know: what a ‘hook’ is. be able to: decode the main hook from kids by mgmt. starter: work out...
TRANSCRIPT
Know: What a ‘hook’ is.
Be able to: Decode the main hook from Kids by MGMT.
Starter: Work out the riff by ear.
Understand: How to play and record into Cubase.
Stage 1Stage 1
The tonality of the hook is A major:
A B C# D E F# G# The hook begins on A.
Which note from above is NOT used in the hook?
PRIZE FOR THE FIRST PERSON TO WORK OUT THE HOOK CORRECTLY BY EAR
Starter: Work out the riff by ear.
What is a hook?What is a hook?
Tempo: This tells us that the tempo is 122 beats per minute. We will need to set the tempo on Cubase to match this.
?# ? ?#?#?# ??A ??#
Task 1: Decode the main hook
Key signature: The sharps F, C and G. So every time we see F, C or G we play F#, C# and G# instead.
WB PG1WB PG1
1.Push the function button
2.Push the down category button 16 times until PC Mode appears on screen
3.Move the black wheel so the screen says PC2
CUBASE - SETUPHEADPHONES: Unplug the splitter from the back of the keyboard and put into the white ‘Guitar link’ in the headphone slot.
YOU WILL NEED TO REPLACE THESE AT THE END OF THE LESSON!
4. Open Cubase: Cubase 6 shortcut on desktop5. Wait (it takes time to load)6. Open a new File: Click on the ‘More’ tab and select ‘MGMT
template’ . Make sure the ‘prompt for project location’ is selected before clicking continue.7. Create project folder: – Select Music– Select My Music– Create a new folder : give it
your name and class eg. Sam and Billy 8g1
8. Set up the click: Click Transport, Metronome Setup. Deselect ‘Activate Midi Click’.
9. This is the transport bar. Make sure ‘Auto Q’, ‘precount’ and ‘Click’ are selected (white).
1. Ensure ‘Snap’ is white.
2. Select the quantize box.
3. Select 1/8: By selecting 1/8 you are dividing each bar in eight, therefore into quaver beats.
Quantize:Quantize: 1. Corrects timing mistakes.2. Input notes with precise timing.
1 2 3 4 5 6 7 8
8 blocks
1 blocks
2 blocks
4 blocks
MELODY - RECORDING1. Select the Melody track so that
the track is light grey and the record symbol is red.
2. Press the ‘Beginning’ button to make sure the play bar is at the start of your track.
3. Press the record button on the transport bar. Wait for the 8 clicks and then play in your melody line.
4. Press the stop button when you are finished. If it is too long move your pointer to the end of the part and click and drag to make it shorter.
If you don’t think it is correct, click on it with the pointer and press ‘delete’ and try again.
MELODY - RECORDING
AT THE END OF THE LESSON
1. Save your work (first save will need you and your partner’s name for a file name).2. Complete your self assessment.3. Follow the instructions on the yellow sticker on your computer.
EXTENTIONIf you finish all this, ask me for the extension work to achieve above expectations.
- - - = + + +
Pitch
Some semblance of correct notes, infrequent and
random
Hook and bass line pitches correct, perhaps too high.
Hook, bass, and countermelody in correctly.
Vocal line present and in tune/ melodic variation of hook or bass line.
Additional variations of hook, bass or countermelody with harmonic merit.
Rhythm
Infrequent notes are the correct length but perhaps in the wrong space.
Hook and bass line rhythms are mostly correct. The drum beat is in time.
The drum line is accurate with the original track. The countermelody notes and rests are correct.
A drum fill has been added and is rhythmically
sensible.
A drum fill has been added with interesting features; syncopation, dotted notes and good choice of timbres.
Ensemble Skills
Not much time spent on the project due to poor behaviour.
Some effort given to the project but too dependent on partner.
An even amount of work done with partner to complete work at a reasonable pace.
An effort made to help their partner, work ahead of the class schedule and look of opportunities to push themselves.
Complete independent work completed in a fast time frame.
Contrast No knowledge of dynamics.
All dynamics are at the same level and all tracks are balanced.
Dynamics are present in loud and soft form.
Dynamics are used sensitively with crescendo and diminuendo.
Dynamics are used in specific places to show contrast, direction and
structure.
Style The hook, and bass line are completed.
The hook, countermelody, bass and drum line are completed.
The tracks structured to closely resemble the original song including extra features. Some attempt at extra special effects may have been made.
The tracks structured to closely resemble the original song including extra features. Effects are used accurately.
Effects are used to greatly enhance the musicality of the song.
Know: What a bass clef is.
Be able to: Decode the bass line from Kids by MGMT.
Starter: Work out the bass line by ear.
Understand: How to play and record into Cubase.
Stage 2Stage 2
The tonality of the song is A major:
A B C# D E F# G# The first bar of the bass line is an F# and another F#.
