Learning objective
Audio & Voice
Audio Recording & Voice Editing
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Learning to record, edit, mix, and evaluate voice recordings, sound effects, podcasts, and digital audio projects across primary year groups.
Record & Listen
Record clear voice audio using digital microphone tools and listen back to evaluate clarity.
Let's Go!
Routine: See-Think-Wonder
Listen to two audio clipsโone spoken clearly into a microphone and one whispered far away. What makes one easier to understand?
Teacher note: Facilitate the See-Think-Wonder routine for 2โ3 minutes. Encourage students to connect the prompt to Form (Voice recordings allow us to share stories, ideas, and spoken messages across distances.).
Learn
A microphone changes your spoken sound waves into digital signals. To record clear voice notes, hold the microphone about a hand width away from your mouth and speak clearly at a normal conversation volume. In computing, voice recordings allow us to share stories, ideas, and spoken messages across distances. As you explore the interactive Audio Soundboard Simulator below, focus on how to record a clear voice note with proper microphone distance and minimal background noise.
Track 1: Drums & 8-Beat GridKick, Snare, Hi-Hat
Vol: 80%
Pan: C
Track 2: Synth Bass LineLow-end Sub & Groove
Vol: 70%
Pan: C
Track 3: Melody & MIDI Piano RollChords, Arps & Quantize
๐น Click keys above to record melody notes
Vol: 85%
Pan: R20
Track 4: Voice Note & Foley FXHost Narration & SFX Ambience
Mic Standby (15cm Distance Recommended)
Vol: 90%
Pan: L15
Apply Simulator Skills โข Try it yourself
Record Your Spoken Introduction
๐ Open a practice space
Or try locally: ๐ถ GarageBand (Mac/iPad) ยท ๐ป Audacity (Windows/Mac/Linux)
๐ Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)
๐ฏ Task Success Criteria (Rubric)
Foundation
Can press record and stop buttons to record a short voice message.
Developing
Listens to playback and identifies whether spoken words are loud and clear.
Secure (Goal)
Records a clear voice note with proper microphone distance and minimal background noise.
Mastery
Explains how microphone position and speaking volume affect recorded audio quality.
๐ What A Good One Looks Like (WAGOLL)
Exemplar of 2
โญ Mastering Standard
โญ Mastering Standard๐
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
Learning check
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: See-Think-Wonder
Teacher notes: Facilitate the See-Think-Wonder routine for 2โ3 minutes. Encourage students to connect the prompt to Form (Voice recordings allow us to share stories, ideas, and spoken messages across distances.).
Achievement pathway
- Foundation: Can press record and stop buttons to record a short voice message.
- Developing: Listens to playback and identifies whether spoken words are loud and clear.
- Secure: Records a clear voice note with proper microphone distance and minimal background noise.
- Mastering: Explains how microphone position and speaking volume affect recorded audio quality.
Curriculum links
Curriculum strand: Digital Media and Communication
Outcome: DMC.01.B.1.1 โ Record clear voice audio using digital microphone tools and listen back to evaluate clarity.
PYP: Form ยท Voice recordings allow us to share stories, ideas, and spoken messages across distances.
Learner profile: Communicator
Competency tags
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "What is the best way to get a clear voice recording?" with a teacher or teaching assistant.
Teacher override: allow
Locked level
Level 2: Pause & Trim
Complete the previous learning check to unlock this next level.
Pause & Trim
Pause, resume, and trim unwanted silence or mistakes from audio clip start and end points.
Learning objective
Students will learn to navigate an audio waveform timeline to locate and trim unwanted pauses or mistakes.
Let's Go!
Routine: Think-Pair-Share
Look at an audio waveform with a long flat line at the beginning. Why should we remove that silence before sharing?
Teacher note: Facilitate the Think-Pair-Share routine for 2โ3 minutes. Encourage students to connect the prompt to Function (Editing tools allow us to refine spoken communication for clarity and impact.).
