I recently began my second semester of teaching Music Technology 101 at Montclair State University. In a perfect world, I’d follow Mike Medvinsky’s lead and dive straight into creative music-making on day one. However, there are logistical reasons to save that for day two. Instead, I started the class with a listening party, a kind of electronic popular music tasting menu. I kicked things off with “Umbrella” by Rihanna.
I chose this song because of its main drum loop, which is a factory sound that comes with GarageBand called Vintage Funk Kit 03–slow it down to 90 bpm and you’ll hear it. The first several class projects use GarageBand, and I like the students to feel like they’re being empowered to create real music in the class, not just performing academic exercises.
Robert Davidson’s first-ever tweet is a remarkable one:
Rob’s tweet raises three profound questions in my mind. Continue reading
I was reading this super valuable post by Rob Walker listing different strategies for how to pay attention. Deep attention makes the difference between looking at something and actually seeing it. Rob is talking mostly to visual artists and designers, but his methods work well for musicians too–seeing is to looking as hearing is to listening. Paying attention is the most basic skill an artist needs in any medium, and one of the most basic skills a person needs in life. Not only does artistic practice require attention, but it also helps you learn it. When you look critically at a painting or listen critically to a song, you’re disciplining your attentional system.
Being able to focus deeply has its obvious practical benefits, but it’s also an invaluable tool for making your emotional life more manageable. It’s significant to me that the image below appears in two different Wikipedia articles: attention and flow.
When people ask why we should study the arts, the attention argument is the best answer. The variety of deep attention known as mindfulness is a powerful antidepressant. Teaching the arts isn’t just about cultural preservation and transmission; it’s also a cost-effective public health measure. Music isn’t the only method for practicing your attention, but it’s one of the best. This post will address my preferred method for focusing my musical attention: the infinite loop.
Kratus, J. (2015). The Role of Subversion in Changing Music Education. In C. Randles (Ed.), Music Education: Navigating the Future (pp. 340–346). New York & London: Routledge.
Here’s a horrifying story from John Kratus:
In 2009 I gave a presentation on collegiate curricular change in music for the Society for Music Teacher Education in Greensboro, North Carolina. One of the first slides in my presentation was an outline of Michigan State University’s degree requirements for the Bachelor of Music in Music Education. The outline included certain numbers of semesters for applied lessons, large ensembles, theory and ear training, and history and literature, as well as music education requirements including three tracks (instrumental, string, choral/general), introduction to music education, conducting, instrument and voice classes dependent on student teaching. I asked the audience members how many of them taught in a college program similar to that. Nearly every hand went up. Then I revealed that the program I described was taken from the Michigan State University Academic Programs book from 1959. The course descriptions, the performance repertoire, even the delivery of instruction were, for all, practical purposes, nearly unchanged in 50 years.
Kratus goes on to say that music education is way more than fifty years out of date.
It is not an exaggeration to say that the type of music education provided to contemporary collegiate music majors has deep roots in the conservatories of European capitols of the 19th century. In fact more than its roots are located there–21st-century collegiate music has retained the stems, branches, leaves, flowers, seeds, and pollen of its 200-year-old predecessors.
DJ Earworm is the foremost practitioner of the art of the mashup. I don’t think there’s a more interesting musician in the world right now. I was on public radio with him once! His main claim to fame is the United State of Pop series, where he combines the top 25 US pop songs of a given year into a single, seamlessly coherent track. I’ve scattered several of them throughout this post. He has started doing more seasonal mashups as well; here’s one from this past summer:
It’s rare that an artist talks you through their production process in depth, so I was delighted to discover that DJ Earworm wrote an entire book about mashup production. He wrote it in 2007 and focused it on Sony Acid, so from a technical standpoint, it might not be super useful to you. But as with the KLF’s pop songwriting tutorial, the creative method he espouses transcends technology and time period, and it would be of value to any musician. Some choice passages follow.
In a recent comment, a reader posed a good question:
I’m classically trained (I do recognize a blues progression when i hear it though) so i would like to hear more of your insights into the forms, styles and methods of pop music — your observation that “most of the creativity in pop lies in the manipulation of timbre and space”, for example, was very interesting.To me the compositional technique of most pop and esp. rock/blues seems to based on noodling on a guitar and is directly the result of the tuning of the instrument and the ease with which a beginner can learn a few chords. The fact that many popular songs have been written by teams (mostly duos) of songwriters to me seems to corroborate my noodling theory — but I am very interested to learn if there are common practices, disciplines, methods, etc that have been used and transferred over time.
