Month: March 2022

Summary

• Using OnlineSequencer, I created six motives, using only three notes for each small piece. With a three-note limit, this exercise really helps the brain to not get overwhelmed, and it can bring on more creativity when the brain has limits and has to work around them.

Melody Terms and Definitions

In music, a triad is a set of three notes (or “pitch classes“) that can be stacked vertically in thirds.^[1] The term “harmonic triad” was coined by Johannes Lippius in his Synopsis musicae novae (1612). Triads are the most common chords in Western music.

When stacked in thirds, notes produce triads. The triad’s members, from lowest-pitched tone to highest, are called:^[1]

• The root
• The third
• The fifth

– Triad definition from Wikipedia

• Theme – a longer, more flowing melodic idea
• Motive – a short, rhythmic idea
• Period – 8 (ish/around 8) measures of music
• Phrase – 4 (ish/around 4) measures of music
• Antecedent (Question or First) Phrase – sets the music up and leads you to expect something
• Consequent (Answer or Second) Phrase – releases the tension built up by the first phrase
• Scale Degrees:
  • Tonic Scale Degree – the note that begins and ends the scale, the note that releases the tension, one scale degree that creates a feeling of stability and resolution.
  • Supertonic, Mediant, and Submediant Scale Degree – scale degrees with a moderate level of tension useful for transitioning and carrying on an idea
  • Dominant, Subdominant, and Leading Tone Scale Degree – the notes that build tension, several scale degrees that create a high level of tension/the need to resolve the tonic
• Steps – any movement using half or whole steps
• Leaps – any movement using intervals larger than a whole-step
• Conjunct motion –  melody built primarily out of steps that move smoothly (example: moving in a scale)
• Disjunct motion – melody built primarily using leaps
• Repetition (the god particle of music) – use repeated material to create a link between the two phrases of a period
• Contrast – write two phrases that contain contrast material to create tension and interest
• Variation – halfway between repetition and contrast. The two phrases include some recognizable material and some varied material.

Composition term definitions from Dr. Henke’s video:  How to Write a Melody

• Dr. Jamie Henke, artsdivision.wisc.edu/staff/jamie-henke-jamie-henke/

My Motives

NEW

Motive 1

Motive 2

Motive 3

Motive 4

Doesn’t go with the project but I made it anyways

OLD

Motive 1

Motive 4

What I Learned & Problems I Solved

• When the brain is forced into a box, it forces it to be creative inside of the box. I get pretty overwhelmed usually trying to work with infinite possibilities, this exercise allowed me to still be creative, but have limitations.
• I was worried that all of my Motifs would sound too similar, so to combat that issue I worked with different note ranges, some higher, some lower.

SUMMARY

Role

Vocals

Intention (SMART Goal)

By April 15th, 2022, as part of School of Rock, I will make a cover of Waiting on a Miracle by Lin-Manuel Miranda, by following this tutorial.

PRE-PRODUCTION – INQUIRY

Leader(s) in the Field / Exemplary Work(s)

Absolutely Smitten: Dodie

Interview

Albums: Build a problem, Human, You, and Intertwined

I actually saw her in concert and she has an absolutely amazing stage presence, and her voice actually sounds better live in my opinion. The tone of her music is something I love because it’s very slow yet still usually happy.

Training Source(s)

Notes:

0:00-0:39 Intro

0:39-1:27 Explaining recording

1:27-2:03– Equipment

2:03-3:40– Mics

3:40-4:30- Recording info/resources

4:30-6:03– Recording (uses different platform)

6:03-6:59– Ending

SMART Goal Schedule

Record starting point

Identify things to work on

-Practice specific parts-

Record final point

PRODUCTION

SMART Goal Starting Point Evidence

Starting Point

SMART Goal Ending Point Evidence

Ending Point

POST-PRODUCTION – REFLECTION

21st Century Skills

Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)

I have a pretty weird singing voice, range-wise anyway, and it makes it hard to find songs that are really in my safe vocal range. My voice can go really high, and very low but it strains it a lot, so I try and pick songs that are in the middle, which can take quite a bit of time.

Ways of Working (Communication & Collaboration)

I did have to ask for help figuring out what I was going to do for the practicing and actual project details.

Tools for Working (Info & Media Literacy)

I had to learn (remember) how to export a sound file and place it in the blog, as well as navigate Youtube when I was taking notes on the instruction video. The skills I used could be useful in future projects.

Ways of Living in the World (Life & Career)

If this project helped me with life skills in any way, it’s helping me get over my anxiety a bit. I really don’t like singing in front of or around people, and the chances of me being alone every time I need to record are slim so, it’s helping with that. Since most jobs involve socializing, or customer service, getting over those social fears will definitely be helpful.

