Seattle Central Community College
Humanities/Social Sciences Division
Music Department
Computer Music and Recording
Music 185
Course Syllabus
Spring Quarter 2015
Monday, Wednesday - Section 1
10:00am – 12:30pm
Room: BE 3151
MIDI LAB BPH 104
Brian Kirk M.A. Music
Office: BA 204 (Broadway Performance Hall)
Primary Email:
brian.kirk@seattlecolleges.edu
Website
http://seattlecentral.edu/faculty/bkirk
Secondary email
bkirksccc@yahoo.com
Prerequisites: None
Course Description:
Computer Music and Recording serves as an introduction to the technical skills necessary for
electronic music production and recording. The course is specifically designed to teach the basic
elements of music including listening, improvising, recording, arranging, mixing and digital editing.
Whether students are planning to pursue additional studies in the field of music technology, music
education or performance, or are taking the course to enhance their understanding and enjoyment
of music, they should find the course interesting, entertaining and enriching.
The course is designed for all students regardless of there background in music.
Course Objectives:
1. Students will be able to use a computer for original music creation through listening, recording,
improvising, sequencing, with an emphasis on the understanding of musical elements
indigenous to the art of electronic music composition
2. Students will demonstrate their knowledge of basic MIDI recording techniques, analysis of
musical material, editing and refining recorded material, through creative application of music
composition.
3. Each student will be able to use the software for the development of a CD coursework
portfolio to be used for assessment, auditions, rehearsals, employment opportunities and/or
personal enjoyment
1
Learning Outcomes:
Upon completion of this course students should have basic knowledge and understanding of the
following:
1) Identify the Reason® MIDI recording and digital sequencing devices in order to use the
basic functions.
2) Construct and record melodic and harmonic material, or refine recorded material, through
note input and editing techniques.
3) Create sophisticated musical ideas such as the use of drum loops.
4) Demonstrate mixing techniques such as fade in, fade out and volume parameters
5) Compose extended musical ideas and create more complex pieces, using formal
development, variation, textural contrasts and dynamic shadings.
6) Compile a CD portfolio of coursework that can be used for assessment and personal
enjoyment.
Americans with Disabilities Act Statement:
If you need course adaptations or accommodation because of a disability, if you have emergency
medical information to share with your instructor, or if you need special arrangements in case the
building must be evacuated, please make an appointment with your instructor as soon as possible.
Instructor's Educational Philosophy
Being a professional musician, I have always perceived teaching as natural extension of the
tradition of American jazz music, when the master musicians mentored the young apprentices.
Having the opportunity to share my knowledge and passion for music and experiencing the
“magic” that occurs in the students as they begin to realize their academic and performance
potential has been the most rewarding experience of my career.
While “education” has come to mean many things, the essence education suggests that our efforts
must focus on the full development of students in all matters of deliberate action. Education
should seek to develop students in all matters of deliberate action. My role as a teacher is to treat
students as human beings who not only have authentic life-experiences, but who are also active
participants in the production of knowledge. In so doing, knowledge is not transferred, but rather
created and critically examined in the context of the classroom and beyond. Highlighting the
significance of electronic music production as a complex and consequential social practice as well
as an art form, it is my desire to assist students with the understanding and knowledge of music
technology. It is the mission of this Instructor to help students to appreciate how electronic music
is put together, the importance of a good solid technological musical foundation and also its’
values, meanings and sensibilities.
Electronic music composition and music making is an enormous industry that offers personal
enjoyment and employment in various fields such as web design, film scoring, cellular ring tone
technology, video gaming, music production, home studio recording, independent music
production of Compact Disc, music video production and artist management.
The goal for this course is to provide students the knowledge and skills in the field of electronic
music production, so that they may find employment as songwriters, recording artist’,
performance musicians, recording engineers, sound engineers, conductors, composers for film,
2
computer programmers, music editors, radio and television program directors, teachers and
instructors, and other electronic music making related industries.
Methods of Instruction:
Lecture, demonstration, artist showcases, textbooks/workbooks, Video tutorials, computer note
entry, and midi keyboard instruction on the use of the concepts associated with note entry
1. Study Activities: Hands on learning with the computer hardware and software with specific
task and activities assigned to aid in learning of basic computer music production skills. Students
have access to the same music production equipment at the same time which allows for
collaborative learning as well as independent learning activities. All tests are interactive with
immediate feedback, upon completion of an examination, quiz and or project. Students will
compile their work in a CD portfolio as a means of assessment, personal enjoyment and/or to be
used vocationally.
