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Thursday, August 28, 2014

MIDI - First Creative Assignment

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!

Monday, August 25, 2014

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.


  • 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:


http://stnicholas.rubiconatlas.org/common_images/AtlasLogoDark.png?v=Atlas8.0.4.35
MIDI
Yr 9 Creative Arts MusicYear 9|The Arts|Senior|2014-2015
Thursday, August 21, 2014, 8:26AM
http://stnicholas.rubiconatlas.org/images/school_logo_small.png?v=Atlas8.0.4.35
Unit: MIDI (Week 3, 3 Weeks) http://stnicholas.rubiconatlas.org/common_images/icons/calendar.png?v=Atlas8.0.4.35
Stage 1: Establish the Purpose of the Unit
Essential Questions http://stnicholas.rubiconatlas.org/common_images/icons/discussionactive.png?v=Atlas8.0.4.35
What is MIDI?
How do I setup my computer for audio and MIDI recording?
How do I record and edit MIDI in Reason?
Enduring Understandings http://stnicholas.rubiconatlas.org/common_images/icons/discussionactive.png?v=Atlas8.0.4.35
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
Standards/Objectives http://stnicholas.rubiconatlas.org/common_images/icons/discussionactive.png?v=Atlas8.0.4.35
Concepts
Key Concepts http://stnicholas.rubiconatlas.org/common_images/icons/discussionactive.png?v=Atlas8.0.4.35
·         Aesthetics
·         Identity
·         Change
·         Communication
Related Concepts http://stnicholas.rubiconatlas.org/common_images/icons/discussionactive.png?v=Atlas8.0.4.35
·         Audience
·         Expression
·         Interpretation
·         Boundaries
·         Genre
·         Style
·         Composition
·         Innovation
·         Presentation
·         Structure
Assessments http://stnicholas.rubiconatlas.org/common_images/icons/discussionactive.png?v=Atlas8.0.4.35

Stage 2: Planning for Teaching and Learning Through Inquiry
Content / Lines of inquiry (link to Central Idea) http://stnicholas.rubiconatlas.org/common_images/icons/discussionactive.png?v=Atlas8.0.4.35
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.
Learning Experiences http://stnicholas.rubiconatlas.org/common_images/icons/discussionactive.png?v=Atlas8.0.4.35
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
Instructional / Teaching Strategies http://stnicholas.rubiconatlas.org/common_images/icons/discussionactive.png?v=Atlas8.0.4.35
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.
Interdisciplinary / Transdisciplinary Links http://stnicholas.rubiconatlas.org/common_images/icons/discussionactive.png?v=Atlas8.0.4.35
·         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
Resources http://stnicholas.rubiconatlas.org/common_images/icons/discussionactive.png?v=Atlas8.0.4.35
·         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
Approaches to Learning http://stnicholas.rubiconatlas.org/common_images/icons/discussionactive.png?v=Atlas8.0.4.35

Thinking Skills
·         Application
·         Acquisition of knowledge
·         Analysis
·         Evaluation
·         Critical
·         Creative
·         Comprehension
·         Dialectical thought
·         Metacognition
·         Synthesis



Last Updated: Thursday, August 21, 2014, 8:25AM
Atlas Version 8.0.4
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