Transcript MGMT kids – Stages 1-5

Stage 1
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.
What is a hook?
Starter: Work out the riff by ear.
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
WB PG1
Task 1:
Decode the main 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.
Key signature: The sharps F, C and G. So every time we see F, C or G we play F#, C# and G# instead.
A
?
?#
?
?#
?#
?#
?
?#
?
HEADPHONES: Unplug the splitter from the back of the
keyboard and put into the white ‘Guitar link’ in the
headphone slot.
CUBASE - SETUP
YOU WILL NEED TO REPLACE THESE AT THE END OF THE LESSON!
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
4.
5.
6.
7.
Open Cubase: Cubase 6 shortcut on desktop
Wait (it takes time to load)
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.
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).
Quantize:
1. Corrects timing mistakes.
2. Input notes with precise timing.
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.
1 blocks
1
2 blocks
2
3
4 blocks
4
5
6
8 blocks
7
8
MELODY - RECORDING
1. 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
EXTENTION
If you finish all this, ask me for the extension work to achieve above expectations.
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.
-Pitch
Rhythm
Ensemble
Skills
Contrast
Style
Some semblance of
correct notes,
infrequent and
random
-
=
Additional variations
of hook, bass or
countermelody with
harmonic merit.
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.
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.
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.
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.
Hook, bass, and
countermelody in
correctly.
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.
Not much time spent
on the project due to
poor behaviour.
No knowledge of
dynamics.
The hook, and bass line
are completed.
++
Vocal line present and
in tune/ melodic
variation of hook or
bass line.
Hook and bass line
pitches correct,
perhaps too high.
Infrequent notes are
the correct length
but perhaps in the
wrong space.
+
Stage 2
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.
What are octaves?
Starter: Work out the bass line by ear. (10 mins)
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.
What are octaves?
Bar 1.
Bar 2.
Bar 3.
Bar 4.
F#
_
_
_
&
&
&
&
F#
_
_
_
http://www.youtube.com/watch?v=vtrq4FVkLUg
WB PG2
Task 1: Decode the Bassline
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#
?#
?#
?#
?#
?#
?#
?
?
?
?
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/
?#
?#
FINISH RECORDING THE MELODY LINE FIRST!
Reopening Cubase
Don’t forget to plug in your headphones to the white ‘Guitar link’.
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
Two input options:
OPTION 1:
OPTION 2:
Record the bass line
Draw the bass line
Use this option if:
Use this option if:
•
•
•
You can play the
bassline
•
You struggle to play in
time
You want to push your
playing
•
You want a more
realistic sound
•
Follow the recording
instructions from STAGE 1
You want to move on
quickly
You took a lot of time
completing the
melody
Follow the sequencing
instructions which follow:
BASS LINE – SEQUENCING
Open Cubase and open your work from last lesson - It should be on the ‘Recent’ tab.
1. Here is the zoom control. Zoom in so you can see bars 1-8 along the
top of the screen.
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.
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. (C0C1)
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
EXTENTION
If you finish all this, ask me for the extension work to achieve above expectations.
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.
Pitch
Rhythm
Ensembl
e Skills
Contrast
Style
--
-
Some semblance
of correct notes,
infrequent and
random
Hook and bass line
pitches correct,
perhaps too high.
Hook, bass, and
countermelody in
correctly.
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.
Infrequent notes
are the correct
length but perhaps
in the wrong space.
Not much time
spent on the
project due to poor
behaviour.
Some effort given
to the project but
too dependent on
partner.
No knowledge of
dynamics.
All dynamics are at
the same level and
all tracks are
balanced.
The hook, and bass
line are completed.
The hook,
countermelody, bass
and drum line are
completed.
=
+
++
Vocal line present
and in tune/ melodic
variation of hook or
bass line.
Additional variations
of hook, bass or
countermelody with
harmonic merit.
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.
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.
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.
The tracks structured
to closely resemble
the original song
including extra
features. Some
attempt at extra
The tracks structured
to closely resemble
the original song
including extra
features. Effects are
Effects are used to
greatly enhance the
musicality of the
song.
Stage 3
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.
How can you build a beat?
Starter: build a beat
THE DRUM KIT
http://www.drumnuts.com/GAMES/Virtual-Drums-Buckle.php
Bass Drum
Snare Drum
Beat
Count
How the drums work: Basic
1
2
3
4
Don’t forget to plug in your headphones to the white ‘Guitar link’.
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
FINISH RECORDING THE MELODY and BASS
LINE FIRST!
DRUMS
Open Cubase and open your work from last lesson - It should be on the ‘Recent’ tab.
1. This is the zoom control in the bottom right hand corner. Zoom in so
you can see all the numbers 1-8 clearly.
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.
DRUMS
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.
BETTER DRUMS: EXTENSION
At 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
EXTENTION
If you finish all this, ask me for the extension work to achieve above expectations.
