Integrating Common Core Literacy Standards with NGSSS for the Arts Making Learning Meaningful and accessible for all students John J. LeTellier, Jr. Fine Arts Content Specialist BCI Florida Department of Education Bureau of Curriculum and Instruction

Overview of Presentation Common Core and the Arts Curriculum Mapping in Layers A model that can reduce the number of critical areas that become the focus of the course, while providing students with a set of very specific goals to master throughout the course. Learning goals promote student ownership of their own achievement, teacher use of individual student data to guide instruction and ensures all students have learning gains. Mini-Art Lesson (Learning Objective) within the context of Learning Goals and their Learning Progression Scales Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Common Core Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Common Core Outline 1. What are the Common Core Standards and how are they integrated into NGSSS Arts courses? 2. Common Core English Language Arts (ELA) and Literacy Standards 3. Roadmap and Labeling 4. Emphasis on Literacy Mathematics Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

1. What are the Common Core Standards and how are they integrated into NGSSS Arts courses? The Common Core standards were created through a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). Common Core Standards are not national standards, however they have been adopted by 45 states and 3 territories according to the Common Core website http://www.corestandards.org/in-the-states#texas The Common Core addresses what a student should know by the end of each grade level or banded level (i.e. 9/10) in both mathematics and English Language Arts. Common Core Anchor standards address what a student should know in English Language Arts by the end of 12th grade. Common Core standards do not replace the Next Generation Sunshine State Standards for the Arts. Rather, they are embedded within NGSSS arts courses and supplement arts standards. They do however replace NGSSS Mathematics and NGSSS English Language Arts Standards. CCSS and other NGSSS are embedded within each course description. These standards/benchmarks must be addressed in the course along with the included NGSSS arts benchmarks. Common Core standards that have been placed in NGSSS Arts courses are ones that are a natural fit for the arts. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Common Core Key Points There are no Common Core Arts Standards. Rather Common Core standards are embedded within each Arts course. Collaboration and integration is essential in the implementation of Common Core All faculty in different content areas should collaborate with each other to reinforce each other’s content areas where applicable (Arts Integration). Scope and Sequence or Curriculum Maps for different content areas – Faculty should work together to align content. Students should be working towards increased critical thinking skills as well as the ability to regularly perform self evaluation. Collaboration should travel both ways – between Arts teachers and other content area teachers. College and Career Ready – Common Core Standards were developed in collaboration with teachers, school administrators, and experts to provide a clear and consistent framework to prepare our children for college and the workforce. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

2. Common Core ELA and Literacy Standards 10 Anchor Standards in Reading and Writing both for ELA and Literacy standards 6 Anchor Standards in Speaking and Listening, and Language Literacy standards K-5 – Because all subjects in Grades K-5 are often taught by the same teacher, the ELA and Literacy standards are the same. On the following chart this is indicated by the vertical arrows →→ in grades K-5 for reading (blue background) and K-5 for writing (green background) 6-12 – Has a separate section for Literacy Standards Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