Learn
In audio editing apps, sound is drawn as a visual waveform. Loud sounds make tall waves, while silence shows as a flat line. Trimming lets you drag handles to chop off empty silence or mistakes before playing. In computing, editing tools allow us to refine spoken communication for clarity and impact. As you explore the interactive Audio Soundboard Simulator below, focus on how to precise trimming of mistakes and unwanted pauses without cutting off spoken words.
Track 1: Drums & 8-Beat GridKick, Snare, Hi-Hat
Vol: 80%
Pan: C
Track 2: Synth Bass LineLow-end Sub & Groove
Vol: 70%
Pan: C
Track 3: Melody & MIDI Piano RollChords, Arps & Quantize
๐น Click keys above to record melody notes
Vol: 85%
Pan: R20
Track 4: Voice Note & Foley FXHost Narration & SFX Ambience
Mic Standby (15cm Distance Recommended)
Vol: 90%
Pan: L15
Apply Simulator Skills โข Try it yourself
Trim Unwanted Silence
๐ Open a practice space
Or try locally: ๐ถ GarageBand (Mac/iPad) ยท ๐ป Audacity (Windows/Mac/Linux)
๐ Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)
๐ฏ Task Success Criteria (Rubric)
Foundation
Can identify silent spaces on an audio waveform viewer.
Developing
Uses trim handles to remove silence from the beginning or end of a recording.
Secure (Goal)
Precise trimming of mistakes and unwanted pauses without cutting off spoken words.
Mastery
Demonstrates efficient non-destructive waveform editing and explains trimming precision.
๐ What A Good One Looks Like (WAGOLL)
Exemplar of 2
โญ Mastering Standardโญ Mastering Standard๐
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
Learning check
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: Think-Pair-Share
Teacher notes: Facilitate the Think-Pair-Share routine for 2โ3 minutes. Encourage students to connect the prompt to Function (Editing tools allow us to refine spoken communication for clarity and impact.).
Achievement pathway
- Foundation: Can identify silent spaces on an audio waveform viewer.
- Developing: Uses trim handles to remove silence from the beginning or end of a recording.
- Secure: Precise trimming of mistakes and unwanted pauses without cutting off spoken words.
- Mastering: Demonstrates efficient non-destructive waveform editing and explains trimming precision.
Curriculum links
Curriculum strand: Digital Media and Communication
Outcome: DMC.01.B.1.2 โ Pause, resume, and trim unwanted silence or mistakes from audio clip start and end points.
PYP: Function ยท Editing tools allow us to refine spoken communication for clarity and impact.
Learner profile: Reflective
Competency tags
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "What does a flat line on an audio waveform represent?" with a teacher or teaching assistant.
Teacher override: allow
Locked level
Level 3: Audio FX & Foley
Complete the previous learning check to unlock this next level.
Audio FX & Foley
Layer background sound effects and Foley recordings under voice tracks to enhance audio storytelling.
Learning objective
Students will learn to source or record sound effects (Foley) and place them on secondary tracks to complement voice narration.
Let's Go!
Routine: See-Think-Wonder
Close your eyes and listen to footsteps crunching on gravel. How do sound artists recreate that sound indoors?
Teacher note: Facilitate the See-Think-Wonder routine for 2โ3 minutes. Encourage students to connect the prompt to Connection (Audio layers and sound effects create atmosphere and mood in digital media storytelling.).
Learn
Foley artists create real-world sound effects using everyday objectsโlike rustling paper for fire or tapping coconut shells for horses! In multi-track audio software, you can place voice narration on Track 1 and sound effects on Track 2. In computing, audio layers and sound effects create atmosphere and mood in digital media storytelling. As you explore the interactive Audio Soundboard Simulator below, focus on how to layer a voice track and a secondary sound effect track so both remain audible.
