This first week of 2019 has seen the launch of our exciting new “Production” unit in KS3 music at Manor. The unit gives students the opportunity to explore the type of work they might do on our new GCSE Music Production Via Technology Pathway. It could also be the first step of development towards a career in music, media, theatre, film, TV or journalism.
In addition to the ‘Developing, Securing & Mastering’ standards now operating at KS3, we’ve introduced ‘Super-mastering’ to challenge students, even at age 12-13, to develop industry-level production values.
To begin with, the unit encourages students to learn about the role each instrument plays within a band. Rather than working towards a particular style or genre, they are concentrating on understanding how musical parts fit together in pitch and rhythm. Once these fundamentals are in control, they will have absolute creative freedom to explore their individual chosen style or genre.
Each student will take the role of the producer, taking the creative lead in the process to deliver a fully mixed and mastered recording. They are each given a lead sheet of the song and audio tracks of the vocals – there are female and male vocals to choose from. They must understand and record all of the instrument parts (piano, bass guitar, drum kit and acoustic guitar) using their iPad with GarageBand. Initially students will be challenged to create the chorus. More ambitious students will aim to complete the whole song in the next 6 weeks.
The level of discussion between students using musical language is already amazing. In the first week, many came to realise that the “annoying thing ticking in the background” (the metronome) had a real and important purpose. Their new musical world relied on it and by ignoring it their music did not sound good at all! It was also fascinating to learn of the number of students who hadn’t realised that all instruments follow the same lead sheet. They had not comprehended that bass, guitar and piano would need to play similar notes at each of those points in the lead sheet. This realisation gave them confidence that music wasn’t as hard to understand as they’d thought. Above all, they were instantly challenged to listen critically and learn how to improve their work if it wasn’t what they wanted.
They began by recording the piano as chords. Once recorded they used quantisation and were able to choose the correct settings, based on their chosen rhythm. They also edited the individual notes, by listening, to make sure they were each the desired length and volume for their chosen style of production. Following on, some students recorded a complementing bass line and a drum kit track. One student, Hollis, recorded and edited 4 tracks (shown below) within the 40 minutes available in the first lesson. When I asked him about the process so far he said “it’s really good, the only frustrating thing so far is that the quantisation function does not consider the strumming motion which was helpful to use in the recording of the acoustic guitar”. He was absolutely right and I was slightly taken aback at the level of thought already in his work.
Another fascinating conversation was with Lauren on Thursday. She had recorded the bass to fit with the piano, but wanted the bass to have more punch or presence in the mix compared to the piano. I really didn’t think I’d be teaching about compression and EQ in the first lesson of our new year 8 unit, but she understood the theory well enough to create a great piece of work. Amazing!