School of Rock – Day 15 – Celebration and Reflection

SUMMARY

  • I learned lots like: how to use HookPad, how to use Soundtrap, and how to play different riffs. I also learned how to use microphones. That was about it on what I’ve learned.

LEADERSHIP ACTIVITY

  • The leadership project was kinda 50/50 to me. At first I thought it was going be hard. All though it was hard. It was still fun.

How interested were you in learning the leadership project?

  • 1 (NOT MY THING!)
  • 2 (not really)
  • 3 (sorta interested)
  • 4 (interested)
  • 5 (YES! – I LOVE THIS STUFF!)

Your score: 3

CLASSROOM (THEORY & ANALYSIS)

  • I didn’t know music was so complicated. I learned music has been around a long time. I also learned that music doesn’t have to sound like music. It can just be an an arrangement of noises.

How interested were you in learning about music theory and song analysis?

  • 1 (NOT MY THING!)
  • 2 (not really)
  • 3 (sorta interested)
  • 4 (interested)
  • 5 (YES! – I LOVE THIS STUFF!)

Your score: 2

LAB (THEORY PRACTICED)

  • HookPad is great but it can’t do as much as Soundtrap. For instance, Hook Pad can’t do sound effects, but soundtrap has loops and effects. but hook pad does have different notes that is played rather than you recording you playing on Soundtrap.

How interested were you in learning about HookLab and HookTab?

  • 1 (NOT MY THING!)
  • 2 (not really)
  • 3 (sorta interested)
  • 4 (interested)
  • 5 (YES! – I LOVE THIS STUFF!)

Your score: 4

PRACTICE ROOM (GUITAR LESSONS)

Ever since i heard dream on y aerosmith i have wanted to play electric guitar. I have been playing electric guItar for 4 and a 1/2 weeks. I HAVE BEEN GETTING CLOSER AND CLOSER EVERY DAY!!!

How interested were you in learning to play the guitar?

  • 1 (NOT MY THING!)
  • 2 (not really)
  • 3 (sorta interested)
  • 4 (interested)
  • 5 (YES! – I LOVE THIS STUFF!)

Your score: 4

OUTSIDE (CREATIVITY & THE BRAIN)

  • I like science/talking about the brain. But it’s not as fun as playing the electric guitar. And I like to stay on task as much as possible. Even though brain and music have a lot in common.

How interested were you in learning about topics related to the brain, creativity, and productivity?

  • 1 (NOT MY THING!)
  • 2 (not really)
  • 3 (sorta interested)
  • 4 (interested)
  • 5 (YES! – I LOVE THIS STUFF!)

Your score: 3

STUDIO (SONGWRITING)

I wrote 2 songs. One of them was called Lookin Back At Em’. The other one was called Too Complicated.

How interested were you in learning about songwriting, song structure, and music production?

  • 1 (NOT MY THING!)
  • 2 (not really)
  • 3 (sorta interested)
  • 4 (interested)
  • 5 (YES! – I LOVE THIS STUFF!)

Your score: 4.5

CONTROL ROOM (RECORDING & MIXING)

  • I recorded songs and podcasts on a series of different mics. I used them to record a podcast, and record vocals for a song.

How interested were you in learning about recording, engineering (sound effects, EQ), and mixing?

  • 1 (NOT MY THING!)
  • 2 (not really)
  • 3 (sorta interested)
  • 4 (interested)
  • 5 (YES! – I LOVE THIS STUFF!)

Your score: 3.5

WHAT I LEARNED and PROBLEMS I SOLVED

THE COURSE’s ACTIVITY EVALUATION (OVERALL)

Content (The WHAT)

Rating: OK  – 1 – 2 – 3 – 4 – 5  – HIGHLY ENGAGED

Rating: 4

What interested you most about the material in this class?

What was the most surprising, satisfying thing you learned that you didn’t know before?

The most interesting thing I learned is that music doesn’t have to have instruments in it. It can have random objects. As long as they make sounds you can use them. As long as they are in a rhythmic pattern it can be classified as music.