3. RoadMap and Labeling English Language Arts and Literacy Standards 1. What are the Common Core Standards and how are they integrated into NGSSS Arts courses? 3. RoadMap and Labeling English Language Arts and Literacy Standards READING Strand WRITING Strand SPEAKING & LISTENING Strand LANGUAGE Strand 10 Anchor Standards for College and Career Readiness 10 Anchor Standards for College and Career Readiness 6 Anchor Standards for CCR 6 Anchor Standards for CCR RF W WHST SL L ELA Standards K-12 Literacy Standards 6-12 Found-ational Skills ELA Standards K-12 Literacy Standards 6-12 ELA Standards K-12 ELA Standards K-12 RL RI RH RST 1 2 3 4 5 Literary Text Inform. Text Hist. / S.S. Sci. / Tech Subj. K K 1 K 2 3 4 5 6 7 8 9-10 11-12 1 K 2 3 4 5 6 7 8 9-10 → → → → → → → → → → → → → → → → → K K 1 2 3 4 5 1 → → → → → → → → → → → → → → → → → 1 → → → → → → → → → → → → → → → → → 2 2 3 Grades K-12 ELA Standards (in yellow) have 4 strands: 1. Reading; 2. Writing; 3. Speaking & Listening; 4. Language Each strand is divided into Anchor Standards: Reading has 10 anchor standards Writing has 10 anchor standards Speaking and Listening has 6 Language has 6 Because all subjects in Grades K-5 are often taught by the same teacher, the ELA and Literacy standards are the same. This is indicated by the vertical arrows →→ in grades K-5 for reading (blue background) and K-5 for writing (green background) The Grades 6-12 Literacy Standards in History/Social Studies, Science, and Technical Subjects (in pink on this chart) are distinct, unique standards and are in only 2 of the 4 ELA Strands: Reading & Writing Now the next level of organization is somewhat different. Under the reading strand we have 10 History/Social Studies standards [FL coded RH] and also 10 science and technical standards [FL coded RST]. And finally, we have 10 Literacy writing standards [FL coded WHST]. Also, note that the grade levels are clustered differently for the Literacy standards: 6-8; 9-10; and 11-12. [In the ELA standards , each K-12 grade level has a standard in each strand. Why are all subjects coded together in writing but not reading? This is because the same thinking is used when writing about any subject; whereas to read like a scientist requires a different approach than to read like an historian, etc.. 3 → → → → → → → → → → → → → → → → → → → → → → → 4 4 → → → → → → → → → → → → → → → → → 5 5 → → → → → → → → → → → 6 6 9-10 11-12 6 7 9-10 11-12 6-8 6-8 7 9-10 11-12 6-8 7 8 8 8 9-10 9-10 9-10 11-12 11-12 11-12 11-12

Embedded English Language Arts vs. Literacy Standards English Language Arts Standards ELA Standards are embedded in some courses - most notably theatre and K-5 arts courses. Literacy in History/Social Studies, Science, and Technical Subjects (6th-12th grade only) In 6th – 12th grade most embedded Common Core Standards will come from this section. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

ELA Domain Labels RF – Reading Foundational RL – Reading Literature RI – Reading Informational Text RH – Reading History and Social Studies RST – Reading Science and Technical Subjects W – Writing WHST – Writing Historical, Science and Technical Subjects SL – Speaking and Listening L - Language Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Tomato or Tomato… NGSSS Benchmarks Common Core Standards The lowest level of granularity in the NGSSS is the Benchmark. In the Common Core the lowest level of granularity is the Standard. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

LACC.1112.RL.3.7 3. Roadmap and Labeling Common Core Example Standard: Language Arts Common Core 11th and 12th grade Reading Literature Standard 7 Cluster 3 Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Where to find the Standards in the Common Core Document Main Website - http://www.corestandards.org/ ELA Standards - http://www.corestandards.org/assets/CCSSI_ELA%20Stand ards.pdf Pg. 38 of the ELA standards has the above example standard (LACC.1112.R.3.7). Under Grades 11-12 students (number 7), the standard says, “Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) LACC.1112.RL.3.7 is Florida’s way of labeling this standard. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Pg. 38 Common Core ELA (LACC.1112.RL.3.7) Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Direct Page Numbers in Common Core Document Page 9: K-5 Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. Page 34: 6-12 Standards for English Language Arts Page 59: Title page for Standards for Literacy in History/Social Studies, Science, and Technical Subjects Page 61: 6-12 Reading Standards for Literacy in History/Social Studies Page 62: 6-12 Reading Standards for Literacy in Science and Technical Subjects Page 64: 6-12 Writing Standards for Literacy in  History/social Studies, Science, and Technical Subjects Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