Self-Evaluation of Final Version

I’m actually really proud of the final version. I feel like my pitching could have been better, but I definitely sound better than on the first try. I felt more comfortable where I was recording to be loud, whereas I didn’t feel as comfortable the first time, so that definitely helped.

Grammar and Spelling

Edublogs spell check/Grammarly

Editor

Bella

Cue	Notes
contextual interference	trying to make it more difficult have to struggle -play as slow as possible and start speeding up zero in on things that you think will be hard
desirable difficulty	giving yourself a challenge to make it harder will not overwhelm, just enough to make challenging

Summary

Summary

For this project, I recorded my voice on different microphones to see how each one affected my voice and chose my favorite.

Microphone Audition Podcast

Microphone Test

My Favorite Microphone

Electro-Voice RE-20

• The RE-20 is a cardioid dynamic microphone
• It is designed for the radio and television broadcast market
• It is an end-address dynamic tailored for close-recorded vocals like podcasting, YouTube streaming, and close-up singing
• Read more: http://recordinghacks.com/microphones/Electro-Voice/RE20

Terms and Concepts

•  Microphones
  • Dynamic – The sound waves itself creates the electrical signal by moving the membrane diaphragm of the microphone. Very popular and very well known. It is good for the low and middle range, NOT the high range.
  • Condenser – The membrane has an electrical current that waits for sound. When the sound waves hit it, it responds instantly. They are all over the place, but they need an electrical charge {amplifier} from something {example – battery}.
• Polar Patterns
  • Omni – Picks sound up from all directions equally. This is used for interviews because it can pick up more than one person, without having to have two separate mics.
  • Cardioid – Picks up one half of the microphone, also known as a ‘directional mic’. Most sensitive in the front, about 180 degrees. Shaped like a heart.
  • Bi-directional – ‘Figure of 8’, picks the front and behind of the mic, but the 90-degree angle on both sides does not get picked up.
• Transduction – Converts one form of energy to another.
• Voltage – An electric force or a potential difference shown in volts.
• Phantom Power – Activates the condenser in a microphone. DC powered mostly between 12 and 48 DC voltages.
• Sensitivity – Voltage at its known sound level. Can be called by its voltage or decibels. A higher number means more sensitivity, everything is mostly in negatives. Sound pressure.
• Frequency Response – The range of sound the microphone can produce and how sensitive it is within the range. You want it nice and flat.
• Transient – A variation in current, voltage, or frequency.
• Placement – Placement of the microphone is key, depending on the sounds you want, it can just be the distance from you or the instrument from the microphone. This part of the microphone can affect others emotionally in a way to connect with the audience.
• Proximity Effect – Decreased sensitivity to low mics, which reduces background noise and vibration and counteracts when used very close to the source.
• Output – A place where the sound leaves the system.
• Characteristics – This is the Relative Response and Frequency measured in a Hertz graph to show how good or bad the microphone is. This can show the quality of the mic.
• Noise Rating – The signal (sound source) to noise ratio measured in decibels (dB). Noise is any sound in the background you don’t want. Electricity vibrates at 60dB so you want the ratio of the signal and noise to be higher than that. Preferably 90dB or higher.
• Hardware
  • Clips – A clip is something that you use to hold a microphone on something {for example – stand }, but, using the wrong kind of clips can affect the performance, make sure it is tight so it has the correct effect.
  • Stands – This ties in with a clip, this is what the clip will connect to. This keeps the microphone towards the object you want to hear without having to hold it or keep it still.
  • Windscreen – Something that covers and protects the microphone, mostly a foamy material.
  • Direct Box – A device used to connect an instrument directly into the audio mixer.

What I Learned and Problems I Solved

In order to edit out the mistakes I made when recording I put the audio file into Soundtrap. I didn’t really have any experience using Soundtrap for editing, so I had to figure out how to do that, those skills will be helpful if I need to use Soundtrap in future projects which I’m sure I will. This projects also really showed me just how much of a difference a microphone can make when hearing or recording your voice.

Summary

• Using OnlineSequencer, I created six motives, using only three notes for each small piece. With a three note limit, this exercise really helps the brain to not get overwhelmed, and it can bring on more creativity when the brain has limits and has to work around them.

Melody Terms and Definitions

In music, a triad is a set of three notes (or “pitch classes“) that can be stacked vertically in thirds.^[1] The term “harmonic triad” was coined by Johannes Lippius in his Synopsis musicae novae (1612). Triads are the most common chords in Western music.