Process (The HOW)

Rating: OK  – 1 – 2 – 3 – 4 – 5  – HIGHLY ENGAGED

Rating: 2

What did you like most about the class structure, ya’know the day-to-day work? Why?

i like the self teaching because you go at your own pace.

What didn’t you like most about the class structure?

Writing blogs about what we did. When you are done working you have to write down what you did. When you are done working you end up copying and pasting

If you took the class again, what would you change?

Not having to write in a blog of what we did everyday. If you are done you should be done. Not have to do more work. I understand proof of your work is important but its also annoying.

Microphone And Recording Project

SUMMARY

It sounds cleaner when you stand farther back. When you get too close you hear not only talking but wind form your breathing. I made a series of different skits into different microphones.

Mic Audition Podcast

My Favorite Mic Specs.

My favorite microphone is the E069 Super Cardioid-Dynamic MIC.

Terms/Concepts

  •  Microphones
    • Used to use a “wiggling” electric current.  Carbon grains were vibrated which sent an electric current into the computer.  People tapped on the microphone to loosen the carbon grains.  Don’t do that.
    • Dynamic- uses magnetic coil instead of carbon grains.  It has some mechanical problems, but less than carbon grain microphones.  It is not good for recording higher sounds.  Good for loud and low sounds.
    • Condenser- is now in many devices.  Uses electronic signals and a power source.  It uses electrons.  They are more sensitive to high end waves, but can get the whole sound frequency spectrum.
    • Every microphone distorts the sound to some extent.  There are many different microphones to boost or reduce certain frequencies.
  • Polar patterns
    • Polar patterns are what area a microphone picks up sound from.  Omni vs Uni directional microphones.
    • Omni- all directions.
    • Cardioid- a type of uni-directional mic.  Heart shaped pattern.
    • Bi-directional- a figure 8 pattern, picks up front and back but not sides.
  • Transduction- the process of taking energy and making it a different type
  • Voltage- Amount or difference of electricity measured in volts
  • Phantom power- power provided to the condenser microphone from the cable from the mixer or recorder, power that comes up the mic cable.
  • Sensitivity- Voltage at a known sound level.  Compare dynamic to condenser mics.  Less sensitive mics are better for louder sources.  Higher dBV means more sensitive.
  • Frequency Response- sensitivity to certain frequencies
  • Transient- an abrupt change in level, often harsh sounds
  • Placement-  The placement of the microphone in relation to the sound source
  • Proximity effect- Effect of holding microphone closer to sound source
  • Output- Output level equal to sensitivity.
  • Characteristics- “Flavoring” of a microphone.
  • Noise rating-  Effectiveness of sound reduction.
  • Hardware- Accessories to improve sound quality or ease of use.
    • Clips- Mic “holder” often located at the top of a stand.
    • Stands- Structure that holds the microphone and allows for easy positioning.
    • Windscreen- Reduces unwanted breath or wind noise, covering over a microphone.
    • Direct Box- a transformer. It acts as a bridge between input and output, the signal is electronically isolated from input to output.

My favorite microphone is the E069 Super Cardioid-Dynamic MIC. Because it sounds cleaner for anything you need tor record. It doesn’t pick up breathing so it doesn’t sound like wind is going into the mic.

What I Learned

Microphones are hard to use and you have to be careful when using them so that you don’t break anything.

School of Rock – Day 14 – Voice, Preparation, and Presentation

SUMMARY

Write your daily summary last, at the end of the day here… Only one to two sentences. – AND THEN DELETE THESE WORDS!

LEADERSHIP ACTIVITY

Done with song just need to record it.

Leadership Project (SMART Goal Evidence)

Soundtrap Exporting and Mixing Resources

https://youtube.com/watch?v=yq-BnrEB8Ag%3Fstart%3D1%26feature%3Doembed

I watched the video on how to export your songs from soundtrap video that Mr.LeDuc suggested

PRACTICE ROOM (GUITAR LESSONS)

  • During the practice room segment I learned Maze by Juice Wrld using ultimate-guitar.

CLASSROOM (THEORY & ANALYSIS)

  • I recorded a song in the sound room called Lookin’ Back At Em’

LAB (THEORY PRACTICED)

  • I used soundtrap on to edit my song.