4. Emphasis on Literacy Skills Literacy is defined as both the ability to read and write to a competent level and knowledge of or competence in a subject or area of activity. Therefore emphasis upon literacy impacts upon the arts two-fold: 1. Students should be able to read and write competently in their grade level for any course including the arts. 2. Students should be competent in the skills required for each arts course. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Mathematics Applicable Math standards and practices are currently being evaluated for inclusion. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Mathematical Practices  MACC.K12.MP Mathematical Practices MACC.K12.MP.1 Make sense of problems and persevere in solving them. MACC.K12.MP.2 Reason abstractly and quantitatively. MACC.K12.MP.3 Construct viable arguments and critique the reasoning of others. MACC.K12.MP.4 Model with Mathematics. MACC.K12.MP.5 Use appropriate tools strategically. MACC.K12.MP.6 Attend to precision. MACC.K12.MP.7 Look for and make use of structure. MACC.K12.MP.8 Look for and express regularity in repeated reasoning. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Curriculum Mapping Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

What is a Curriculum Map? A Curriculum Map is an academic plan which provides direction for the integration of Common Core with the Arts. It creates an overall plan of instruction for the year. It should be created before any Lesson Objectives (Lesson Plans). Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

To facilitate the understanding of a Curriculum Map using learning goals and progression scales, let’s take a look at an Arts Integration mini-lesson for Music Technology and Sound Engineering I – Course # 1304300 within the context of a Curriculum Map. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Remember Tomato or Tomato or…Tomato! Focused Units Chunking Grouping The point: sometimes we may say things differently, but it’s the end result that matters. (e.g. Curriculum Maps, Scope and Sequence or Academic Plans…chunking or grouping, etc.) Remember the tomato vs. tomato slide? In looking at curriculum mapping, there are some words that you might normally call something else. For example, what we are calling, “chunking” you might call, “grouping”. Also, the following is just one way in which you might approach curriculum mapping. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Curriculum Mapping in Layers Course Requirements and Standards “Chunks” or Big Ideas (Create Learning Goals) Mapping Learning Goals Progression Scales for Major Learning Goals Progress Monitoring/Assessments Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Music Technology and Sound Engineering I Course Requirements and Standards In mapping, always begin with the course requirements defined by the standards in the course description. You can access these using CPALMS: www.cpalms.org Music Technology and Sound Engineering I 1304300 Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Florida Department of Education Bureau of Curriculum and Instruction Common Core Standards Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Additional Proposed Standards Below are additional Common Core standards including Mathematical Practices for this course that will likely be included during the next State Board Course Description Adoption Cycle. This gives a good example of what a typical course might look like with added standards. Also note that some courses will have added Health and PE standards in them. * In addition, LACC.1112.WHST.3.9 is proposed to be changed to LACC.910.WHST.3.9 for this course. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

What are Learning Goals? “Chunks” or Big Ideas (Creation of Learning Goals) Next create learning goals. These can last for weeks, months or in the case of a few the entire year. Then “chunk” together the benchmarks and standards that are needed to accomplish each learning goal individually. This includes Arts benchmarks, Common Core standards and other NGSSS associated with the course. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