2. Student textbook/workbook: including assignments, overviews. lesson checklist, study
activities, reading, glossary examples, listening notes, computer points of emphasis, templates and
demonstration songs, with graphic illustrations (color coded symbols) and models. Student
booklets detail each activity and are adaptable to all the various student learning styles. A CD Rom
tutorial of the basic music production software is available for the visual learning style. Each lesson
contains an outline of the specific aims and skills involved in the lesson.
3. Integrating this material with existing curriculum: the course is designed to allow
integration with other areas of the fine arts, such as music performance and graphic arts, film and
video, and drama. The course allows students the ability to connect all of the other mediums
through the development of computerized music recording integration into film and video, as well
as sound production to accompany visual art presentations, drama musical scores and programmed
music and dance performance. Students of the music will discover the art of electronic music
production extremely vital to the understanding of elements of music theory, piano performance
with the lessons focusing on the development of listening skills, music fundamentals and technical
skills, and applying these in a creative capacity.
Textbooks:
1) Reason® 7 Ignite
Thomson Course Technology, 2012
2) Teaching with Reason (Student Booklet)
Author: Stephanie Sobey-Jones
Propellerhead Software Company Stockholm Sweden
Supplementary Readings/Audio-Video Media:
1)CD –SCCC Student Network
2)Fundamentals of music packet designed specifically to teach the basic elements of music
3) Web based Instruction video tutorials boyinaband.com
3
Learning Music Fundamentals (Recommended but not required)
The Teaching Music Reason curriculum requires no basic knowledge of Reason, however some
basic computer skills and some experience working with melody, rhythm, simple chord
sequences and musical forms. Many of the basic elements of music can be easily learned and
understood with the first lessons in listening, evaluating and analysis. The curriculum is flexible
in that many of the lessons can be taught at a pace that allows students to learn electronic music
production at their own pace. The task and activities within the Reason software allow students
a more creative approach to music fundamentals heightening the student’s interest and retention
of the information. Students can take this course without having prior musical training.
Course Policies
CONTACTING THE INSTRUCTOR: When you wish to contact me, you should plan to
do so whenever possible using the email, via the Canvas Learning Portal.
I have included other contact options here in the syllabus in case of emergency.
RESPONSIBILITY: This course is not self-paced -- it does follow a regular schedule -- and
the absence of in-class meetings places a good deal of responsibility on your shoulders: you are
the only person who can motivate yourself to get your work done thoroughly and on time.
CLASS PARTICIPATION: Your active participation in all class activities is absolutely crucial to
your success, and to the success of your classmates. The successful student in this course will be
dedicated, responsible, and self-motivated. The class will work in groups so that certain concepts
are presented and understood thoroughly by the class.
LATE ASSIGNMENTS – 50% OFF THE HIGHEST GRADE
"CLASSROOM" BEHAVIOR POLICY: The college classroom must be a working and
learning environment in which adults treat each other with respect. Students who demonstrate a
disregard for working, learning, adult behavior, appropriate use of language, or respect for
others' ideas may be asked to leave the class.
ADVICE ON APPROACHING THE CLASS: Engaging in this class shouldn't feel like a
chore that you resent having to perform. If it does, you should probably do some serious
thinking about why you're enrolled. This isn't the kind of class -- if such a class exists -- that you
can pass by memorizing a bunch of stuff on Thursday and spitting it out onto a Scantron form
on Friday. In this class, you are expected to spend your time actively engaged specific activities
geared toward learning electronic music production. We will do many specific tasks’ that enable
you to learn the software, hardware, music fundamentals and the joys of music production. If
you approach this class by wondering how little work you can do and still get by, or if you
approach this class by thinking only about what grade you're getting instead of what you're
learning, then you will not succeed. If, however, you approach this class with dedication and a
positive attitude, I guarantee that you will be rewarded with the satisfaction that comes from the
genuine acquisition of knowledge and skill.