OUTSIDE (CREATIVITY & THE BRAIN)

remembered the lyrics to the song i made

STUDIO (SONGWRITING)

  • Listened to the guest speaker

CONTROL ROOM (RECORDING & MIXING)

WHAT I LEARNED and PROBLEMS I SOLVED

  • Tell your daily story here!  Highlight what you learned and enjoyed most and at least one problem you solved. Problem-solving is one of the most important skills you need in life. Employers want to know HOW you get stuff done as much as WHAT you got done – AND THEN DELETE THESE WORDS!

TODAY’s ACTIVITY EVALUATION

  • Give feedback on the class Content and Process
    • Participation will be part of your leadership project due at the end of the course
  • Fill in the Daily Activity Evaluation

School of Rock – Day 13 – Collaboration and Growth – Part 3

SUMMARY

Write your daily summary last, at the end of the day here… Only one to two sentences. – AND THEN DELETE THESE WORDS!

LEADERSHIP ACTIVITY

I learned more about sound effects on soundtrap.

Progress For Today

PRACTICE ROOM (GUITAR LESSONS)

I Composed A Beat For A Song called I made it out the storm

CLASSROOM (THEORY & ANALYSIS)

  • Finished lyrics for the song that already has a beat.

LAB (THEORY PRACTICED)

Worked on missing work

STUDIO (SONGWRITING)

  • Working on editing the lyrics

CONTROL ROOM (RECORDING & MIXING)

Added sound effects to the song

WHAT I LEARNED and PROBLEMS I SOLVED

  • Tell your daily story here!  Highlight what you learned and enjoyed most and at least one problem you solved. Problem-solving is one of the most important skills you need in life. Employers want to know HOW you get stuff done as much as WHAT you got done – AND THEN DELETE THESE WORDS!

TODAY’s ACTIVITY EVALUATION

Made a song called lookin’ back at em’.

School of Rock – Day 12 – Collaboration and Growth- Part 2

SUMMARY

Write your daily summary last, at the end of the day here… Only one to two sentences. – AND THEN DELETE THESE WORDS!

LEADERSHIP ACTIVITY

 Goal Page: Progress For Today

  1. make a song

PRACTICE ROOM (GUITAR LESSONS)

https://youtube.com/watch?v=b2XXzcQhPvc%3Ffeature%3Doembed
  • Found beat for a new song.

CLASSROOM (THEORY & ANALYSIS)

  • Found a beat

LAB (THEORY PRACTICED)

OUTSIDE (CREATIVITY & THE BRAIN)

  • Decided to make a beat instead.

STUDIO (SONGWRITING)

  • Watch and practice any of the following playlists on YouTube
    • Wrote down lyrics

CONTROL ROOM (RECORDING & MIXING)

FINISHED EDITING AND MAKING LYRICS AND BEAT TO SONG.

WHAT I LEARNED and PROBLEMS I SOLVED

  • Tell your daily story here!  Highlight what you learned and enjoyed most and at least one problem you solved. Problem-solving is one of the most important skills you need in life. Employers want to know HOW you get stuff done as much as WHAT you got done – AND THEN DELETE THESE WORDS!

TODAY’s ACTIVITY EVALUATION

  • Made a song about being bullied and persevering.
  • learned how to wrk with hookpad better

School of Rock – Day 8 – Leadership Planning and Preparation

SUMMARY

Made a beat and lyrics and song

LEADERSHIP ACTIVITY

PRACTICE ROOM (GUITAR LESSONS)

  • Played dream on

CLASSROOM (THEORY & ANALYSIS)

LAB (THEORY PRACTICED)

  • Made the beat to a song

OUTSIDE (CREATIVITY & THE BRAIN)

  • Thought of lyrics for a song

STUDIO (SONGWRITING)

  • Made a song called too complicated

CONTROL ROOM (RECORDING & MIXING)

recorded the song

WHAT I LEARNED and PROBLEMS I SOLVED

  • learned how to work in the audio room

TODAY’s ACTIVITY EVALUATION

Made a song with a friend (collabed with some someone)

School of Rock – Day 6 – Bass Basics

SUMMARY

CLASSROOM

Watch How Bass Works (47 minutes)

i learned when and who invented bass

LAB

Step 1: Watch How to write Chromatic Notes in Hookpad (some bass lines are based on chromatic scale)

screenshot from HookTab

Step 2: Watch 3 ways to use Hookpad’s MIDI drag-drop feature (you can create basslines and more and export to Soundtrap and other DAW – digital audio workstations)

Step 3: Try making a bassline to a chord progression or melody line.