Have a listen to the hook and work out the following Bars.
F# & F# & F#F#
Starter: Work out the bass line by ear. (10 mins)
_ & _ & ___ & _ & ___ & _ & __
Bar 1.
Bar 2.
Bar 3.
Bar 4.
What are octaves?
http://www.youtube.com/watch?v=vtrq4FVkLUg
What are What are octaves?octaves?
Task 1Task 1:: Decode the BasslineDecode the Bassline
C is to the left - http://www.youtube.com/watch?v=zR_cwELdtHk Virtual Keyboard - http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/music/piano/
F#
?#
?#
?#
?#
?#
?#
?#
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?#
?#
?#
?#
?#
?#
?#
?#
Key signature: The sharps F, C and G. So every time we see F, C or G we play F#, C# and G# instead.
WB PG2WB PG2
FINISH RECORDING THE MELODY LINE FIRST!
1.Push the function button
2.Push the down category button 16 times until PC Mode appears on screen
3.Move the black wheel so the screen says PC2
Don’t forget to plug in your headphones to the white ‘Guitar link’.
Reopening Reopening CubaseCubase
Two input Two input options:options:
OPTION 1: OPTION 2:Record the bass line
Use this option if:
• You can play the bassline
• You want to push your playing
• You want a more realistic sound
Follow the recording instructions from
STAGE 1
Draw the bass line
Use this option if:
• You struggle to play in time
• You want to move on quickly
• You took a lot of time completing
the melodyFollow the sequencing
instructions which follow:
2. Select ‘Draw’ from the tool bar
3. Draw across 4 bars (up to the 5) in BASS, creating a box.
4. Select the arrow from the tool bar and then double click in the box you have just created.
1. Here is the zoom control. Zoom in so you can see bars 1-8 along the top of the screen.
BASS LINE – SEQUENCINGOpen Cubase and open your work from last lesson - It should be on the
‘Recent’ tab.
Drawing in Cubase
1. Select the Draw function (pencil)
2. Click in the columns to get a note – one note per column.
3. Use the zoom feature to zoom in so you can see an octave. (C0-C1)
4. Utilise the piano on the left as a note guide.
Get back to the main screen Click the small grey x in the top right hand corner
BASS
AT THE END OF THE LESSON
1. Save your work (first save will need you and your partner’s name for a file name).2. Complete your self assessment.3. Follow the instructions on the yellow sticker on your computer.
EXTENTIONIf you finish all this, ask me for the extension work to achieve above expectations.
- - - = + + +
Pitch
Some semblance of correct notes, infrequent and
random
Hook and bass line pitches correct, perhaps too high.
Hook, bass, and countermelody in correctly.
Vocal line present and in tune/ melodic variation of hook or bass line.
Additional variations of hook, bass or countermelody with harmonic merit.
Rhythm
Infrequent notes are the correct length but perhaps in the wrong space.
Hook and bass line rhythms are mostly correct. The drum beat is in time.
The drum line is accurate with the original track. The countermelody notes and rests are correct.
A drum fill has been added and is
rhythmically sensible.
A drum fill has been added with interesting features; syncopation, dotted notes and good choice of timbres.
Ensemble Skills
Not much time spent on the project due to poor behaviour.
Some effort given to the project but too dependent on partner.
An even amount of work done with partner to complete work at a reasonable pace.
An effort made to help their partner, work ahead of the class schedule and look of opportunities to push themselves.
Complete independent work completed in a fast time frame.
ContrastNo knowledge of dynamics.
All dynamics are at the same level and all tracks are balanced.
Dynamics are present in loud and soft form.
Dynamics are used sensitively with crescendo and diminuendo.
Dynamics are used in specific places to
show contrast, direction and
structure.
Style The hook, and bass line are completed.
The hook, countermelody, bass and drum line are completed.
The tracks structured to closely resemble the original song including extra features. Some attempt at extra special effects may have been made.
The tracks structured to closely resemble the original song including extra features. Effects are used accurately.
Effects are used to greatly enhance the musicality of the song.
Know: How a drum kit works.
Be able to: Perform the drum pattern from Kids by MGMT.
Starter: Work out the drum pattern by ear.
Understand: Music technology can aid composition.
Stage 3Stage 3
Snare Drum
Bass Drum
THE DRUM THE DRUM KITKIT
How the drums work: Basic
1 2 3 4Cou
nt
Bea
t
http://www.drumnuts.com/GAMES/Virtual-Drums-Buckle.php
Starter: build a beat
How can you build a How can you build a beat?beat?
1.Push the function button
2.Push the down category button 16 times until PC Mode appears on screen
3.Move the black wheel so the screen says PC2
Don’t forget to plug in your headphones to the white ‘Guitar link’.
FINISH RECORDING THE MELODY and BASS LINE FIRST!
