Composing in the classroom

The hippest music teachers help their students create original music. But what exactly does that mean? What even is composition? In this post, I take a look at two innovators in music education and try to arrive at an answer.

Matt McLean is the founder of the amazing Young Composers and Improvisers Workshop. He teaches his students composition using a combination of Noteflight, an online notation editor, and the MusEDLab‘s own aQWERTYon, a web app that turns your regular computer keyboard into an intuitive musical interface.

http://www.yciw.net/1/the-interface-i-wish-noteflight-had-is-here-aqwertyon/ Continue reading

More remixes of my Disquiet Junto remix

The same Disquiet Junto project that spawned this wildly recursive remix also involved a few more people remixing my remix. Here’s a family tree of the three first generation source tracks, the seven second generation remixes of those tracks, and the three third generation remixes of the second generation remixes.

Junto metaremix flowchart

You can hear the three third-generation metaremixes below.

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Recursive remixes

Here’s a strange and interesting thing that happened to me. The assignment for Disquiet Junto project 233 was to remix three tracks. The assignment for Junto project 234 was to metaremix one of the remixes from project 233. One of the people whose remix I metaremixed was listening to my track and accidentally had it playing in two different browser tabs simultaneously. He liked how it sounded, so he did a metametaremix with two copies of my metaremix offset by a few beats. It came out amazing!

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Ilan meets the Fugees

My youngest private music production student is a kid named Ilan. He makes moody trip-hop and deep house using Ableton Live. For our session today, Ilan came in with a downtempo, jazzy hip-hop instrumental. I helped him refine and polish it, and then we talked about his ideas for what kind of vocal might work on top. He wanted an emcee to flow over it, so I gave him my folder of hip-hop acapellas I’ve collected. The first one he tried was “Fu-Gee-La [Refugee Camp Remix]” by the Fugees.

I had it all warped out already, so all he had to do was drag and drop it into his session and press play. It sounded great, so he ran with it. Here’s what he ended up with:

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Teaching reflections

Here’s what happened in my life as an educator this past semester, and what I have planned for the coming semester.

Montclair State University Intro To Music Technology

I wonder how much longer “music technology” is going to exist as a subject. They don’t teach “piano technology” or “violin technology.” It makes sense to teach specific areas like audio recording or synthesis or signal theory as separate classes. But “music technology” is such a broad term as to be meaningless. The unspoken assumption is that we’re teaching “musical practices involving a computer,” but even that is both too big and too small to structure a one-semester class around. On the one hand, every kind of music involves computers now. On the other hand, to focus just on the computer part is like teaching a word processing class that’s somehow separate from learning how to write.

MSU Intro to Music Tech

The newness and vagueness of the field of study gives me and my fellow music tech educators wide latitude to define our subject matter. I see my job as providing an introduction to pop production and songwriting. The tools we use for the job at Montclair are mostly GarageBand and Logic, but I don’t spend a lot of time on the mechanics of the software itself. Instead, I teach music: How do you express yourself creatively using sample libraries, or MIDI, or field recordings, or pre-existing songs? What kinds of rhythms, harmonies, timbres and structures make sense aesthetically when you’re assembling these materials in the DAW? Where do you get ideas? How do you listen to recorded music analytically? Why does Thriller sound so much better than any other album recorded in the eighties? We cover technical concepts as they arise in the natural course of producing and listening. My hope is that they’ll be more relevant and memorable that way. Continue reading

We dream of Star Wars

Anna and I went on one of our vanishingly rare parent dates to go see The Force Awakens a few days ago. We had a great time. The movie is loaded with gratuitous fan service and doesn’t stand up to even casual scrutiny, but then, that was true of episodes IV and V too. Nothing that happens in the reality of Star Wars makes an ounce of sense. Why try to pick apart the logical inconsistencies in these movies? It’s like picking apart the logical inconsistencies of dreams.

All movies are a kind of waking dream. The good Star Wars movies (in my opinion, IV, V and VII) are as dreamlike as it’s possible for movies to get without becoming impenetrably avant-garde. There is no stranger or more dreamlike special effect than plain old human aging. Seeing the familiar actors playing the familiar characters, but thirty years older, is a kind of strangeness I have never experienced in the movies before.

The passage of time

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Ethan’s Trax

Ethan’s Trax is an iTunes playlist I maintain that includes all of the music I’ve ever recorded. Well, more accurately, it’s all of the music that I care to be reminded of. I haven’t included every draft and dead end. But if a track has any artistic or sentimental value whatsoever to me, it’s in Ethan’s Trax.

Ethan's Trax

As of this writing, the playlist contains 477 “songs.” That’s a cumulative one day, thirteen hours, forty-seven minutes and fifty-three seconds worth of music. My self-described genres include: Blues, Classical (General), Electronic, Experimental, Folk, Funk, Hip-Hop, Jazz (Vocal), Mashup, Pop, R&B/Soul, Rock, Showtunes, and Soundtracks/Scores. The Electronic category is substantially bigger than all of the others combined. The recent high points are here:

The question is, how much of this music is actually “mine”?

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Goodbye SoundCloud?

I love SoundCloud. I love it for being an exceptionally easy way to share my music with people all over the world. I love the community aspect, especially the Disquiet Junto. I have all of my students host their portfolios there. But like a lot of the electronic musicians who form the heart of the SoundCloud userbase, I’m running into some problems with copyright.

Recently, I needed to unwind from a stressful morning, so I fired up Ableton, put in some Super Mario Bros mp3s and James Brown breaks, and went to town. I uploaded the results to my SoundCloud page, as usual, but got one of their increasingly frequent copyright notices.

SoundCloud copyright notice

I’ve uploaded a lot of material to SoundCloud that violates copyright law in various ways, and for the most part, no one has made any objection. I’ve occasionally used some long intact samples that triggered takedown notices, but my remixes and mashups are usually transformative enough to slip through the filter. Lately, however, I’m finding that SoundCloud has dramatically stepped up its copyright enforcement. A few months ago, I could have posted my Super Mario Bros/James Brown mashup without any trouble. Not any more.

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Musical shares

Recently we had some guys from Splice.com visit NYU to show off their intriguing new product. (It’s basically GitHub for musicians.)

Splice logo

The Splice guys demonstrated the power of networked collaboration with an exercise they call “musical shares.” Everybody starts a track in some DAW (we used GarageBand.) You work on your track for ten minutes. Then you share it with the person to your left, and you receive the track from the person on your right. You work on your neighbor’s track for ten minutes. Then you pass left again and spend ten minutes on another track. You repeat until you run out of time. Finally, you listen to your original track and experience the appropriate delight, or surprise, or horror. It’s somewhere between Exquisite Corpse and Telephone, and it’s a lot of fun.

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