Students will launch the class album project by analyzing how music and visual choices communicate stress and calm, then begin gathering audience-centered evidence through playlist discussion, moodboard stations, and an initial songwriting direction note.

Students will gather and analyze direct audience evidence about stress, calming music, and healthy coping, then turn that evidence into empathy artifacts and a user-centered songwriting brief that will guide later composition and production decisions.

Students will turn empathy findings into a user-centered songwriting direction for the class album by writing a How Might We statement, building a design brief, generating contrasting song concepts, and using structured peer critique to choose one concept to prototype next phase.

Students will turn their design brief into testable music and visual prototypes, gather feedback from peers and outside stakeholders, complete two documented revision cycles, and present a refined stress-and-coping album concept supported by evidence, musical reasoning, and next-step decisions.

Students will present their finalized stress-and-coping album work to an authentic audience, explain how research and revision shaped their musical and visual choices, gather audience responses, and complete a final performance-based assessment and reflection on collaboration, message clarity, and growth.