STUDENT RIGHTS AND RESPONSIBILITIES:
4
In this course, Students have the right to an Instructor who will:
• helping students to learn the material presented in this course
• be organized, and share that organization with students
• establish realistic goals
• pay attention to students’ needs
• be aware of different learning styles
• attend and participate consistently
• maintain open lines of communication
• be a good resource for students
• share knowledge
• Consistent offering of constructive criticism
• maintain an open mind
• treat the course and all its participants with dignity and respect
In this course, the Students are responsible for:
• learning the material and seeking help when needed
• attending class consistently
• coming to class prepared to work
• completing all assigned readings on time
• submitting all assignments on time
• participating in all activities of the course
• seeking assistance when it’s needed
• maintaining open minds
• giving the course and all its work their best effort
• taking control of their own attitude, time, and performance
• participating in effective and useful groups
• treating the course and all its participants with dignity and respect
5
Quiz #1
Midterm
Exam
Quiz #2
Final Exam
Assignments
50 points
200
50 points
200
500
Point Total
981-1000
961-980
841-960
821-840
801-820
781 -800
761-780
741-760
721-740
701-720
681-700
661-680
641-660
621-640
601-620
581-600
499-580
0 - 498
Decimal Grade
3.9-4.0
3.7-3.8
3.5-3.6
3.3-3.4
3.1-3.2
2.9-3.0
2.7-2.8
2.5-2.6
2.3-2.4
2.1-2.2
1.9-2.0
1.7-1.8
1.5-1.6
1.3-1.4
1.1-1.2
0.9-1.0
0.7-0.8
0.0
Course Materials
Student Textbook/Workbook:
Teaching Music with Reason - Provided Online in Canvas
Reason Ignite 7 SUPPLEMENTARY TEXTBOOK (optional)
A Reason Music tutorial CD-ROM is available on the SCCC Student Computer Network.
It is a video presentation that explains the technical functions of the Reason software.
About Reason Software (software requirements)
the course is adaptable to the use of any PC driven sequencing software programs available for
music. Keep in mind that the software and hardware requirements for each computer lab may
change as upgrades become available.
There are specific software programs that this course may adapt to this course -
6
Logic Pro
Digital Performer
Cubase
The preferred course curriculum is designed to use Teaching With Reason, which is an
introductory level curriculum designed to use over one or more quarters of a two year music
program
A Creative Approach to Music Fundamentals
The Teaching Music Reason curriculum requires no basic knowledge of Reason, however some
basic computer skills and some experience working with melody, rhythm, simple chord
sequences and musical forms. Many of the elements of music can be easily learned understood
with an emphasis placed on the first lessons on listening, evaluating and analysis. The curriculum
is flexible in that many of the lessons can be taught at a pace that allows students to learn
electronic music production at their own pace. The task and activities within the Reason
software allow students a more “creative approach” to music fundamentals heightening the
students interest and retention of the information. Students can compose music and record
within the course without any formal training in music fundamentals.
Course Content Outline Schedule
Week 1
Listening and evaluating, analyzing musical material, exploring and evaluating sound, shaping
and modifying sound arranging (selecting, moving and copying material) analyzing musical
material
Understanding basic musical elements, developing structural frameworks,
Week 2
Listening and evaluating, exploring and evaluating sounds, shaping and modifying sound
mixing, exploring effects (and effects unit parameters)
Week 3
Listening and evaluating, understanding basic musical elements, arranging, exploring, creating
and developing patterns, recording note entry, editing and refining material, developing
structural frameworks, applying knowledge creatively, student knowledge assessment
Week 4
Arranging, editing and refining recorded material, note entry-/recording, creating melodic,
textural, timbre or dynamic variation, exploring and evaluating sounds
Week 5
Developing structural frameworks, creating melodic, textural timbre or dynamic variation,
editing and refining recorded material, recording and note entry
Week 6
Recording and note entry, improvising, quantization, exploring and evaluating sounds,
understanding basic elements, arranging, applying knowledge creatively, student knowledge
assessment (midterm)
Week 7
Varying repetitive loops, developing structural frameworks, recording, editing and refining
sound, listening and evaluating, creating melodic, textural, timbre or dynamic variation,
automation, applying knowledge creatively, working to a given composition brief (converting
cd’s to wave files)
Week 8
Working to a given composition brief, automation recording, viewing and editing controller
data, varying repetitive material, recording data, developing structural frameworks, applying
knowledge creatively (converting cd’s to wave files)
7
Week 9
Editing, refining recorded material, quantization, arranging, listening and evaluating, recording
note entry, portfolio compilation, converting music to wave files(converting cd’s to wave files)
Week 10
Varying repetitive loops, developing structural frameworks, recording, editing and refining
sound, listening and evaluating, creating melodic, textural, timbre or dynamic variation,
automation, applying knowledge creatively, working to a given composition brief (converting
cd’s to wave files)
Week 11
exploring and evaluating sound, mixing, recording (note entry) preparing the compositional
portfolio, student knowledge assessment (final examination)
The Lessons in Reason
the lessons in Reason include the following material:
1)
An outline of lesson content and a brief description of any song that accompany a lesson
2)
Lesson preparation and background reading material. These pages provide you with a guide
to the device(s), functions and techniques, which will be used in the lesson.