When stacked in thirds, notes produce triads. The triad’s members, from lowest-pitched tone to highest, are called:^[1]

• The root
• The third
• The fifth

– Triad definition from Wikipedia

• Theme – a longer, more flowing melodic idea
• Motive – a short, rhythmic idea
• Period – 8 (ish/around 8) measures of music
• Phrase – 4 (ish/around 4) measures of music
• Antecedent (Question or First) Phrase – sets the music up and leads you to expect something
• Consequent (Answer or Second) Phrase – releases the tension built up by the first phrase
• Scale Degrees:
  • Tonic Scale Degree – the note that begins and ends the scale, the note that releases the tension, one scale degree that creates a feeling of stability and resolution.
  • Supertonic, Mediant, and Submediant Scale Degree – scale degrees with a moderate level of tension useful for transitioning and carrying on an idea
  • Dominant, Subdominant, and Leading Tone Scale Degree – the notes that build tension, several scale degrees that create a high level of tension/the need to resolve the tonic
• Steps – any movement using half or whole steps
• Leaps – any movement using intervals larger than a whole-step
• Conjunct motion –  melody built primarily out of steps that move smoothly (example: moving in a scale)
• Disjunct motion – melody built primarily using leaps
• Repetition (the god particle of music) – use repeated material to create a link between the two phrases of a period
• Contrast – write two phrases that contain contrast material to create tension and interest
• Variation – halfway between repetition and contrast. The two phrases include some recognizable material and some varied material.

Composition term definitions from Dr. Henke’s video:  How to Write a Melody

• Dr. Jamie Henke, artsdivision.wisc.edu/staff/jamie-henke-jamie-henke/

My Motives

https://onlinesequencer.net/2586123

https://onlinesequencer.net/2586170

What I Learned & Problems I Solved

• When the brain is forced into a box, it forces it to be creative inside of the box. I get pretty overwhelmed usually trying to work with infinite possibilitys, this exercise allowed me to still be creative, but have limitations.
• I was worried that all of my Motifs would sound to similar, so to combate that issue I worked with different note ranges, some higher, some lower.

SUMMARY

Role

My role was vocals, I studied the video, practiced, and in the end, successfully sang a decently steady harmony.

Intention (SMART Goal)

By March 2nd, as part of School of Rock, following “How to Sing Harmony” (Tutorial) by Tara Simons Studio, I will improve at singing harmony steadily for the session 4 project.

PRE-PRODUCTION – INQUIRY

Leader(s) in the Field / Exemplary Work(s)

Bo Burnham

Comedian and songwriter

Wrote What, Words Words Words, and Inside.

Training Source(s)

Notes:

0-2:00– Introduction

2:00-2:37– Tones

2:37-3:52– Separating the notes

5:12-5:35– Flat scale

5:35-6:08– Separate notes

6:08-6:45– Flat scale again (sing with them)

6:45-7:39– General instruction for practice

7:39-9:13– Dissonance explanation

9:13-10:02– Dissonance example

10:02-11:49– Conclusion

SMART Goal Schedule

– Record starting point

-Watch the video shown above

-Practice harmony

-Record finish point

PRODUCTION

SMART Goal Starting Point Evidence

First Try

SMART Goal Ending Point Evidence

Last Try

POST-PRODUCTION – REFLECTION

21st Century Skills

Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)

I spent quite a big chunk of time trying to identify a song that would be good for me to try and sing the harmony of. I also needed quite a bit of creativity when it came to figuring out how I would record my singing.

Ways of Working (Communication & Collaboration)

I did have to ask for help exporting the audio file into my drive, I also attempted, granted horribly, to help the people around me.

Tools for Working (Info & Media Literacy)

I had to learn (remember) how to export a sound file and place it in the blog, as well as navigate Youtube when I was taking notes on the instruction video. The skills I used could be useful in future projects.

Ways of Living in the World (Life & Career)

For this specific project, I had to identify the harmony of She Wants Me (To Be Loved) by The Happy Fits. Harmony can be very difficult, especially with my limited skills and knowledge of it. Figuring out the harmony took some trial and error for me, these problem-solving skills, and independence could be helpful in the workplace.

Self-Evaluation of Final Version

My singing voice has never been my favorite thing, so I may be biased against the results in the first place. As for my actual ability to sing harmony, I would say it improved a fair amount, one thing about the first part of the project is that I didn’t know the lyrics fully so that definitely affected the way I sang. When I recorded the final part I actually knew the lyrics, and I had also watched the video and practiced, so, it sounded a lot better.

What I Learned and Problems I Solved

Singing harmony has always been hard for me since I usually struggle with singing anything that goes against the melody. It’s hard for my brain to separate the different notes and I’ll usually sing whichever is loudest. I really had to practice singing harmony in general, as well as the harmony from the actual song. It’s definitely still hard for me, but I think it got a bit easier.

Grammar and Spelling

Edublogs spell check/Grammarly

Editor

Bella