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.
Pitch
Rhythm
Ensembl
e Skills
Contrast
Style
--
-
Some semblance
of correct notes,
infrequent and
random
Hook and bass line
pitches correct,
perhaps too high.
Hook, bass, and
countermelody in
correctly.
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.
Infrequent notes
are the correct
length but perhaps
in the wrong space.
Not much time
spent on the
project due to poor
behaviour.
Some effort given
to the project but
too dependent on
partner.
No knowledge of
dynamics.
All dynamics are at
the same level and
all tracks are
balanced.
The hook, and bass
line are completed.
The hook,
countermelody, bass
and drum line are
completed.
=
+
++
Vocal line present
and in tune/ melodic
variation of hook or
bass line.
Additional variations
of hook, bass or
countermelody with
harmonic merit.
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.
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.
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.
The tracks structured
to closely resemble
the original song
including extra
features. Some
attempt at extra
The tracks structured
to closely resemble
the original song
including extra
features. Effects are
Effects are used to
greatly enhance the
musicality of the
song.
Stage 4
What’s a counter melody?
Decode the counter melody
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#
#
#
#
#
#
#
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/
#
Don’t forget to plug in your headphones to the white ‘Guitar link’.
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
COUNTERMELODY
Open Cubase and open your work from last lesson - It should be on the ‘Recent’ tab.
1. Here is the zoom control. Zoom in so you can see bars 1-8 along the
top of the screen.
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.
Two input options:
OPTION 1:
OPTION 2:
Record the countermelody
Draw the countermelody
Use this option if:
Use this option if:
•
•
•
You can play the
bassline
•
You struggle to play in
time
You want to push your
playing
•
You want a more
realistic sound
•
Follow the recording
instructions from STAGE 1
You want to move on
quickly
You took a lot of time
completing the
melody
Follow the sequencing
instructions which follow:
COUNTERMELODY: Sequencing
Drawing in Cubase
1. Select the ‘draw’
function - to draw
notes into cubase.
2. Use the piano on
the left hand side
as a note guide.
3. Select the ‘pointer’
function - and you are able
to lengthen and shorten notes..
To get back to the main screen
click the small grey x in the
top right hand corner
COUNTERMELODY
EXTENTION
If you finish all this, ask me for the extension work to achieve above expectations.
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.
Pitch
Rhythm
Ensembl
e Skills
Contrast
Style
--
-
Some semblance
of correct notes,
infrequent and
random
Hook and bass line
pitches correct,
perhaps too high.
Hook, bass, and
countermelody in
correctly.
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.
Infrequent notes
are the correct
length but perhaps
in the wrong space.
Not much time
spent on the
project due to poor
behaviour.
Some effort given
to the project but
too dependent on
partner.
No knowledge of
dynamics.
All dynamics are at
the same level and
all tracks are
balanced.
The hook, and bass
line are completed.
The hook,
countermelody, bass
and drum line are
completed.
=
+
++
Vocal line present
and in tune/ melodic
variation of hook or
bass line.
Additional variations
of hook, bass or
countermelody with
harmonic merit.
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.
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.
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.
The tracks structured
to closely resemble
the original song
including extra
features. Some
attempt at extra
The tracks structured
to closely resemble
the original song
including extra
features. Effects are
Effects are used to
greatly enhance the
musicality of the
song.
Stage 5
Know: The Lyrics to Kids
Be able to: Copy and paste
Starter: Copy and paste
Understand: Music technology can aid composition.
Don’t forget to plug in your headphones to the white ‘Guitar link’.
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
Open Cubase and open your work from last lesson - It should be on the ‘Recent’ tab.
This is what your work should look like. (Your drums might look slightly different.)
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!
STRUCTURE
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.
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
EXTENTION
If you finish all this, ask me for the extension work to achieve above expectations.
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.
Pitch
Rhythm
Ensembl
e Skills
Contrast
Style
--
-
Some semblance
of correct notes,
infrequent and
random
Hook and bass line
pitches correct,
perhaps too high.
Hook, bass, and
countermelody in
correctly.
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.
Infrequent notes
are the correct
length but perhaps
in the wrong space.
Not much time
spent on the
project due to poor
behaviour.
Some effort given
to the project but
too dependent on
partner.
No knowledge of
dynamics.
All dynamics are at
the same level and
all tracks are
balanced.
The hook, and bass
line are completed.
The hook,
countermelody, bass
and drum line are
completed.
=
+
++
Vocal line present
and in tune/ melodic
variation of hook or
bass line.
Additional variations
of hook, bass or
countermelody with
harmonic merit.
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.
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.
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.
The tracks structured
to closely resemble
the original song
including extra
features. Some
attempt at extra
The tracks structured
to closely resemble
the original song
including extra
features. Effects are
Effects are used to
greatly enhance the
musicality of the
song.