For this lesson, you will be creating your first independent Reason Essentials project from scratch. Make an effort to do as much as you can during the lesson otherwise, you will have to finish it during your free time in school or at home. Keep things simple and manageable. this is not meant to be your RE masterpiece.
Strictly follow the instructions given below and you will get a very good grade at the end of this project.
You will be assessed on:
a) use of tools (standard commands for selecting, quantizing, transposing, copying, pasting and resizing shortcuts)
b) use of metronome, time signature, snap and grid settings (basically, your project must be in sync to the beat!)
c) use of devices (instrument sounds)
Instructions:
1) Create a new blank project in 4/4 time signature. Pick any tempo you like to develop an original idea.
2) Create tracks for the following devices:
- ID8
- Subtractor
- Redrum
2) Your piece of music must be instrumental and restricted to the Reason instruments (no audio tracks). You can write notes using the mouse or record them on the keyboard. It can be any style!
3) Your piece must present two contrasting sections (A & B) in the "C" major key. they can be 4 to 8 bars long.
4) Once you have your ideas recorded, you will expand your project by transposing one or both sections to a different key (F, G or D).
5) Then you should explore the tools learnt in previous lessons to add variation to your project. The goal is to keep it interesting to the listener!
6) Think of an interesting way of starting and ending your project creating an Intro. and an Ending.
7)Export your finished project by setting the End locator to the end of your song. Export audio to wave: 16bits, 44.1khz.
8) Convert your song to mp3 using the free mp3 converter app in the computer.
9) Create a soundcloud account with your school email and upload your song.
10) submit your work as a comment in our blog for assessment.
Grades:
7- Brilliant piece of music. Showcases an excellent and creative use of the reason devices and well-developed musical ideas. The student effectively applies techniques learnt in improvising lessons and meet all the requirements for the project.
6- Very good piece of music. Presents a very good use of the reason devices and well-developed ideas. The students applies some techniques learnt in improvising lessons and meet all the requirements for the project.
5- Good piece of music. Presents a very good use of the reason devices and well-developed ideas. The students attempts to apply techniques learnt in improvising lessons and meet all the requirements for the project.
4- Good piece of music. Student uses reason devices creatively and meet all the requirements for the project.
3- Inconsistent piece of music. Student uses reason devices in a creative way but does not meet the requirements of the project.
2- Poor piece of music. Student struggle with basic software operations and was unable to meet the requirements of the project.
1- unsatisfactory, project was not submitted for assessment.
Good luck!
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Thursday, August 28, 2014
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Y9 - Improvisation 101 - Week 4
The Melody as Harmony in Jazz
Joe Pass
The melody in jazz is a driven from the Harmony, there is a common saying that goes - "... When Jazz player is improvising you still can hear all the chords on his melody..."
Attention Guita/Bass Palyers
You will find precious information in this book that can be digested over the next 10 years, if you still playing, However we all shall take a look at the Arpejos Section, for this week. (pg35)
Nelson Farias - Guitar Method
Exercise of the week, to play either one of the Jazz Standarts (All of me/ How High the moon) playing the Arpejos. Remember the golden rules.
The Melody as Harmony in Jazz
Joe Pass
The melody in jazz is a driven from the Harmony, there is a common saying that goes - "... When Jazz player is improvising you still can hear all the chords on his melody..."
Attention Guita/Bass Palyers
You will find precious information in this book that can be digested over the next 10 years, if you still playing, However we all shall take a look at the Arpejos Section, for this week. (pg35)
Nelson Farias - Guitar Method
Exercise of the week, to play either one of the Jazz Standarts (All of me/ How High the moon) playing the Arpejos. Remember the golden rules.
- use only quarter-notes
- don't change direction when changing the chord.
- for guitar/bass player - stick to one region
Here you can find the play along version of the songs to practice for next week.
ALL OF ME - PLAY ALONG
HOW HIGH THE MOON - PLAY ALONG
Friday, August 22, 2014
Thursday, August 21, 2014
Y9 - MIDI
The reason essentials file is here:
MIDI
Yr 9
Creative Arts MusicYear 9|The Arts|Senior|2014-2015
Thursday, August 21,
2014, 8:26AM
|
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Unit: MIDI (Week 3, 3 Weeks)
|
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Stage
1: Establish the Purpose of the Unit
|
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What is MIDI?
How do I setup my computer for audio and MIDI recording?
How do I record and edit MIDI in Reason?
|
Through this unit, students will develop a better
understanding of:
·
the
techniques involved in modern music production, the development of music
technology and the music industry.