Track 1: Drums & 8-Beat GridKick, Snare, Hi-Hat
Vol: 80%
Pan: C
Track 2: Synth Bass LineLow-end Sub & Groove
Vol: 70%
Pan: C
Track 3: Melody & MIDI Piano RollChords, Arps & Quantize
๐น Click keys above to record melody notes
Vol: 85%
Pan: R20
Track 4: Voice Note & Foley FXHost Narration & SFX Ambience
Mic Standby (15cm Distance Recommended)
Vol: 90%
Pan: L15
Apply Simulator Skills โข Try it yourself
Add Foley Effects to a Story
๐ Open a practice space
Or try locally: ๐ถ GarageBand (Mac/iPad) ยท ๐ป Audacity (Windows/Mac/Linux)
๐ Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)
๐ฏ Task Success Criteria (Rubric)
Foundation
Can match appropriate sound effect clips to story events (e.g. rain drops for storm).
Developing
Records custom physical sound effects (Foley) using classroom materials.
Secure (Goal)
Layers a voice track and a secondary sound effect track so both remain audible.
Mastery
Evaluates how sound effects and background ambience enhance listener engagement and narrative emotion.
๐ What A Good One Looks Like (WAGOLL)
Exemplar of 2
โญ Mastering Standardโญ Mastering Standard๐
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
Learning check
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: See-Think-Wonder
Teacher notes: Facilitate the See-Think-Wonder routine for 2โ3 minutes. Encourage students to connect the prompt to Connection (Audio layers and sound effects create atmosphere and mood in digital media storytelling.).
Achievement pathway
- Foundation: Can match appropriate sound effect clips to story events (e.g. rain drops for storm).
- Developing: Records custom physical sound effects (Foley) using classroom materials.
- Secure: Layers a voice track and a secondary sound effect track so both remain audible.
- Mastering: Evaluates how sound effects and background ambience enhance listener engagement and narrative emotion.
Curriculum links
Curriculum strand: Digital Media and Communication
Outcome: DMC.02.B.1.1 โ Layer background sound effects and Foley recordings under voice tracks to enhance audio storytelling.
PYP: Connection ยท Audio layers and sound effects create atmosphere and mood in digital media storytelling.
Learner profile: Thinker
Competency tags
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "What is a Foley sound effect in audio production?" with a teacher or teaching assistant.
Teacher override: allow
Locked level
Level 4: Volume & Mixing
Complete the previous learning check to unlock this next level.
Volume & Mixing
Balance volume levels across multi-track recordings and apply fade-in/fade-out transitions.
Learning objective
Students will balance independent track volumes and apply fade envelopes so background music does not overpower voice narration.
Let's Go!
Routine: Think-Pair-Share
What happens if background music plays at full volume while someone is giving important news?
Teacher note: Facilitate the Think-Pair-Share routine for 2โ3 minutes. Encourage students to connect the prompt to Responsibility (Balancing multiple audio tracks ensures clear communication without masking key messages.).
Learn
In multi-track editors, each sound layer has its own volume fader. To make sure listeners hear your voice clearly, lower the background music track slider (ducking) and add fade-ins at the start and fade-outs at the end. In computing, balancing multiple audio tracks ensures clear communication without masking key messages. As you explore the interactive Audio Soundboard Simulator below, focus on how to apply smooth fade-in and fade-out automation to music tracks at clip transitions.
Track 1: Drums & 8-Beat GridKick, Snare, Hi-Hat
Vol: 80%
Pan: C
Track 2: Synth Bass LineLow-end Sub & Groove
Vol: 70%
Pan: C
Track 3: Melody & MIDI Piano RollChords, Arps & Quantize
๐น Click keys above to record melody notes
Vol: 85%
Pan: R20
Track 4: Voice Note & Foley FXHost Narration & SFX Ambience
Mic Standby (15cm Distance Recommended)
Vol: 90%
Pan: L15
Apply Simulator Skills โข Try it yourself
Mix Voice and Music Tracks
๐ Open a practice space
Or try locally: ๐ถ GarageBand (Mac/iPad) ยท ๐ป Audacity (Windows/Mac/Linux)
๐ Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)
๐ฏ Task Success Criteria (Rubric)
Foundation
Can adjust the master volume slider in an audio editor.
Developing
Adjusts individual track volume faders so voice is louder than background music.
Secure (Goal)
Applies smooth fade-in and fade-out automation to music tracks at clip transitions.
Mastery
Explains audio mixing principles, avoiding clipping distortion and masking.
