Microphone Auditions Project TEMPLATE

Summary

Microphone Audition Podcast

PLACE FROM GOOGLE DRIVE OR A SOUNDCLOUD ACCOUNT

My Favorite Microphone

Shure SM58

Terms and Concepts

  •  Microphones
    • Dynamic – The sound waves itself creates the electrical signal by moving the membrane diaphragm of the microphone. Very popular and very well known. It is good for the low and middle range, NOT the high range.
    • Condenser – The membrane has an electrical current that waits for sound. When the sound waves hit it, it responds instantly. They are all over the place, but they need an electrical charge {amplifier} from something {example – battery}.
  • Polar Patterns
    • Omni – Picks sound up from all directions equally. This is used for interviews because it can pick up more than one person, without having to have two separate mics.
    • Cardioid – Picks up one half of the microphone, also known as a ‘directional mic’. Most sensitive in the front, about 180 degrees. Shaped like a heart.
    • Bi-directional – ‘Figure of 8’, picks the front and behind of the mic, but the 90-degree angle on both sides does not get picked up.
  • Transduction – Converts one form of energy to another.
  • Voltage – An electric force or a potential difference shown in volts.
  • Phantom Power – Activates the condenser in a microphone. DC powered mostly between 12 and 48 DC voltages.
  • Sensitivity – Voltage at its known sound level. Can be called by its voltage or decibels. A higher number means more sensitivity, everything is mostly in negatives. Sound pressure.
  • Frequency Response – The range of sound the microphone can produce and how sensitive it is within the range. You want it nice and flat.
  • Transient – A variation in current, voltage, or frequency.
  • Placement – Placement of the microphone is key, depending on the sounds you want, it can just be the distance from you or the instrument from the microphone. This part of the microphone can affect others emotionally in a way to connect with the audience.
  • Proximity Effect – Decreased sensitivity to low mics, which reduces background noise and vibration and counteracts when used very close to the source.
  • Output – A place where the sound leaves the system.
  • Characteristics – This is the Relative Response and Frequency measured in a Hertz graph to show how good or bad the microphone is. This can show the quality of the mic.
  • Noise Rating – The signal (sound source) to noise ratio measured in decibels (dB). Noise is any sound in the background you don’t want. Electricity vibrates at 60dB so you want the ratio of the signal and noise to be higher than that. Preferably 90dB or higher.
  • Hardware
    • Clips – A clip is something that you use to hold a microphone on something {for example – stand }, but, using the wrong kind of clips can affect the performance, make sure it is tight so it has the correct effect.
    • Stands – This ties in with a clip, this is what the clip will connect to. This keeps the microphone towards the object you want to hear without having to hold it or keep it still.
    • Windscreen – Something that covers and protects the microphone, mostly a foamy material.
    • Direct Box – A device used to connect an instrument directly into the audio mixer.

What I Learned

Song Analysis Worksheet: TEMPLATE

Summary

  • IN ONE TO TWO SENTENCES, DESCRIBE WHAT SONG YOU ANALYZED FOR THIS PROJECT AND WHY YOU CHOSE IT
  • DELETE ALL OF MR. LE DUC’s ALL UPPERCASE INSTRUCTIONS ABOVE

Song Analysis

TOPIC MY RESPONSES
SONG TITLE PLACE YOUR RESPONSES IN THIS COLUMN (DELETE THIS MESSAGE BEFORE YOU WRITE)
COMPOSER(S)
YEAR
COUNTRY
If you could work on this song (change it), what would you change and why?
What is the song GENRE?
What is the song KEY?
What is the song TEMPO?
What do you like about the RHYTHM?
What do you like about the ARRANGEMENT?
What do you like about the MIX?
What do you like about the TIMBRE of some or all of the instruments?
What do you like about the PITCH of some or all of the instruments or vocals?
Are there particular TRACK(S) that stand out?
Finally, what do you like about the overall COMPOSITION?

“A song is a musical composition intended to be performed by the human voice. This is often done at distinct and fixed pitches (melodies) using patterns of sound and silence. Songs contain various forms, such as those including the repetition and variation of sections.” wikipedia.org/wiki/Song

HookTheory for Learning About Song Structure

Holistic Songwriting’s Artist Analysis

  • This YouTube series dives into the songwriting web.
  • Marketing, Lighting, Music Videos, Image…

Mr. Le Duc’s Song Analysis Resources

School of Rock – Week 14 – Intro to Analysis

COPY AND PASTE ALL THE CONTENT BELOW

“Day 94 – music analysis on a road trip #100daysofdatasketches #the100dayproject” by Kelly-Ann’s Pics! is licensed under CC BY-NC 2.0

“Theory is a six-letter dirty word to most musicians, but hey, musicians love dirty words, right? And just like all the other dirty words, theory is easy to learn and fun to use!”
― Ray Harmony, Hack Music Theory, Part 1: Learn Scales & Chords in 30 minutes

SUMMARY

  • Write your weekly summary here, last, at the end of the week…
    • Only one to two sentences of WHAT YOU DID
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

CLASSROOM (THEORY & ANALYSIS)

  • Set a timer
  • Spend  30 minutes in this ‘room’
  • Listen to a song of your own choice
  1. Create a blog post titled, Song Analysis: NAME OF SONG
  2. Copy and paste the template from mrleduc.edublogs.org/2020/12/07/song-analysis-worksheet-template/
  3. Embed an interesting Creative Commons image at the top of your post, if you want
  4. Fill in the blog post
  • DELETE THIS WHOLE SECTION, AFTER YOU ARE DONE

OUTSIDE (CREATIVITY, PRODUCTIVITY & THE BRAIN)

  • Set a timer
  • Spend 15 minutes in this ‘room’
Image from bananatreelog.com

  • Go for a 10-minute walk, if it is safe to do so 
    • Reflect on how ‘This guide can give you some tips to remain calm and practice self-care to maintain your mental health.
  • Writing a small paragraph reflection for 10 minutes
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

CONCERT

  • Listen to a song of your choice, for the analysis blog post this week

WHAT I LEARNED and PROBLEMS I SOLVED

  • Write only a few sentences of WHAT YOU LEARNED
  • In one or two sentences, describe a PROBLEM YOU SOLVED
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

WEEKLY ACTIVITY EVALUATION

  • Give feedback on this week’s class Content and Process
  • DELETE THIS WHOLE SECTION, AFTER YOU ARE DONE