DRUMS
2. Select ‘Draw’ from the tool bar
3. Draw across 4 bars (up to the 5) in DRUM track, creating a box.
4. Select the arrow from the tool bar and then double click in the box you have just created.
1. This is the zoom control in the bottom right hand corner. Zoom in so you can see all the numbers 1-8 clearly.
Open Cubase and open your work from last lesson - It should be on the ‘Recent’ tab.
5. Make sure the ‘Quantise’ level is set to 1/8. If not, click on it and chose this level. (At the top right of the screen.)
6. Select the drum stick from the tool bar.
7. Recreate my drum pattern as below:
8.. You can hear your drum part by pressing play.
Get back to the main screen Click the small grey X in the top right hand corner.
DRUMS
BETTER DRUMS: EXTENSIONAt the beginning of the lesson I demonstrated how to make your drum track more interesting by adding fills, crashes and syncopated rhythms.
Create extra drum parts and compose additional fills, crashes or even an entirely new beat to make your drum section more interesting.
Don’t be afraid…
DRUMS
AT THE END OF THE LESSON
1. Save your work (first save will need you and your partner’s name for a file name).2. Complete your self assessment.3. Follow the instructions on the yellow sticker on your computer.
EXTENTIONIf you finish all this, ask me for the extension work to achieve above expectations.
- - - = + + +
Pitch
Some semblance of correct notes, infrequent and
random
Hook and bass line pitches correct, perhaps too high.
Hook, bass, and countermelody in correctly.
Vocal line present and in tune/ melodic variation of hook or bass line.
Additional variations of hook, bass or countermelody with harmonic merit.
Rhythm
Infrequent notes are the correct length but perhaps in the wrong space.
Hook and bass line rhythms are mostly correct. The drum beat is in time.
The drum line is accurate with the original track. The countermelody notes and rests are correct.
A drum fill has been added and is
rhythmically sensible.
A drum fill has been added with interesting features; syncopation, dotted notes and good choice of timbres.
Ensemble Skills
Not much time spent on the project due to poor behaviour.
Some effort given to the project but too dependent on partner.
An even amount of work done with partner to complete work at a reasonable pace.
An effort made to help their partner, work ahead of the class schedule and look of opportunities to push themselves.
Complete independent work completed in a fast time frame.
ContrastNo knowledge of dynamics.
All dynamics are at the same level and all tracks are balanced.
Dynamics are present in loud and soft form.
Dynamics are used sensitively with crescendo and diminuendo.
Dynamics are used in specific places to
show contrast, direction and
structure.
Style The hook, and bass line are completed.
The hook, countermelody, bass and drum line are completed.
The tracks structured to closely resemble the original song including extra features. Some attempt at extra special effects may have been made.
The tracks structured to closely resemble the original song including extra features. Effects are used accurately.
Effects are used to greatly enhance the musicality of the song.
Decode the counter melodyDecode the counter melody
C is to the left - http://www.youtube.com/watch?v=zR_cwELdtHk Virtual Keyboard - http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/music/piano/
Key signature: The sharps F, C and G. So every time we see F, C or G we play F#, C# and G# instead.
# # # #F# # #
#
# # #F# # #
Stage 4Stage 4
What’s a counter What’s a counter melody?melody?
1.Push the function button
2.Push the down category button 16 times until PC Mode appears on screen
3.Move the black wheel so the screen says PC2
Don’t forget to plug in your headphones to the white ‘Guitar link’.
2. Select ‘Draw’ from the tool bar
3. Draw across 8 bars (up to the 9) in COUNTERMELODY, creating a box.
4. Select the arrow from the tool bar and then double click in the box you have just created.
1. Here is the zoom control. Zoom in so you can see bars 1-8 along the top of the screen.
COUNTERMELODYOpen Cubase and open your work from last lesson - It should be on the ‘Recent’ tab.
Two input Two input options:options:
OPTION 1: OPTION 2:Record the countermelody
Use this option if:
• You can play the bassline
• You want to push your playing
• You want a more realistic sound
Follow the recording instructions from
STAGE 1
Draw the countermelody
Use this option if:
• You struggle to play in time
• You want to move on quickly
• You took a lot of time completing
the melodyFollow the sequencing
instructions which follow:
Drawing in Cubase1. Select the
‘draw’ function - to draw notes into cubase.3. Select the
‘pointer’ function - and you are able to lengthen and shorten notes..
COUNTERMELODY: Sequencing
2. Use the piano on the left hand side as a note guide.
To get back to the main screen click the small grey x in the top right hand corner
COUNTERMELODY
AT THE END OF THE LESSON
1. Save your work (first save will need you and your partner’s name for a file name).2. Complete your self assessment.3. Follow the instructions on the yellow sticker on your computer.
EXTENTIONIf you finish all this, ask me for the extension work to achieve above expectations.