I have to add that I’m a little surprised to hear that pop musicians are baffled by the relevance of “academic” music theory to their music. If you wanted to teach a pop musician about the theory of his craft, what would you teach other than what is offered in any freshman theory course? (all right, you can skip the figured bass and species counterpoint).
My response: Continue reading
This semester, I had the pleasure of leading an independent study for two music students at Montclair State University. One was Matt Skouras, a grad student who wants to become the music tech teacher in a high school. First of all, let me just say that if you’re hiring for such a position in New Jersey, you should go right ahead and hire Matt, he’s an exceptionally serious and well-versed musician and technologist. But the reason for this post is a question that Matt asked me after our last meeting yesterday: What should he be studying in order to teach music tech?
Matt is an good example of a would-be music tech teacher. He’s a classical trumpet player by training who has found little opportunity to use that skill after college. Wanting to keep his life as a musician moving forward, he started learning guitar, and, in his independent study with me, has been producing adventurous laptop music with Ableton Live. Matt is a broad-minded listener, and a skilled audio engineer, but his exposure to non-classical music is limited in the way typical of people who came up through the classical pipeline. It was at Matt’s request that I put together this electronic music tasting menu.
So. How to answer Matt’s question? How does one go about learning to teach music technology? My first impulse was to say, I don’t know, but if you find out, please tell me. The answer I gave him was less flip: that the field is still taking shape, and it evolves rapidly as the technology does. Music tech is a broad and sprawling subject, and you could approach it from any number of different philosophical and technical angles. I’ll list a few of them here. Continue reading
Together with Adam Bell, I’m planning some in-depth writing about the phenomenon of pop musicians (like me) teaching in formal, classically-oriented institutional settings. This post is a loosely organized collection of relevant thoughts.
What even is “pop music?”
As far as the music academy is concerned, all music except classical or folk is “popular.” People who make bluegrass or death metal or underground hip-hop might be surprised to learn that their wildly unpopular music is referred to this way. In the past few decades, jazz has moved out of the “popular” column and into the “art” column. I myself have made a small amount of actual pop music, but for the past few years have mostly been involved in the production of artsy electronica.
How classical musicians learn: an absurd oversimplification
Classical musicians learn The Western Canon by performing and analyzing scores. The defining instrument of this music is the piano. All vocalists and instrumentalists are expected to be able to think in pianistic terms. Students are part of a pyramid-shaped hierarchical structure with long-dead composers at the top, followed by long-dead music theorists, followed by living music theorists and conductors and academics, and so on down to the individual section player. There is a contingent of living composers whose role in the hierarchy is confused at the moment. Most student composers are expected to operate within a tightly bounded tradition, whether that’s common-practice tonality or one of the various schools of modernism. The analysis of large-scale structure happens only at the very advanced level, if ever. Recordings are something of an afterthought.
I’m wrapping up my first semester as a legit college professor, and that means my first round of student evaluations. Here’s what my Intro to Music Tech students at Montclair State University had to say about me.
The creation of original music was a big hit, predictably. Everyone in the class is from the classical pipeline, and producing pop tracks was well outside of their comfort zone. After their initial resistance, though, everybody quickly got caught up in it, and I started having to chase them out of the room at the end of class. People thought I was a supportive and effective songwriting teacher, which is nice. A student wanted to learn more about song structure. I would like to teach more about it. In general, this is something I plan to start doing on day one in future semesters.
I also got rave reviews for talking through Beatles and Michael Jackson stems. Classical musicians don’t often get exposure to the creative use of the recording studio. Those stems are a rich resource for examining songwriting, arrangement, recording, mixing and editing. I wish I didn’t have to acquire them illegally from the shadiest corners of the internet.
Adam Bell is a fellow pop musician turned academic, and he hired me to teach at Montclair State University. He recently offered to observe my teaching; here’s what he found.
Teaching Observation of Ethan Hein – MUTC-101: Introduction to Music Technology
As the students began to trickle into the music technology lab and power up their iMacs, discussions immediately hatched about an upcoming assignment. A young woman turned on her speakers and played a work in progress made with the program Logic. “That’s cool!” responded one of her classmates as he listened intently. The piece commenced with a heavy guitar riff and shared sonic similarities with the “nu-metal” style of the early 2000s, comprised by the traditional trio of rock instruments: guitar, bass, and drumset. “Can we all listen to your song again? All the way through and more loudly?” asked Professor Hein. If there was a distinct moment when class had officially begun, this was it, and this was the first of many indications that the education occurring in this room under the guidance of Professor Hein is a continuing conversation that his students are engaged in and enjoying.