๐ What A Good One Looks Like (WAGOLL)
Exemplar of 2
โญ Mastering Standardโญ Mastering Standard๐
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
Learning check
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: Think-Pair-Share
Teacher notes: Facilitate the Think-Pair-Share routine for 2โ3 minutes. Encourage students to connect the prompt to Responsibility (Balancing multiple audio tracks ensures clear communication without masking key messages.).
Achievement pathway
- Foundation: Can adjust the master volume slider in an audio editor.
- Developing: Adjusts individual track volume faders so voice is louder than background music.
- Secure: Applies smooth fade-in and fade-out automation to music tracks at clip transitions.
- Mastering: Explains audio mixing principles, avoiding clipping distortion and masking.
Curriculum links
Curriculum strand: Digital Media and Communication
Outcome: DMC.02.B.1.2 โ Balance volume levels across multi-track recordings and apply fade-in/fade-out transitions.
PYP: Responsibility ยท Balancing multiple audio tracks ensures clear communication without masking key messages.
Learner profile: Principled
Competency tags
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "Why should background music volume be lowered under a voice track?" with a teacher or teaching assistant.
Teacher override: allow
Locked level
Level 5: Podcast Production
Complete the previous learning check to unlock this next level.
Podcast Production
Plan, script, record, and produce a structured audio podcast episode with intro, interview, and outro.
Learning objective
Students will structure and produce a complete 2-minute podcast episode following professional layout conventions.
Let's Go!
Routine: See-Think-Wonder
Listen to a radio show introduction. Notice how the theme music starts, fades down, and the host welcomes the listener. How does this structure help the listener?
Teacher note: Facilitate the See-Think-Wonder routine for 2โ3 minutes. Encourage students to connect the prompt to Perspective (Podcasts combine structured scripting and audio production to inform global audiences.).
Learn
A podcast needs a clear structure: 1) Intro Jingle (short music opening), 2) Host Welcome & Topic Intro, 3) Main Body / Interview segment, and 4) Outro Summary with credits. Scripting sound cues before recording ensures smooth production. In computing, podcasts combine structured scripting and audio production to inform global audiences. As you explore the interactive Audio Soundboard Simulator below, focus on how to record and assembles a 2-minute podcast episode with jingle, interview segment, and outro.
Track 1: Drums & 8-Beat GridKick, Snare, Hi-Hat
Vol: 80%
Pan: C
Track 2: Synth Bass LineLow-end Sub & Groove
Vol: 70%
Pan: C
Track 3: Melody & MIDI Piano RollChords, Arps & Quantize
๐น Click keys above to record melody notes
Vol: 85%
Pan: R20
Track 4: Voice Note & Foley FXHost Narration & SFX Ambience
Mic Standby (15cm Distance Recommended)
Vol: 90%
Pan: L15
Apply Simulator Skills โข Try it yourself
Produce a Mini Podcast Episode
๐ Open a practice space
Or try locally: ๐ถ GarageBand (Mac/iPad) ยท ๐ป Audacity (Windows/Mac/Linux)
๐ Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)
๐ฏ Task Success Criteria (Rubric)
Foundation
Identifies key parts of a podcast (intro music, host greeting, topic, conclusion).
Developing
Writes a short 2-column audio script dividing speech and sound cues.
Secure (Goal)
Records and assembles a 2-minute podcast episode with jingle, interview segment, and outro.
Mastery
Critiques podcast pacing, content clarity, and audio production quality against professional rubrics.
๐ What A Good One Looks Like (WAGOLL)
Exemplar of 2
โญ Mastering Standardโญ Mastering Standard๐
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
Learning check
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: See-Think-Wonder
Teacher notes: Facilitate the See-Think-Wonder routine for 2โ3 minutes. Encourage students to connect the prompt to Perspective (Podcasts combine structured scripting and audio production to inform global audiences.).
Achievement pathway
- Foundation: Identifies key parts of a podcast (intro music, host greeting, topic, conclusion).
- Developing: Writes a short 2-column audio script dividing speech and sound cues.