What are Learning Goals? Learning goals, “Define what students should know and be able to do”. Learning goals are those overarching concepts that need to be taught within a school year. Learning goals target key learning at the unit or “big picture” level. Learning goals are not the same thing as daily or even weekly objectives. Goals most often represent a larger focus while objectives represent smaller, more specific learning that leads to the goal or goals. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Example Learning Goal 1 with Chunked Benchmarks and Standards Music Technology and Sound Engineering 1 - 1304300 Learning Goal 1- Students will understand through study and application, the basic acoustical principles that affect sound production. MU.912.C.1.1 MU.912.C.3.1 MU.912.S.3.4 MU.912.H.3.1 LACC.910.SL.1.1 LACC.910.SL.1.2 LACC.910.SL.2.4 LACC.910.RST.2.4 LACC.910.RST.3.7 LACC.910.WHST.3.9 MACC.912.A-CED.1 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 DA.912.S.2.1 LG 1 - Chunk Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Example Learning Goal 2 with Chunked Benchmarks and Standards Music Technology and Sound Engineering 1 - 1304300 MU.912.C.1.1 LACC.910.SL.1.1 MU.912.C.2.2 LACC.910.SL.1.2 MU.912.C.3.1 LACC.910.RST.2.4 MU.912.S.1.8 LACC.910.RST.3.7 MU.912.S.3.4 LACC.910.RST.3.9 MU.912.H.2.4 MACC.912.A-CED.1 MU.912.F.1.2 MACC.K12.MP.5 DA.912.S.2.1 MACC.K12.MP.6 MACC.K12.MP.7 Learning Goal 2 – Through the analysis of informational texts, various audio recordings and empirical study, students will examine and understand the role of signal processors and appropriately use them in both the audio tracking and mixing chain. Common Core LG-2 Chunk Algebra Cluster (Creating Equations) ELA Standards Mathematical Practices Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Learning Goal 2 Vs. 2a In the next slide, notice how the benchmarks and standards for 2a are the same as they are for learning goal 2. This is because those standards and benchmarks fit both goals. That will not always be the case. Remember, Benchmarks and Standards should always be chunked together according to the overarching concept of what you are teaching. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Example Learning Goal 2a with Chunked Benchmarks and Standards Music Technology and Sound Engineering 1 - 1304300 MU.912.C.1.1 LACC.910.SL.1.1 MU.912.C.2.2 LACC.910.SL.1.2 MU.912.C.3.1 LACC.910.RST.2.4 MU.912.S.1.8 LACC.910.RST.3.7 MU.912.S.3.4 LACC.910.RST.3.9 MU.912.H.2.4 MACC.912.A-CED.1 MU.912.F.1.2 MACC.K12.MP.5 DA.912.S.2.1 MACC.K12.MP.6 MACC.K12.MP.7 MU.912.C.1.1 LACC.910.SL.1.1 MU.912.C.2.2 LACC.910.SL.1.2 MU.912.C.3.1 LACC.910.RST.2.4 MU.912.S.1.8 LACC.910.RST.3.7 MU.912.S.3.4 LACC.910.RST.3.9 MU.912.H.2.4 MACC.912.A-CED.1 MU.912.F.1.2 MACC.K12.MP.5 DA.912.S.2.1 MACC.K12.MP.6 MACC.K12.MP.7 Learning Goal 2a – Through the analysis of informational texts, various audio recordings and empirical study, students will examine and understand the role of equalization and appropriately apply it in both the audio tracking and mixing chain. Common Core LG-2a Chunk Algebra Cluster (Creating Equations) In this case all of the benchmarks and standards are the same for Learning Goal 2a as they are for Learning Goal 2 because they fit both goals. This will not always be the case. Remember, Benchmarks and Standards should always be chunked together according to the overarching concept of what you are teaching. ELA Standards Mathematical Practices Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