3)
A student worksheet and or project sheet.
4)
“How to” students guide pages in the textbook. These are reference guides for students
describing the main functions and techniques used during the lesson.
Week 1
Lesson 1
In this lesson you are going to explore some the elements that make up a piece of music and
create an arrangement using some pre-recorded ideas
(use your how to guide to you play and arrange music)
Lesson Outcomes
Upon completion of lesson 1, students will have knowledge of the following:
Understanding and identifying some basic musical elements: rhythm, melody and harmony,
tempo, timbre texture and form
Using and understanding basic sequencer playback parameters.
Loading sounds into selected devices and evaluating their effectiveness in the overall musical
texture
Using Drag and copy techniques to create a simple arrangement showing some basic awareness
of formal structure
Introductory Activity
Listen to one or two short examples form CDs of your own choice, which place emphasis on
different musical elements.
Discussion: Briefly identify and talk abut how they are used
8
Week 2
Lesson 2
Lesson Outcomes
identifying ways in which sounds can be manipulated using the mixer parameters. Understanding
some basic musical applications of balance, EQ, panning and effects use (reverb delay)
Making a practical judgments on the use of these to achieve a musical result
Activity: This listening activity b=focuses on some basic production concepts in preparation for
the main tasks.
Open and play the song file “Blues”
Discussion: How would you describe this style of music
Task 1: Exploring the mixer
Task 2: Creating a mix
Week 3
Lesson 3: Working with rhythm patterns and phrases
Lesson Outcomes
Understanding basic musical concepts of pattern and phrases construction
Playing and changing drum patterns to synchronize musically with other material
Recording drum pattern changes in real time to build up longer rhythmic phrases
Editing the playback order of patterns to fir the musical structure and phrasing of other material
Task 1: Playing and changing patterns
Task 2: Recording drum patterns and editing rhythmic phrases
Task 3: Creating a final mix
Week 4
Lesson 4
Reason Quiz #1 (Week 4)
Written: Ten questions on the use of some of the basic devices and technical functions
from lesson 1 – 3.
Lesson 4: Creating your first original song- Creating the drum track
Lesson Outcomes
Exploring and evaluating drum kit sounds
Creating original drum patterns understanding the concept of “steps” and relating these
musically to bars and beats
Understanding the purpose of step dynamics, using these to achieve “musical” results.