Screenshot from HookLab

I learned when the bass was invented.

PRACTICE ROOM

Step 1: Watch How To Add Bass Notes Guitar Strumming Lessons by Tomas Michaud

Screenshot from Tomas Michaud video

Step 2: Download the guitar TABS for his exercise (PDF)

Step 3: Practice one of the exercises

I used some of these exercises and used them in a song.

Profile in Excellence

Screenshot from Polyphonic at YouTube

Profile in Excellence

Image from Wikipedia

OUTSIDE / JOURNAL / IDEAS

Choice 1: Explore Carol Kaye and James Jamerson’s Profiles in Excellent.  These are two bass players are credited with creating some of the best bass lines!  Then go for a walk and think of the funky work they created.

Choice 2: Flip through the Quizlet on Bass Composition Techniques flashcards a couple times.

After playing with Quizlet, go for a walk and think about bass lines.  Think of songs that have great basslines.  When you are back from your walk, you might want to research more about the notes that make those basslines stand out?

Screenshot from Quizlet Bass Composition Techniques

I used the cards to help em understand the concept

STUDIO

Play around with playing the low E string (6th string on the top of the neck) on your guitar. Create a simple three note-ish bassline. Get funky with it.  Try different plucking tempos to great the groove. You can even try playing Smoke on the Water

Screenshot from Kidsguitarzone.com

I composed a song on the hooktheorypad.com

CONTROL ROOM

Record the bass line you developed in the studio.

Didn’t make a song yet but practiced.

WHAT I LEARNED and PROBLEMS I SOLVED

How to make song in hook pad

DAILY ACTIVITY EVALUATION

Worked on hook pad composing

School or Rock – Day 3 – Melody Basics

SUMMARY

CLASSROOM

Watch How Melody Works (47 minutes)

Write notes of topics you want to remember.

No notes needed

LAB

https://youtube.com/watch?v=2kkaMBAESv8%3Ffeature%3Doembed

PRACTICE ROOM

Watch How to practice effectively…for just about anything – Annie Bosler and Don Greene

https://youtube.com/watch?v=f2O6mQkFiiw%3Ffeature%3Doembed

OUTSIDE / JOURNAL / IDEAS

https://youtube.com/watch?v=86x-u-tz0MA%3Ffeature%3Doembed

Watch Elizabeth Gilbert discuss creativity.

https://youtube.com/watch?v=qkD7JBspgas%3Ffeature%3Doembed

Song is being made soon.

STUDIO

https://youtube.com/watch?v=rl-V2IsUprQ%3Ffeature%3Doembed

Melody Composition Terms

  • Theme – write the definitions next to the term
  • Motive
  • Period
  • Phrase
  • Antecedent (Question) Phrase
  • Consequent (Answer) Phrase
  • Scale Degrees
    • Tonic
    • Supertonic, Mediant, Submediant
    • Dominant, Subdominant, Leading Tone
  • Steps
  • Leaps
  • Conjunct motion
  • Disjunct motion
  • Repetition
  • Contrast
  • Variation

Melody Resources

Mr. Le Duc’s Key of C Major Notes and Chords Chart (PDF)

CONTROL ROOM

Learn how to Create Tracks

https://youtube.com/watch?v=bxmcP69XKIg%3Ffeature%3Doembed

Explore the Piano Roll, Drawing and Moving Notes

https://youtube.com/watch?v=XKKKeizca9E%3Ffeature%3Doembed

Learn to Edit Notes, Velocity, and More

https://youtube.com/watch?v=Gqnm3GLaryA%3Ffeature%3Doembed

Learn to Create Your Own Presets

https://youtube.com/watch?v=cbmK7bwCeZ4%3Ffeature%3Doembed

WHAT I LEARNED and PROBLEMS I SOLVED

MAKING A SONG IS HARD

WEEKLY ACTIVITY EVALUATION

On my way to make a song.