How To Map Learning Goals Mapping Learning Goals After creating all of the learning goals for an individual course, you will need to create a plan (map) to cover the content. When mapping the major learning goals be attentive to the order in which new concepts or skills should be introduced. Estimate the amount of time that will be required for students to explore the big ideas in depth and master the concepts and skills. The next slide shows a sample year-long map containing six learning goals for Music Technology and Sound Engineering I. An actual map for this course would contain more learning goals in order to cover all of the required content. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Example Learning Goals Map Across Quarters Learning Goal 1 – Basic Acoustical Principles *Learning Goal 2 – Signal Processors Learning Goal 2a Equalization Goals can start at the same or different times and even overlap. Goals also will have varying lengths. Learning Goal 2b Dynamic Range (Compression, Expansion, Limiting and Gating) When mapping the major learning goals participants should be attentive to the order in which new concepts or skills should be introduced. In addition, they must estimate the amount of time that will be required for students to explore the big ideas in depth and master the concepts and skills. One consideration that should be given when mapping the learning goals is the number of learning objectives that might be associated with each goal. *Learning Goal 2 Notice that there are learning goals within learning goals in this particular case. Learning Goal 2c Reverb and Delay Learning Goal 2d Special Effects Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Progression Scales for Major Learning Goals After creating our learning goals and map, we then need to create progression scales. Scales provide a clear learning progression of what a student should understand or be able to do. The terms scale or rubric relate to the same concept: an explicit set of criteria used for assessing progress toward a learning goal. The progress points built into the scale are appropriately sequenced, usually based on a logical order or progression or ascending levels of difficulty. The points in the scale must directly support the learning goal. The value of the scale is that students will evaluate their own progress. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Example Progression Scale for Learning Goal 2a 4.0 Students understand the role of equalization and are able to apply it appropriately to individual tracks and full mixes as well as use it in creative and non-traditional fashions. 2.0 Students understand the basic principles of equalization and are able to appropriately accentuate or de-emphasize frequencies for individual instruments and understand the use of a graphic equalizer. 1.0 Students have limited understanding of equalization principles. 0.0 Even with assistance, students are unable to understand basic equalization principles. 3.0 Students understand and are able to appropriately apply different types of equalization as needed in the audio tracking and mixing chain to create a cohesive and tonally balanced mix. 3.0 should always be your target. Notice how 3.0 is identical to what is being asked with Learning Goal 2a. The learning goal is your target! Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

So… Begin with the course descriptions. Create learning goals and “Chunk” standards and benchmarks into critical areas or big ideas. Make sure to integrate appropriate standards that logically fit across content areas. Map out your learning goals for the duration of the course. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Lesson Objectives We’ve covered how to create learning goals, chunking standards/benchmarks together, creating scales and mapping out learning goals. Next we will see what it looks like to create a lesson objective. We will start by explaining lesson objectives and then create an actual lesson that fits into one of our example learning goals. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Lesson Objectives (continued) Each learning goal contains lesson objectives (lesson plans) that will meet that specific goal. Lesson objectives are more specific than learning goals. Lesson objectives can be individual lessons or a set of lessons. They are measurable and again should include what a student should know and be able to do. As an important note – Lesson objectives should be created before working on a learning goal. However, not all of the lesson objectives need to be designed alongside the Curriculum Map at one time. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

The following slide shows 4 possible lesson objectives that can help students reach learning goal 2a’s target level. One of the objectives will be used for the mini-lesson. These are just examples. More objectives obviously would need to be created in order to be more comprehensive and include such topics as phasing and shelving. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Sample Lesson Objectives to meet Learning Goal 2a Here is learning goal 2A as a reminder so you can see how the lesson objective we are using matches the goal: Through the analysis of informational texts, various audio recordings and empirical study, students will examine and understand the role of equalization and appropriately apply it in both the audio tracking and mixing chain. Sample Lesson Objectives to meet Learning Goal 2a **Lesson Objective 2 is the actual objective that we will use for our mini-lesson Lesson Objective 1 – Through study and empirical evidence, students will learn what equalization is and how it affects the tone of individual instruments for tracking and mixing purposes. Through this study along with the Carnegie Hall frequency chart, students will create their own chart that shows ideal frequencies to boost or cut for individual instruments within a mix. Lesson Objective 2 – Students will learn the difference between graphic and parametric equalizers including the process of adjusting the “Q” for each parametric band in relationship to the gain through the study of informational text and the collection of empirical evidence. Lesson Objective 3 - Students will apply their knowledge of how each instrument fits within the broad frequency spectrum and learn how best to approach equalization to create “space” for each instrument within a mix. They then will manipulate the equalization frequencies in a pre-recorded eight track session to achieve tonal balance in the song (i.e. accentuating and de-emphasizing the appropriate frequencies for the bass guitar, electric piano and kick drum to achieve clarity and tonal balance in the bass spectrum) and create a finished two-track mix. Students will then compare and critique their final mixes with their classmates. Lesson Objective 4 – Students will compare their final two-track mixes to a professionally recorded two-track mix and make necessary adjustments to match the tonal balance of the professional mix. They then will discuss the methods they used and the outcomes with their classmates.    Lesson Objective 2 – Students will learn the difference between graphic and parametric equalizers, including the process of adjusting the “Q” for each parametric band in relationship to the gain through the study of informational text and the collection of empirical evidence. There would be more learning goals needed in order to cover the entire content in the course description. This page also gives 4 sample lesson objectives that would be used to meet Learning Goal 2a. More objectives would be designed to be more comprehensive and include such topics as phasing and shelving. The goals and objectives presented here are just examples. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