Task 1: Setting up your drum kit and creating a pattern
Task 2: Developing patterns and pattern variation
9
Week 5
Lesson 5
YOUR first ORIGINAL song – building a bass line
Lesson Outcomes
Creating bass patterns using the Matrix pattern sequencer and inputting note pitch, length and
velocity information
Relating concepts of pattern construction, phrase construction and variation, matching recorded
patterns and pattern changes with existing material
Task 1: Exploring bass lines
Task 2: Creating and recording bass patterns
Task 3: Converting pattern information to notes
Week 6
Lesson 6
your first original song Lead lines and harmonies
Lesson Outcomes
Exploring the use of a MIDI keyboard for accessing sounds and recording musical ideas
evaluating some advantages and disadvantages of real-time keyboard recording
Understanding some basic function of quantization, applying an appropriate quantize to tacks as
necessary
Task 1: Improvising and recording
Task 2: Making rhythmic adjustments and recording more ideas
Task 3: How to quantize notes during recording
Week 7
Midterm examination 50 Questions multiple choice examination covering the material
learned in Lesson 1 – 6
LESSON 7
Your first original song - Arranging and Editing
Adjusting and varying recorded material through basic editing of note pitches, velocities and
lengths
Creating additional material using manual note input
Arranging and refining material to produce a completed song that shows some attempt at
Task 1: Editing
Task 2: Editing
Task 3: Final Mix
Lesson outcomes
10
Developing communication skills through presentation of work to their class members
listening and identifying musical elements
Constructive evaluation of both personal work and the work of others, with references to
specific musical elements and skills
Week 8
Lesson 8
REASON LESSON Combining Reason #8 & 9 (Task 1 of each lesson for written work)
Lesson Outcomes
Understanding the basic concepts of Rex files and loops
Loading and playing loops and editing individual “slices”
using drum and music loop tracks as a basis for a new song in a chosen musical style
Adding further ideas to fit the looped material, appropriate to the chosen musical style
Understand some basic musical functions of reverb and delay
Gaining some understanding of the effects unit parameter settings
Applying effects to individual drum sounds
Using effected sounds to create musical ideas
Week 9
Lesson 9
REASON LESSON 11 AND 12 - EFFECTS LESSON (TASK ONE ONLY)
Lesson outcomes:
Understanding how adjusting sound device parameters can alter the character and shape
of a sound
Showing an understanding of the project requirements by exploring appropriate musical
ideas, setting a suitable tempo and selecting timbres, textures and effects that reflect key
words and suggestions in the project sheet.
Recording real-time movements of sound device faders, wheels and other controls to
create a specific musical effects
viewing and editing recorded controller data
Week 10
LESSON 10
CREATE AN ORIGINAL SONG (mix an existing original song)
1) Self-Evaluation – Essay questions discussing all concepts learned in this course plus
the ANALYSIS OF YOUR ORIGINAL SONG
Prepare your song and submit as the Final Lesson of the Quarter.
Project must include a Final Mix and the Mixing Parameters.
Complete Final Original Songs (Final Artist Showcases)
exploring and evaluating sound, mixing, recording, preparing the compositional portfolio,
student knowledge assessment
11
Evaluating Outcomes and Assessment Forms:
Testing Procedures
All examinations and quizzes will be “open book” multiple choice examinations.
Students will test on the information presented in this course and evaluated according to their
abilities to complete the student projects. Written Test and Quizzes
During the course of the semester, there will be two major written exams “open book” take home
examinations. The first will take place on the sixth week and the second examination during the
eleventh week of the quarter. The manner of testing will be by way of multiple choice formats.
(Five examples, with one correct answer).
By experience, I feel that the most effective way of testing in an electronic music course is through
direct activities associated with specific task, enabling better comprehension. However, some
knowledge of technical skills must be mastered. The “open book” examination gives the student an
opportunity to evaluate the best response to a question based upon the process of elimination,
allowing for greater flexibility and variety of knowledge assessment. Students are allowed to
concentrate on the creative process, allowing for greater information retention.
Instructor’s Assessment Form
Course: Computer Music and Recording
Your Name_________________________________________________
Name of the Class being Evaluated_____________________________
Name of the Instructor being Evaluated_________________________
Please write comments and include a numerical rating 4, 3, 2, or 1 (4 being the highest, 1 is the
lowest) for each of the following categories:
Consideration of Subject Matter and Medium usage (mark one) ( ) 4, ( ) 3, ( ) 2, ( ) 1
Evidence of adequate preparation. Did the Instructor prepare you for the learning process
within the medium used for the instruction of this course?
Comments:
Clarity and Organization (mark one) ( ) 4, ( ) 3, ( ) 2, ( ) 1
was the information in this course clearly presented in an organized manner?
Comments:
Engaging and informative (mark one) ( ) 4, ( ) 3, ( ) 2, ( ) 1
was the information presented in an interesting manner? Did you learn something about music
fundamentals that will assist you in your musical endeavors?
Comments:
New Ideas (mark one) ( ) 4, ( ) 3, ( ) 2, ( ) 1
what is the most important concept that you learned from this course? Please consider both the
content and the structure of the course. What was effective and what (if anything) could have
been changed to increase the courses’ effectiveness? Comments:
12
13