Theorizing Sound
“In the Cloud”
Christian Carey, Rider University
Presentation, MTSMA 2012 Conference
University of Delaware
S
SoundCloud
S SoundCloud homepage (www.soundcloud.com)
S A free cloud computing application (premium membership
subscriptions available with additional features)
S Primarily used by musicians (some amateur, some
professional), record labels, and record sellers to demo songs
S Up to 120 minutes of sound recordings may be stored for
free
Personal SoundCloud page
SoundCloud is easy to use
S Users can upload sound files in a several formats:
MP3, WAV, etc.
S If one doesn’t have the tech ‘savvy’ to record using a
software such as Audacity, there is an onsite recording
function
S Simply record directly to the site using a computer or
phone’s built-in microphone
Record directly to SoundCloud
SoundCloud is Social
S There is also a social media component to SoundCloud
S Users can ‘follow’ other users
S Post links to SoundCloud tracks to other social media platforms
(Facebook, Twitter, Tumblr, even MySpace) or send them via
email
S On a blog or other website, embed a “widget” that contains a track
or ‘set’ of tracks. Embed a drop box widget to receive sound files
Share via social media platforms
SoundCloud log in screen
Privacy features
S Instructor login via email/password
S Dedicated emails and pages for each of my classes that use
SoundCloud
S Tracks can be sent to individual class participants or entire groups via
email or link can be posted to class blog, Blackboard, etc.
S Assignments can be made public so that others may share them
S Or, they can be kept as private class communications
S Tracks can be stream only, embeddable, or downloadable
Project 1: Ear training
S Post dictation assignments online (test form delivered via
Dropbox, Blackboard, etc.)
S Upload context listening assignments (played by instructor or
other public domain material)
S Students upload answer sheet to DropBox, Blackboard, etc. for
assessment
S For examples: Theory 1 – review intervals, triads; triad inversions
S Theory 3 – Seventh chords; seventh chord inversions
Project 1: more assignments
•
Chord identification; chord resolutions
•
Chord progressions
•
One voice and two voice melodic dictation
•
Harmonize given outer voices of 4-part chorale
•
Harmonize a melody or bass line
•
Rhythmic dictation
Project 2: Sight singing
S Students create their own SoundCloud page
S Upload assigned melodies as “private tracks”
S Send instructor link
S Extra assessment tool in advance of lab meetings
S Encourages students to become familiar with recording and
cloud computing applications
Project 2: other applications
S Keyboard harmony realizations
S Rhythm drills
S Original melodies composed by students
S Solfège drills
S Doesn’t replace lab meetings; provides extra ‘check up’
during week
Project 3: Listening assignments
S Some pieces may not be available via NML, Alexander
Database, etc.
S Archival recordings that aren’t released
S Recordings of original pieces created in class or performed
by students and/or instructor
S These can be uploaded as stream-only private tracks to
observe fair use policies
Project 4
S Students upload compositions to personal website
S These are based on topics being covered in class
Examples:
S Theory 1 – Create and upload an eight measure melody that
implies a perfect authentic cadence. HW: harmonize in 4 voices
S Theory 3 – Create a 16 measure melody that modulates from I-V.
Project 4 extensions
S Compose a melody in a pop or MT style
S Notate in lead sheet style (with chord changes)
S Sing or play an improvisation over a given bass line or
harmonic pattern
S Ornament a given melody using non-chord tones discussed
in class
Project goals
S Further instruction & assessment of ear training & context listening
S Provide listening assignments for theory homework
S Encourage students to become comfortable with cloud computing,
recording, & editing sound files
S Can dovetail with music notation instruction and keyboard harmony
S Foster creative activities such as composition and improvisation as
integral components of theory and aural skills classroom
Composition majors
S SoundCloud is also an ideal tool for composition majors.
S Students can share ‘works in progress’ with teachers &
peers.
S Social media aspect encourages productivity and fosters
listening to a wide range of repertoire.
Composers sharing tracks
The win/win factor
S Students create their own SoundCloud page and are
encouraged to upload original material
S Reinforces “ownership” of one’s one music and its
distribution: conversation about intellectual property
S Useful tool for storing portfolio projects, audition tapes,
archiving performances, etc.
Unexpected benefits
S Several students have expressed to me that it has been
helpful to have the SoundCloud assignments. They feel
nervous for in person hearings and dictations.
S A few students have started to share extracurricular songs
they are writing. One now wants to add composition to their
course of study.
Questions?
S www.soundcloud.com/cbcarey
S ccarey@rider.edu
S Class pages (some content private; some public):
S http://soundcloud.com/music110
S http://soundcloud.com/music210-1
S Blogs: www.sequenza21.com/carey, www.fileunder.tumblr.com