~Music and Math Integration Lesson~ Parametric and Graphic EQ Objective: To learn the difference between parametric and graphic equalizers through the study of informational text and the collection of empirical evidence, and to understand the process of adjusting the “Q” of each parametric band in relationship to the gain. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Benchmarks, Standards and Math Practices Utilized for Lesson Objective 2 Music Benchmarks MU.912.C.1.1 Apply listening strategies to promote appreciation and understanding of unfamiliar musical works. MU.912.C.2.2 Evaluate performance quality in recorded and/or live performances. MU.912.C.3.1 Make critical evaluations, based on exemplary models, of the quality and effectiveness of performances and apply the criteria to personal development in music. MU.912.S.1.8 Record, mix, and edit a recorded performance. MU.912.S.3.4 Analyze and describe the effect of rehearsal sessions and/or strategies on refinement of skills and techniques. MU.912.H.2.4 Examine the effects of developing technology on composition, performance, and acquisition of music. MU.912.F.1.2 Incorporate or adapt new, emerging, or previously unfamiliar technology to create an innovative composition, music project, or related product. Common Core LACC.910.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. LACC.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain- specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. MACC.912.A-CED.1 Create equations that describe numbers or relationships. MACC.K12.MP.5 Use appropriate tools strategically. MACC.K12.MP.6 Attend to precision. MACC.K12.MP.7 Look for and make use of structure. * Note that not all of the benchmarks/standards for learning goal 2a are present. For each objective, use only the benchmarks/standards that pertain to that objective. However, all benchmarks/standards should be addressed at some point within the teaching of the learning goal. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

What is Equalization? Quoted from pg. 366 of the 5th edition of Modern Recording Techniques by David Miles Huber: “The audio equalizer is a device or circuit that allows a recording, mix or audio engineer to control the relative amplitude of various frequencies within the audible bandwidth. Put another way, it lets you exercise tonal control over the harmonic or timbral content of a recorded sound.” Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