School or Rock – Day 3 – Melody Basics

LEADERSHIP SIGNUP

SUMMARY

getting used to the electronics side of things.

LEADERSHIP ACTIVITY

Learning the beginning of dream on by aerosmith.

LEADERSHIP PROJECT

WHAT I LEARNED and PROBLEMS I SOLVED

  • Tell your story here!  Highlight what you learned and enjoyed most and at least one problem you solved. Problem-solving is one of the most important skills you need in life. Employers want to know HOW you get stuff done as much as WHAT you got done – AND THEN DELETE THESE WORDS!

Posted onAuthorScott Le DucCategoriesUncategorizedLeave a commenton Leadership Projects

Linkedin Profile Draft TEMPLATE

  • TITLE THIS BLOG POST: Linkedin Profile Draft
  • FILL IN UNDER ALL THE HEADINGS BELOW
  • REVIEW THESE POST EXAMPLES:
    • Coming Soon!
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS AFTER COMPLETING THEM

Summary

  • In a small paragraph, summarize the key attributes an employer would want in an employee

Experience

  • Place a shortlist of jobs you have held
  • You may include babysitting, mowing the lawn, etc. 

Education

  • Place Capital High School here
  • You may have other educational institutions like South Puget Sound Community College

Top Skills

  • Write a short list of skills you possess that would attract the attention of an employer

EXAMPLE:

  • Collaborative
  • Problem Solving
  • Project Management
  • Communication

Certifications

Place the title and year awarded here…

Honors-Awards

Place the title and year awarded here…Posted onAuthorScott Le DucCategoriesUncategorizedLeave a commenton Linkedin Profile Draft TEMPLATE

Solo Film #4 Production Project (Sound) TEMPLATE

SUMMARY

Intention (SMART Goal)

PRE-PRODUCTION – INQUIRY

Blah

Blah

PRODUCTION – ACTION

Student Copy of Film Clip

Skills Commentary

POST-PRODUCTION – REFLECTION

21st Century Skills

Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)

Ways of Working (Communication & Collaboration)

Tools for Working (Info & Media Literacy)

Ways of Living in the World (Life & Career)

Reactions to the Final Version

Self-evaluation of Final Version

Grammar and Spelling

Blog Post Editor

PRODUCTION CHECKLIST FORMS

Posted onAuthorScott Le DucCategoriesFilmLeave a commenton Solo Film #4 Production Project (Sound) TEMPLATE

Solo Film #5 Production Project (Music) TEMPLATE

SUMMARY

Intention (SMART Goal)

PRE-PRODUCTION – INQUIRY

Blah

Blah

PRODUCTION – ACTION

Student Copy of Film Clip

Skills Commentary

POST-PRODUCTION – REFLECTION

21st Century Skills

Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)

Ways of Working (Communication & Collaboration)

Tools for Working (Info & Media Literacy)

Ways of Living in the World (Life & Career)

Reactions to the Final Version

Self-evaluation of Final Version

Grammar and Spelling

Blog Post Editor

PRODUCTION CHECKLIST FORMS

Posted onAuthorScott Le DucCategoriesFilmLeave a commenton Solo Film #5 Production Project (Music) TEMPLATE

Sample Solo Film for CapitalComTech.info

An Innu with Mr. George Valiquette’s movie camera (Hudson Strait Expedition), Wakeham Bay, Nunavik, Quebec, 1928 /
CC image An Innu with Mr. George Valiquette’s movie camera (Hudson Strait Expedition), Wakeham Bay, Nunavik, Quebec, 1928 / at Flickr.com

STUDENT SAMPLES

  • Coming soon……

WHAT

  1. Select a scene in a film to copy
  2. Embed the 30 to 60-second scene into your  Solo Film #1 Production Project blog post
  3. Research the film and the scene you chose
  4. Create and embed your version of the 30 to 60-second scene into your  Solo Film #1 Production Project blog post
    • Use any equipment you have; phone, Chromebook, etc.
    • Edit with any free video editor you have access to iMovie, YouTube, phone, or our classWeVideo.com account
  5. Complete the blog post with the material listed in the HOW section below