- - - = + + +
Pitch
Some semblance of correct notes, infrequent and
random
Hook and bass line pitches correct, perhaps too high.
Hook, bass, and countermelody in correctly.
Vocal line present and in tune/ melodic variation of hook or bass line.
Additional variations of hook, bass or countermelody with harmonic merit.
Rhythm
Infrequent notes are the correct length but perhaps in the wrong space.
Hook and bass line rhythms are mostly correct. The drum beat is in time.
The drum line is accurate with the original track. The countermelody notes and rests are correct.
A drum fill has been added and is
rhythmically sensible.
A drum fill has been added with interesting features; syncopation, dotted notes and good choice of timbres.
Ensemble Skills
Not much time spent on the project due to poor behaviour.
Some effort given to the project but too dependent on partner.
An even amount of work done with partner to complete work at a reasonable pace.
An effort made to help their partner, work ahead of the class schedule and look of opportunities to push themselves.
Complete independent work completed in a fast time frame.
ContrastNo knowledge of dynamics.
All dynamics are at the same level and all tracks are balanced.
Dynamics are present in loud and soft form.
Dynamics are used sensitively with crescendo and diminuendo.
Dynamics are used in specific places to
show contrast, direction and
structure.
Style The hook, and bass line are completed.
The hook, countermelody, bass and drum line are completed.
The tracks structured to closely resemble the original song including extra features. Some attempt at extra special effects may have been made.
The tracks structured to closely resemble the original song including extra features. Effects are used accurately.
Effects are used to greatly enhance the musicality of the song.
Know: The Lyrics to Kids
Be able to: Copy and paste
Starter: Copy and paste
Understand: Music technology can aid composition.
Stage 5Stage 5
1.Push the function button
2.Push the down category button 16 times until PC Mode appears on screen
3.Move the black wheel so the screen says PC2
Don’t forget to plug in your headphones to the white ‘Guitar link’.
This is what your work should look like. (Your drums might look slightly different.)
Open Cubase and open your work from last lesson - It should be on the ‘Recent’ tab.
1. COPYING: Press and hold ALT
2. Click and hold onto the part you want to copy –drag it to where you want it. Try to create this:
Drums, Melody and Bass have been copied!
3. Select the gluing tool.
4. Glue the parts for each instrument together so that you have four parts which last 8 bars each (up to 9)
5. Go back to the pointer tool.
STRUCTURE
6. Here is the structure for the first 32 bars. Use ALT to copy the parts to makes yours look like this:
7. Listen to the original MGMT track to work out what the structure of the bars up to bar 65 should be. Try singing along to help you.
STRUCTURE
What yours will look like…
Don’t worry if you don’t have the counter melody
Kids: Lyrics
You were a child crawling on your knees toward him
Making momma so proud But your voice is too loud
We like to watch you laughing
Picking insects off of plants
No time to think of consequences
(Chorus)
Control yourself, Take only what you need from him
A family of trees wanting to be haunted
Control yourself, Take only what you need from him
COUNTERMELODY
AT THE END OF THE LESSON
1. Save your work (first save will need you and your partner’s name for a file name).2. Complete your self assessment.3. Follow the instructions on the yellow sticker on your computer.
EXTENTIONIf you finish all this, ask me for the extension work to achieve above expectations.
- - - = + + +
Pitch
Some semblance of correct notes, infrequent and
random
Hook and bass line pitches correct, perhaps too high.
Hook, bass, and countermelody in correctly.
Vocal line present and in tune/ melodic variation of hook or bass line.
Additional variations of hook, bass or countermelody with harmonic merit.
Rhythm
Infrequent notes are the correct length but perhaps in the wrong space.
Hook and bass line rhythms are mostly correct. The drum beat is in time.
The drum line is accurate with the original track. The countermelody notes and rests are correct.
A drum fill has been added and is
rhythmically sensible.
A drum fill has been added with interesting features; syncopation, dotted notes and good choice of timbres.
Ensemble Skills
Not much time spent on the project due to poor behaviour.
Some effort given to the project but too dependent on partner.
An even amount of work done with partner to complete work at a reasonable pace.
An effort made to help their partner, work ahead of the class schedule and look of opportunities to push themselves.
Complete independent work completed in a fast time frame.
ContrastNo knowledge of dynamics.
All dynamics are at the same level and all tracks are balanced.
Dynamics are present in loud and soft form.
Dynamics are used sensitively with crescendo and diminuendo.
Dynamics are used in specific places to
show contrast, direction and
structure.
Style The hook, and bass line are completed.
The hook, countermelody, bass and drum line are completed.
The tracks structured to closely resemble the original song including extra features. Some attempt at extra special effects may have been made.
The tracks structured to closely resemble the original song including extra features. Effects are used accurately.
Effects are used to greatly enhance the musicality of the song.