Sävellyksen tietopankki

Sävellyksen tietopankki

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36.

Inventing a part of your own piece using sequencer software

In this exercise, students are invited to invent a part of an original piece while learning the basics of working with sequencer software. This assignment is suitable for use in all courses on structural awareness of music.

Assignment author
Tapio Lappalainen

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Basics

Skill level
Advanced level
Introductory level
Medium level
Specialised level
Group size
Individual tuition
Large group
Small group (2 to 8)
Minimum time required
1 lessons
2 lessons
One month

Goal and output

Pedagogical goal

Learning to understand how chord harmonies connect with melody notes and bass notes.

Concrete output

Inventing part of an original piece using sequencer software.

Work progress

STAGE 1: Inventing chords/harmonies

• Have the students invent a chord loop with 3 to 8 chords while sitting at the keyboard with headphones on. The only requirement is that the student must like it. When the chord loop is done, have the students write down the chords in musical notation and chord symbols.

• When the chord loop is finished and written down, enter it in the sequencer software using MIDI. Fill each measure with one chord in repeated quarter notes. The MIDI keyboard must be connected to the computer.

• Select a piano or other harmony instrument among the instruments in the sequencer software.

STAGE 2: Building the bass line

• Have the students invent a bass line to go with the chord progression they have invented.

• Students can have the sequencer software play back the chord loop repeatedly while finding a suitable bass line by ear.

• You can also have the students build the bass line by simply following the root or fifth of each chord. The third can also be used. Passing notes and other figures may be added. The goal is to create a bass line that the student thinks sounds nice.

• Select a bass sound among the instruments in the sequencer software.

STAGE 3: Selecting a drum loop

• Many sequencer programs contain numerous ready-made drum loops. Have the students listen to drum loops and select what they feel fits with the chord loop and bass line that they have created.

STAGE 4: Creating a melody

• Have the students create a melody to go over the chord loop, bass line and drum loop previously created. Have the students play back what they have created so far while figuring out what the melody should sound like.

• Tips for melodic invention: Begin the melody on one of the notes of the first chord. After that, or towards the end of the measure (before the next chord), let the melody 'wander' – improvise and figure out how to take the melody forward, using the keyboard. When the chord changes, start that measure on one of the notes of the new chord.

Topics in the assignment

Musical elements
Form; dramaturgy of music
Harmony; chords
Melody
Rhythm
Tonal colour; extended playing techniques
Musical structures and analysis
Analysis
Dynamics; articulation
Intervals
Octaves, registers
Scales, keys
Texture
Playing an instrument & singing
Ensemble playing
Extended playing techniques
Interpretation
Playing by ear
Sight-reading; solfège
Solo/Tutti
Using one's own voice; singing
Listening
Active listening
Reference works
Notation & music terminology
Graphic notation
Music terminology
Score
Traditional notation
Arranging & parts
Arranging
Instrumentation; orchestration
Parts
Music technology
Music technology; music technology
Improvisation & interaction
Cooperation
Following sound and movement
Improvisation; soundscape
Reaction; taking turns
Styles & techniques
Aleatorics
Concrete music
Counterpoint
Field technique
Imitation
Minimalism
Pointillism
Polyphony
Imagination & other arts
Dance; movement
Mood; imagination
Music theatre
Narrative composition
Photo; image
Text

Tools

Classroom instruments
Computer, tablet or smartphone
Keyboard
Music paper
Music technology
Notation software
Own instrument
Own voice
Percussion instruments
Photographs; images
Recordings or sheet music
Sequencer software
Stationery for taking notes
TV, computer screen or video projector

Detailed description of tools

MIDI keyboard, computer or tablet, headphones.

Remarks

The excellent thing about this assignment is that it brings together music theory skills, composition and music technology in a single package.

New things learned about the sequencer software (GarageBand):
• creating new tracks
• Rec, Play and Stop buttons (+ keyboard shortcuts)
• adjusting tempo
• turning the metronome on/off
• turning the count-in on/off
• selecting/changing the instrument or sound source
• entering and adjusting notes in piano roll view
• adjusting notes in score view
• quantisation of notes or regions
• loading drum loops from the loop library

The desktop version of GarageBand has a score view window, but the tablet version does not.

This assignment may also be performed using notation software. In this case, the students must also invent the percussion track and enter it into the program.

It may be helpful for melodic invention to think of a dog leash:
When a new chord begins, start on a note of the chord (short leash). Then allow the melody to roam more freely (giving the dog a longer leash) until the chord changes again, at which point start on a note of the new chord (short leash again).

Further assignments

Assignment suitable for further study

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Info

The Opus 1 composition pedagogy databank is a gateway to the wide world of musical composition. It offers all teachers and institutions providing music education an inspiring perspective on introductory composition teaching, including a wide range of composition assignments particularly suited to teaching at music institutes, whether in large or small groups or as individual tuition.

This package was designed and delivered by a working group of specialists in composition and composition pedagogy. The project was supported financially by the Foundation for Finnish Art Music and the Society of Finnish Composers.
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Contact information

Please contact us if you want to know more or to submit your own assignments for inclusion: opus1@composers.fi

© The authors
Design: Farm / Antti Kangassalo
Code: Call to Action
Photos: Markku Klami
English translation: Jaakko Mäntyjärvi

Skill levels

  • Introductory level
  • Medium level
  • Advanced level
  • Specialised level

The basics

  • Listening
  • Imagination & other arts
  • Musical elements
  • Musical structures and analysis
  • Music technology
  • Notation & music terminology
  • Playing an instrument & singing
  • Styles & techniques
  • Interaction & cooperation
  • Arrangements & parts
  • ALL ASSIGNMENTS