WHY

  • Learning film language by copying quality work is a great way to start to express yourself through visual and audio media

WHERE

HOW

  • Copy and paste the Solo Film #1 Production Project TEMPLATE into yourEdublogs.org blog
  • Inspiration
    • Research a 60-second film scene you can access on YouTube
  • Intention
    • Write your Intention or SMART (Goal) for your film under the Intention (SMART Goal) heading
      • Be specific: what do you hope the audience feels, learns, experiences, etc. by watching your film?
      • Write a one-sentence SMART Goal with help from the example material below
      • Use the SMART Goal Format Worksheet (PDF) for guidance in writing your actual one-sentence SMART Goal section of the Stretch Goal
        • Mitchell’s modified example:
          • “By April 30, as part of my film team, I will explore the film director’s skill pathway by following the Studio Binder Eye Tracing tutorial and will have created scenes that direct the audience’s eye from affinity to contrast, this will increase intensity over the six scenes of our April project.”
      • Mitchell’s SMART Goal broken down by element
        • Remember we build our SMART goals backward: T R A M S – S M A R T
        • T– Time (DATE): By April 30
        • R-Relevance (CLASS/TEAM X): as part of my film team, I will explore the film director’s skill pathway 
        • A-Attainable (TUTORIAL X) by following the Studio Binder Eye Tracing tutorial
        • M-Measurable (MAKE/CREATE # of X): and will have created scenes that direct the audience’s eye from affinity to contrast, this will increase intensity over the six scenes
        • S-Specific (PROJECT X): of our Session 5 project.”
  • PRE-PRODUCTION
    • Select a scene in a film to copy from YouTube
    • Embed the 30 to 60-second scene into your  Solo Film #1 Production Project blog post
    • Research the film and the scene you chose
      • Who created the scene?
        • Director?
        • Film Company?
        • Network TV or Streaming Service?
      • What is important about the scene, the film, the TV show?
      • Why is this scene important to the film or TV show episode?
      • What is happening in the scene to further the bigger story?
    • Create a reverse storyboard of the scene on paper
      • Fold a piece of paper in half 4 times to create a template for storyboarding like the sample below
        • cp_sample_storyboard_natalie
      • Review the sample scene from the show Mad Men
      • Click the full version of the reverse storyboard of the Mad Men scene
      • Take a picture of your storyboard
      • Upload and embed your picture under the Reverse Storyboard of Film Clip heading
  • PRODUCTION
    • Create your version of the 30 to 60-second scene into your  Solo Film #1 Production Project blog post
    • Export your film from WeVideo
    • Save the exported file to your Google Drive
    • Make sure your share the Google Drive file publically
    • Place a link under the Student Copy of Film Clip heading
  • POST-PRODUCTION
    • Share your work with the class and receive feedback
    • Under the Reactions to the Final Version heading…
      • Write a few questions for the audience to consider
        • What feedback do you want from the audience to help you improve your skills?
      • After you receive this feedback, add it to your post
      • Cite the sources with their first name only
    • Finish the rest of the post
    • Make sure your blog post is published publically 
    • Have someone edit your post with the Solo Film #1 Production Project Feedback Form (PDF)
    • Make any necessary changes
    • Turn in your Solo Film #1 Production Project Feedback Form (PDF) to Mr. Le Duc

RESOURCES

Short Films

Posted onAuthorScott Le DucCategoriesUncategorizedLeave a commenton Sample Solo Film for CapitalComTech.info

Melody Research, Analysis, and Recording Project TEMPLATE

Summary

  • In a small paragraph, write WHAT THIS PROJECT IS ABOUT. Your audience is someone who is not in the class. So, be specific.
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS AFTER COMPLETING THEM

My First HookTheory Melody

  • Place a screenshot of your 8 measure melody from hookpad.hooktheory.com
  • Link to a .mp3 file of your first HookTheory melody that you exported from hookpad.hooktheory.com
  • Write a brief reflection about this melody. What do you like about it?
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS AFTER COMPLETING THEM

Notes from Howard Goodall’s Melody Video

CueNotes
Write your questions here…
Write your notes here… 

SummarySummarize what you learned from the video here..