·
current
and emerging musical practices
·
methods
of recording and communicating musical ideas and will also experiment with
different sound sources
|
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|
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Concepts
|
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·
Aesthetics
·
Identity
·
Change
·
Communication
|
·
Audience
·
Expression
·
Interpretation
·
Boundaries
·
Genre
·
Style
·
Composition
·
Innovation
·
Presentation
·
Structure
|
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|
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Stage
2: Planning for Teaching and Learning Through Inquiry
|
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What is MIDI?
·
The
“preferences” tab: Selecting a proper driver, adjusting latency times and
processor schedule for optimized performance, setting up a control surface
for playing instruments in Reason.
Assessment: Students demonstrates their understanding by
modifying settings on the preferences tab. Some students will make settings
on their own computer.
·
What
is MIDI?
Assessment: Students demonstrates their understanding by
researching and presenting relevant information about the MIDI format and its
applications (written).
·
Inserting
a new instrument to an existing project and playing through a control surface
·
Auditioning
instrument patches through a control surface
Assessment: Students demonstrates their understanding by
playing different instruments and sounds using both a keyboard controller and
the computer keys.
·
Viewing
and editing notes in edit mode: Entering and leaving edit mode, the piano
roll and how notes look like in edit mode, clips vs. tracks.
Assessment: Students demonstrates their understanding by
finding the middle C (C3) and other given notes while in edit mode.
·
Independent
settings of grid and snap function when in edit mode.
Assessment: Students demonstrates their understanding by
changing snap settings to fit specific note values in edit mode on a given
project.
·
Altering
pitches and adjusting note length in edit mode, setting proper snap times for
editing, moving and erasing notes, copying and pasting notes to different
positions within the clip boundaries.
Assessment: Students demonstrates their understanding by doing
extensive piano roll editing on a given project.
Recording instrument tracks
·
Creating
a new project and adding important information on the song information tab,
setting a proper time signature, tapping the beat or entering tempo
information
Assessment: Students demonstrates their understanding by doing
the basic setup for their first creative project.
·
Inserting
an instrument track and auditioning a piano patch through the control surface
·
Adjusting
the click level and checking the pre-count box
·
Recording
and listening to the performance
Assessment: Students demonstrates their understanding by
recording their first performance through an instrument track.
·
Recording
alternative takes
·
Comping:
selecting the best parts and joining clips
Assessment: Students demonstrates their understanding by
making essential editings to their own performance.
·
Quantizing
for a tight performance
Assessment: Students demonstrates their understanding by
applying general quantize settings to their own performance.
·
Inserting
another instrument track and auditioning a drums patch through the control
surface
·
Recording
a drums pattern using the layering function in Reason
Assessment: Students demonstrates their understanding by
recording and layering drums on top of their piano recording.
·
Quantizing
drums parts
Assessment: Students demonstrates their understanding by
applying selective quantize settings to notes in piano roll view.
|
|||||||||||
By the end of this unit, students will have:
·
experimented
with the techniques involved in making music through digital media
·
initiated,
explored and developed projects that are challenging and rewarding
·
created
their own music
·
applied
computer skills to modify and arrange existing musical material
|
Students will learn through:
·
tutorial
based lessons
·
workshops
on different music styles of electronic music
·
investigation
and presentation of information both orally and written
·
modification
and improvement on existing projects
·
the
recreation of music production techniques used on well-known songs
·
the
creation of their own music projects
·
listening
and responding
·
improvising
and experimenting with different sound sources
·
the
creation of their own step-by-step chart on sound design
·
the
creation of their own personalized workflow chart for electronic music
production
Students have opportunities for sharing by exchanging project
files with other students and teacher. They can comment on each other's work.
They receive constructive feedback from the teacher in lesson. We showcase
examples of best practice occasionally. They present their best work in a
music exhibition and on the web. They get feedback from inside and outside
the school community. Personalized learning students can take advantage of
entering notes with the mouse or recording MIDI at slower tempos. Additional
language packs are provided on Reason's interface for the benefit of those
that struggle to understand english.
|
||||||||||
·
Use
ICT skills for creating and record original music
·
Practical
uses of sound waves, amplitude, frequency, phase and harmonics for the
creation of original sounds
·
Using
sounds to generate and communicate ideas and informed choices
|
·
Blogger
(www.stnicholasmusic.blogspot.com.br)
·
Computer
·
Reason
Essentials v.2.01
·
Korg
Micro-Key 25
·
Headphones
·
Audio
interface
·
Microphones,
guitars and other musical instruments
·
SoundCloud
and BandCamp for publishing songs
·
A4
paper and posters for a few written tasks
|
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|
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Last Updated: Thursday, August
21, 2014, 8:25AM
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