose and arrange music within specified guidelines by 
incorporating appropriate voicings and ranges; and using a variety of sound, notational, 
and technological sources.  

HG.3 The student will perform a varied repertoire of music, including  

1. singing with increased vocal proficiency;  

2. recognizing and demonstrating proper instrumental technique  

3.  playing instrumental music representative of diverse styles, forms, and 

cultures.  
   

HG.4 The student will improvise music, including  

1. improvising melodic and rhythmic patterns and accompaniments in a 

variety of styles;  
2. improvising variations on a simple melody.   

HG.5 The student will investigate characteristics of musical sounds by 

1. employing elements of music, including melody, rhythm, harmony, form, 

and texture;  
2. employing technology to explore musical sounds; and listening to and 
describing traditional and nontraditional sound  
3.  
listening to and describing traditional and nontraditional sound sources. 
  

HG.7 The student will investigate the role of music in society by 
  1. comparing and contrasting the development of music in diverse cultures 
throughout history; 
  2, examining various opportunities to experience music in the community; and 
  3. describing the role of technology and social media in the development of 
music.  

         
HG.8 The student will demonstrate concert etiquette at musical performances by  

1. comparing and contrasting audience behavior appropriate for various 

musical settings;exhibiting acceptable behavior as an active listener; and 
2. exhibiting acceptable behavior as an active listener; and
 
3. showing respect for the contributions of others within performance 
settings. 

Community Impacts 

The course can expand the music program to students in the school who would 
not otherwise enroll in music classes because they may not be interested in music 
ensembles. The music created by the students can be shared on social media classrooms 
and spread to their peers and the community. A concert can be given at the end of the 
year that is open to the public where students can perform their original songs and 
share with the community what they created.  

Course Outline 

Week 1 and 2:   

 
● Students create a collaborative playlist where they each add two or three of their favorite 
songs 
● a workshop to learn the chords G, C, D and E to be able to play in the key of G 
● assignment would be to work in groups or on their own to write at least 1 verse and 
chorus on why they like music and/or what their musical experiences are. I would come 
up with my own personal one and show them. They can use an existing pop song and 
change the words or create their own tune.  
 
Week 3 and 4:  
● Start with videos of live and produced music and compare 
● Discussion on what role technology and social media play in our world 
 ● In class students will explore at least two digital music softwares (Soundtrap, Protools, 
Audacity, Frooty Loops)  
● Their assignment is to record their previous song and add one synthetic instrument to it 
for example a drum beat 
 
Week 5: 
● Take song recommendations from students and analyze them in class 
● Take a common pop song and see where the tonic, predominant, and dominant are  
 
Week 6 & 7 & 8  
● Workshop on chords, F, Bb, Dm, Gm, A and Am 
● Assignment- take a song that they like and identify what it’s about (family, a breakup 
ect.) Take that concept and rewrite the song to make it sound like a genre they do not 
normally listen to (take the concept of a rap song and turn it into a country song) 
● Have discussion on music diversity and concert etiquette (what to do at a rock concert 
vs Jazz)  
 
Week 9:  
● Improvisation activity 
● Assignment- take what you improvised and put an accompaniment to it and record it  
 
Week 10 & 11: 
● Review chords we have learned 
● Assignment- write a song that tells a story about something you saw on the news 
● Discussion on culture and music 
 
Week 12 & 13: 
● Students meet with teacher to discuss strong and weak points and create an assignment 
that can enhance their weak points in their musicianship (if a student doesn’t know how 
to notate music they can cover or write a song or melody and notate it)  
 
Other classes:  
● Working on F ​ inal Project  
○ Write, record and produce an original song  
○ Can work in groups or alone 
○ Must have  
■ Two vocal parts 
■ A guitar progression with at least 3 different chords 
■ A synthetic instrument or sound  
○ Provide some sort of musical notation 
■ In the notation the student must identify the tonic, dominant, and 
predominant chords 
○ Use softwares that were explored in class  
○ Must be shared on an accessible platform (Youtube, Soundcloud)  
● Class will be spent writing, recording and editing  
● The last class period will be spent showing each song and having an in class 
reflection/discussion on the process 
 
  
 
Project Pitch  
 
Budget: $2500 

Proposed Budget 

Item Name   Use   Cost  Quantity Overall Cost

(linked to provider)  (How will this be used by students/teacher?)  (per unit) 

ProTools Editing and recording $299.00 1 $299.00

Perpetual
Liscense

Mic and Recording $75.00 6 $450

Recording set
up

Guitars Playing $700 (for 2 $1,400

11
guitars)

Shipping $40.00 1 $40.00

Total Cost 2,190

 

 
 

Works Cited  

Bush, J. E. (2007). Composing and arranging in middle school general music. G

​ eneral Music 

Today​, ​21​(1), 6-10. 

Cayari, C. (2015). Participatory culture and informal music learning through video  

creation in the curriculum. I​ nternational Journal of Community Music​, 8(1),  

41–57.  

Kratus, J. (2016). Songwriting: A new direction for secondary music education. M

​ usic Educators 

Journal​, 1​ 02​(3), 60-65. 

Sanderson, D. N. (2014). Music class offerings beyond bands, choirs, and orchestras in nebraska 

high schools. University of Nebraska, Lincoln, Nebraska. 

Search for Public Schools. (n.d.). Retrieved from https://nces.ed.gov/ccd/districtsearch/ 

Tobias, E. S. (2015). Crossfading music education: Connections between secondary 

aaaaa​students’ in-and out-of-school music experience. International Journal of Music ​aaaa aaaa 

Education, 33(1), 18-35.  

Tobias, E. S., Campbell, M. R., & Greco, P. (2015). Bringing curriculum to life. Enacting a​ aaa 

project-based learning in music programs. Music Educators Journal, 102(2), 39–47.