Melody Composition Terms and Definitions

  • Theme: A long, flowing melodic idea.
  • Motive: A short, rhythmic idea (Beethoven’s 5th).
  • Period: 8-12 measures or a musical sentence.
  • Phrase: Usually 4 measures.
  • Antecedent (Question) Phrase: First 4 measures of a period.
  • Consequent (Answer) Phrase: Second 4 measures of a period.
  • Scale Degrees (C Major Scale)
    • Tonic: C (1 , 8) – Stability and resolve.
    • Supertonic, Mediant, Submediant: D, E, A (2 , 3 , 6) – Moderate tension, useful for transitions and carrying on an idea.
    • Subdominant, Dominant, Leading Tone: F, G, B (4 , 5 , 7) – Causes the most tension, leads to the tonic.
  • Steps: Any movement using half or whole steps.
  • Leaps: Any movement using intervals larger than a whole step.
  • Conjunct motion: Melody is built primarily out of steps.
  • Disjunct motion: Melody is built primarily out of leaps.
  • Repetition: Repeated material (i.e. motive) used to create a link between two phrases of the period.
  • Contrast: Two phrases that contain contrasting material to create tension and interest.
  • Variation: Halfway between contrast and repetition. The two phrases include some recognizable material and some varied material (i.e. taking ideas up an octave).

One of My Favorite Melodies

  • Find one of your favorite melodies at Hook Theory Tab Index of Songs
  • Embed a clean version of this song from YouTube
  • In writing, describe why you like this melody, and identify the musical key, tonic note, and tension notes
  • What do you notice about the note structure/pattern of the theme of the melody?
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS AFTER COMPLETING THEM

My Second HookTheory Melody

  • Place a screenshot of the melody notes on HookTheory
  • Link to a .mp3 file of your second melody from HookTheory
  • Write a brief reflection about this melody. What do you like about it?
    • Where did you raise tension or suspense in the melody?
    • Where did you resolve tension in the melody?
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS AFTER COMPLETING THEM

What I Learned & Problems I Solved

  • Write what you LEARNED from the research, analysis, and melody creation parts of this project
  • Explain how you SOLVED AT LEAST ONE PROBLEM
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS AFTER COMPLETING THEM

Resources

Posted onAuthorScott Le DucCategoriesUncategorizedLeave a commenton Melody Research, Analysis, and Recording Project TEMPLATE

Solo Film #3 Production Project (Structure) TEMPLATE

SUMMARY

Intention (SMART Goal)

PRE-PRODUCTION – INQUIRY

Blah

Blah

PRODUCTION – ACTION

Student Copy of Film Clip

Skills Commentary

POST-PRODUCTION – REFLECTION

Reactions to the Final Version

Self-evaluation of Final Version

Grammar and Spelling

Blog Post Editor

PRODUCTION CHECKLIST FORMS

Posted onAuthorScott Le DucCategoriesFilmLeave a commenton Solo Film #3 Production Project (Structure) TEMPLATE

Solo Film #2 Production Project (Story) TEMPLATE

SUMMARY

Intention (SMART Goal)

PRE-PRODUCTION – INQUIRY

Story Circle

Written Treatment

Celtx.com Script

PRODUCTION – ACTION

Film

Skills Commentary

POST-PRODUCTION – REFLECTION

21st Century Skills

Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)

Ways of Working (Communication & Collaboration)

Tools for Working (Info & Media Literacy)

Ways of Living in the World (Life & Career)

Reactions to the Final Version

Self-evaluation of Final Version

Grammar and Spelling

Blog Post Editor

PRODUCTION CHECKLIST FORMS

Posted onAuthorScott Le DucCategoriesFilmLeave a commenton Solo Film #2 Production Project (Story) TEMPLATE

Solo Film #1 Production Project (Analysis) TEMPLATE

SUMMARY

Intention (SMART Goal)