- Secure: Records and assembles a 2-minute podcast episode with jingle, interview segment, and outro.
- Mastering: Critiques podcast pacing, content clarity, and audio production quality against professional rubrics.
Curriculum links
Curriculum strand: Digital Media and Communication
Outcome: DMC.03.B.1.1 โ Plan, script, record, and produce a structured audio podcast episode with intro, interview, and outro.
PYP: Perspective ยท Podcasts combine structured scripting and audio production to inform global audiences.
Learner profile: Knowledgeable
Competency tags
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "What is the purpose of an intro jingle in a podcast episode?" with a teacher or teaching assistant.
Teacher override: allow
Locked level
Level 6: Master & Export
Complete the previous learning check to unlock this next level.
Master & Export
Apply noise reduction filters, normalize master peak levels, and export audio in standard MP3/WAV formats.
Learning objective
Students will apply mastering processes (noise profile removal, peak normalization) and export projects into appropriate audio file formats.
Let's Go!
Routine: Think-Pair-Share
Listen to an audio recording with background air conditioner hum, then listen to the same clip after applying noise reduction. How does cleaning audio improve quality?
Teacher note: Facilitate the Think-Pair-Share routine for 2โ3 minutes. Encourage students to connect the prompt to Reflection (Technical mastering and standardized file export ensure digital media reaches global audiences reliably.).
Learn
Before sharing your audio project, clean up the sound! 1) Use Noise Reduction to capture a noise profile of room hum and filter it out. 2) Normalize audio so peaks reach optimal volume without distortion (-1dB). 3) Export as MP3 for web sharing or WAV for high-quality archiving.
Track 1: Drums & 8-Beat GridKick, Snare, Hi-Hat
Vol: 80%
Pan: C
Track 2: Synth Bass LineLow-end Sub & Groove
Vol: 70%
Pan: C
Track 3: Melody & MIDI Piano RollChords, Arps & Quantize
๐น Click keys above to record melody notes
Vol: 85%
Pan: R20
Track 4: Voice Note & Foley FXHost Narration & SFX Ambience
Mic Standby (15cm Distance Recommended)
Vol: 90%
Pan: L15
Apply Simulator Skills โข Try it yourself
Clean & Export Your Master Track
๐ Open a practice space
Or try locally: ๐ถ GarageBand (Mac/iPad) ยท ๐ป Audacity (Windows/Mac/Linux)
๐ Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)
๐ฏ Task Success Criteria (Rubric)
Foundation
Recognizes common audio file extension names (.mp3, .wav).
Developing
Exports a finished multi-track audio project as a single merged MP3 file.
Secure (Goal)
Applies noise reduction filter to remove background hum and normalizes master output volume before export.
Mastery
Compares lossy MP3 vs uncompressed WAV formats, selecting optimal export settings for web distribution vs archiving.
๐ What A Good One Looks Like (WAGOLL)
Exemplar of 2
โญ Mastering Standardโญ Mastering Standard๐
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
Learning check
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: Think-Pair-Share
Teacher notes: Facilitate the Think-Pair-Share routine for 2โ3 minutes. Encourage students to connect the prompt to Reflection (Technical mastering and standardized file export ensure digital media reaches global audiences reliably.).
Achievement pathway
- Foundation: Recognizes common audio file extension names (.mp3, .wav).
- Developing: Exports a finished multi-track audio project as a single merged MP3 file.
- Secure: Applies noise reduction filter to remove background hum and normalizes master output volume before export.
- Mastering: Compares lossy MP3 vs uncompressed WAV formats, selecting optimal export settings for web distribution vs archiving.
Curriculum links
Curriculum strand: Digital Media and Communication
Outcome: DMC.03.B.1.2 โ Apply noise reduction filters, normalize master peak levels, and export audio in standard MP3/WAV formats.
PYP: Reflection ยท Technical mastering and standardized file export ensure digital media reaches global audiences reliably.
Learner profile: Reflective
Competency tags
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "Why do podcasters export their finished projects as MP3 files for the web?" with a teacher or teaching assistant.
Teacher override: allow