What is Equalization (continued) Equalization is more commonly addressed in the industry as “EQ”. EQ is an important part of both tracking and mixing. With the help of EQ an engineer can tweak individual tracks as well as complete mixes to achieve a desired tonal balance. EQ can also be used in non-traditional ways as an effect. The frequencies on an EQ literally correspond to frequencies like that on a piano. So for instance, if you were to boost 440 Hz with a narrow Q on an EQ you would be accentuating the A above middle C. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Graphic Equalization Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Graphic Equalizer Graphic Equalizers are categorized by the amount of bands and the octave arrangement that they use. For instance you might hear a graphic equalizer being called a 30 band 1/3 octave equalizer. In this case there would be 30 control sliders that are literally spaced apart by 1/3 of an octave each (think piano octave). Each band is a type of “filter”. That is it “filters” or modifies its own frequency range. By boosting or cutting the filter, the sound is outputted in a changed way. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Picture of a graphic equalizer Ashly GQX03102 stereo graphic EQ Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Parametric Equalization Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Parametric EQ and Controls Explained A parametric equalizer is an equalizer which contains frequency controls that are both sweepable and that allow for the user to adjust the steepness or broadness of an EQ curve. Controls Gain – The amount of boost or cut that will be applied to strengthen or weaken the energy for the specified frequency range. Frequency – The frequency that is to be selected. Q (Quality Factor or Quality of Resonance) – This affects the bandwidth (The width of frequencies that will be affected along with the chosen center frequency). Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Massenberg Parametric EQ George Massenberg invented the revolutionary Parametric EQ in 1972 In a class setting the benefits of Parametric EQ as well as more history and pictures could be shared. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Close up of Parametric EQ Frequency (Outer ring to be used with the inner ring of markings) Q (Concentric knob to be used with outer ring of markings) Gain Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Finding Q – A little bit of important EQ Math! It is important to be able to determine what frequencies you are affecting with your use of the Q setting. The equation is both easy and useful. Here is the formula we use to find Q: Q= f3/(f2-f1) whereas f2 is the upper frequency, f1 is the lower frequency, and f3 is the center between f1 and f2. Example: Find the extreme lower and extreme upper frequency that you wish to affect (in this case let’s use 60 Hz and 120 Hz). Subtract the lower frequency from the upper frequency 120 Hz - 60 Hz=60 Divide the centre frequency (90hz) by the result (i.e. 90 Hz/60 Hz= 1.5) So in this example you would set the EQ frequency to 90 Hz and use a Q of 1.5 to affect 60 Hz - 120 Hz with the gain. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Q in Practice In the following example, EQ is used to accentuate the attack of the kick drum. Click on the links below and listen to how different Q settings affect the sound. With a partner try to determine what frequency is being boosted, how many dB of boost is occurring and the Q that is being used. Kick No EQ Kick Lower Gain Wider Q Answer: (+9db at 3.3 kHz, Q of 1.3) Kick High Gain Narrow Q Answer: (+15db at 3.3 kHz, Q of 9) In both examples, the attack of the kick is accentuated. Notice however with a narrower Q (9) it is necessary to boast the gain higher in order to achieve the desired result. Also, there is a substantial difference in the outcome. The very narrow Q results in a more “pinging” sound, whereas the wider Q results in a fuller sound. This is because with a broaded Q we of course are raising more of the frequency spectrum surrounding 3.3 kHz. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Graphic and Parametric EQ Exercise With a partner open the two-track stereo mix that you brought into class in your DAW editor. Load up both a parametric and graphic EQ into the plug-in slots for the stereo track. Using your graphic EQ, increase the gain by +3dB for each of the following frequencies, first separately and then together (60 Hz, 200 Hz, 315 Hz, 800 Hz, 3 kHz, 6.5 kHz and 12 kHz). Now do the same with the parametric EQ. Note any differences in your journal. Next, note what settings on the parametric EQ are necessary to match the sound of the graphic EQ. Finally, accentuate each frequency by 6dB, once with a wide Q and once with a narrow Q. Write a summary of your findings. Make a note of positive and negative tonal changes that you notice with each frequency. What happens with the sound if you sweep the Q back and forth? How might you use a narrow Q differently from a wide Q when mixing? Make a note of which instruments/vocals are accentuated as you experiment and what changes you notice in the sound. Use words like, snap, sizzle, sibilance, thump, etc. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

For the Algebra Teacher… If this lesson were coordinated with the algebra teacher, multiple concepts could be covered and reinforced by both the algebra and music teacher. In an algebra class, more in-depth equations for bandwidth, cutoff frequencies, converting bandwidth to Q and converting Q to bandwidth could be studied as real-life practical applications. Creating equations, rearranging formulas, powers, roots and logarithms are all subjects that could be covered. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

Progress Monitoring/Assessments Finally, Progress Monitoring involves the creation of formative and summative assessments to monitor students’ progress towards attaining mastery of each learning goal. Florida Department of Education Bureau of Curriculum and Instruction 1/9/13

John J. LeTellier, Jr. – Fine Arts Content Specialist John.LeTellier@fldoe.org Florida Department of Education Bureau of Curriculum and Instruction 1/9/13