PRE-PRODUCTION – INQUIRY

Film Clip to Copy

Reverse Storyboard

PRODUCTION – ACTION

Student Copy of Film Clip

Skills Commentary

POST-PRODUCTION – REFLECTION

21st Century Skills

Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)

Ways of Working (Communication & Collaboration)

Tools for Working (Info & Media Literacy)

Ways of Living in the World (Life & Career)

Reactions to the Final Version

Self-evaluation of Final Version

Grammar and Spelling

Blog Post Editor

PRODUCTION CHECKLIST FORMS

Posted onAuthorScott Le DucCategoriesFilmLeave a commenton Solo Film #1 Production Project (Analysis) TEMPLATE

Audio Recording Sound Safari TEMPLATE

Summary

  • In a small paragraph, write what you DID for this project

Audio Terms and Definitions

  • Sound Wave
    • A vibrational disturbance that involves the mechanical motion of molecules transmitting energy from one place to another.
  • Compression
    • Reducing a signal’s output level in relation to its input level to reduce dynamic range.
  • Frequency
    • The # of times per second that a sound source vibrates, is expressed in hertz (Hz).
  • Hertz
    • Unit of measurement of frequency; numerically equal to cycles per second (cps).
  • Infrasonic
    • The range below the frequencies is audible to human hearing.
  • Ultrasonic
    • The range above the frequencies of human hearing.
  • Pitch
    • The subjective perception of frequency – the highness or lowness of a sound.
  • Fundamental
    • The lowest frequency a sound source can produce. In other words, it is also called the first harmonic or primary frequency which is the lowest, or basic, pitch of a musical instrument.
  • Sound Frequency Spectrum
    • The range of frequencies audible to human hearing: about 20 to 20,000 Hz.
  • Octave
    • The interval between the two frequencies that have a tonal ratio of 2:1.
  • Bass
    • The low range of the audible frequency spectrum; is usually from 20 to 320 Hz.
  • Midrange
    • The part of the frequency spectrum to which humans are most sensitive; is the frequencies between roughly 320 Hz and 2,560 Hz.
  • Treble
    • The frequency range between roughly 5,120 Hz and 20,000 Hz, the highest two octaves audible to human hearing in the sound frequency spectrum.
  • Equalization
    • A signal-processing device that can boost, attenuate, or shelve frequencies in a sound source or sound system.
  • Amplitude
    • The magnitude of a sound wave or an electric signal is measured in decibels.
  • Decibel (dB)
    • A relative and dimensionless unit to measure the ratio of two quantities.
  • Wavelength
    • Distance between two peaks of a wave
  • Velocity
    • Speed in a given direction
  • Harmonic
    • Is a multiple of the fundamental frequency
  • Phase
    • Factor in the interaction of one wave with another, either acoustically or electronically

– Audio terms and definitions from Wikipedia

Voice Recording

  • Embed an image of the recording (including the mic placement)
  • Embed audio file from Google Drive or SoundCloud.com

Outdoor/Environment Recording

  • Embed an image of the recording (including the mic placement)
  • Embed audio file from Google Drive or SoundCloud.com

Instrument Recording

  • Embed an image of the recording (including the mic placement)
  • Embed audio file from Google Drive or SoundCloud.com

What I Learned & Problems I Solved

  • Write what you LEARNED
  • Explain how you SOLVED AT LEAST ONE PROBLEM
  • Link to a tutorial you followed

Resources

School of Rock – Day 2 – Basics and Foundations

SUMMARY

Started to get into the swing of things on my first year

CLASSROOM

LAB

Explore some more songs at https://www.hooktheory.com/theorytab/charts/chart/top

PRACTICE ROOM

Watch these videos and connect your guitar to Soundtrap and get some sound happening. Have fun exploring audio options.

OUTSIDE / WALK / JOURNAL

Happy to be at New Market

STUDIO

Worked on electric guitar practicing

CONTROL ROOM

Get to Know the Studio

Explore the Regions

Explore Tracks

👍🏻Done understanding the basics of this stuff.

WHAT I LEARNED and PROBLEMS I SOLVED

How to work in different parts of the classroom

WEEKLY ACTIVITY EVALUATION

  • Ready for more learning about music.