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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
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM
Terms and Concepts
Microphones
Dynamic – The sound waves themselves create 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 {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 and Problems I Solved
WRITE A SMALL PARAGRAPH DETAILING WHAT YOU LEARNED AND AT LEAST ONE PROBLEM YOU SOLVED AND HOW YOU SOLVED IT.
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Mr. Le Duc considers him the best beginning guitar teacher online. He’s not the only one that thinks this. Check out some of the celebrity endorsements at justinguitar.com.
How interested in learning more about playing the guitar?
Write a reflection of the key topics that got your attention.
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Holistic Songwriting by Friedemann Findeisen
Screenshot from Holistic Songwriting’s Channel at YouTube
An Example: The Swift Formula – One Note Melodies
From Holistic Songwriting’s How Taylor Swift Writes Melodies at YouTubeFrom Holistic Songwriting’s How Taylor Swift Writes Melodies at YouTubeFrom Holistic Songwriting’s How Taylor Swift Writes Melodies at YouTube
How interested in learning more about music theory and song analysis?
1 (YUCK!)
2 (not really)
3 (sorta interested)
4 (interested)
5 (YES!)
Your score: ?
LAB (THEORY PRACTICED)
Set a timer
Spend 15 minutes in this ‘room’
Write a reflection of the key topics that got your attention.
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Screenshot of Lyrics Melody and Chord Progressions from HookTab at YouTube
Explore the tutorials (but you do not need to watch all of them – just pick what looks interesting to you) from the:
Write your class summary last, at the end of the course here… Only one to two sentences. How would you explain this class to a friend in one to two sentences?
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LEADERSHIP ACTIVITY
Write a couple sentences reflecting on your ‘Big Project’
Include a reflection on what you learned by doing this project.
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1 (NOT MY THING!)
2 (not really)
3 (sorta interested)
4 (interested)
5 (YES! – I LOVE THIS STUFF!)
Your score: ?
CLASSROOM (THEORY & ANALYSIS)
Write a reflection on what you learned. How interested were you in learning about music theory and song analysis?
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM\
1 (NOT MY THING!)
2 (not really)
3 (sorta interested)
4 (interested)
5 (YES! – I LOVE THIS STUFF!)
Your score: ?
LAB (THEORY PRACTICED)
Write a reflection on what you learned. How interested were you in learning about HookLab and HookTab?
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM\
1 (NOT MY THING!)
2 (not really)
3 (sorta interested)
4 (interested)
5 (YES! – I LOVE THIS STUFF!)
Your score: ?
PRACTICE ROOM (LESSONS)
Write a reflection on what you learned. How interested were you in learning to play the guitar, bass, piano, etc.?
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1 (NOT MY THING!)
2 (not really)
3 (sorta interested)
4 (interested)
5 (YES! – I LOVE THIS STUFF!)
Your score: ?
STUDIO (SONGWRITING)
Write a reflection on what you learned. How interested were you in learning about songwriting, music composition structure, and music production?
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM\
1 (NOT MY THING!)
2 (not really)
3 (sorta interested)
4 (interested)
5 (YES! – I LOVE THIS STUFF!)
Your score: ?
CONTROL ROOM (RECORDING & MIXING)
Write a reflection on what you learned. How interested were you in learning about recording, engineering (sound effects, EQ), and mixing?
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM\
1 (NOT MY THING!)
2 (not really)
3 (sorta interested)
4 (interested)
5 (YES! – I LOVE THIS STUFF!)
Your score: ?
OUTSIDE (CREATIVITY & THE BRAIN)
Write a reflection on what you learned. How interested were you in learning about topics related to the brain, creativity, emotional health, and productivity?
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM\
1 (NOT MY THING!)
2 (not really)
3 (sorta interested)
4 (interested)
5 (YES! – I LOVE THIS STUFF!)
Your score: ?
STAGE
Write a reflection on what you learned. How interested were you in what we watched and did?
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM\
1 (NOT MY THING!)
2 (not really)
3 (sorta interested)
4 (interested)
5 (YES! – I LOVE THIS STUFF!)
Your score: ?
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM\
WHAT I LEARNED and PROBLEMS I SOLVED
Tell your overview class story narrative here!
Highlight what you learned and enjoyed THE MOST for the past three weeks
Highlightat least one thing you overcame that was hard for you, at first, an achievement you are proud of.
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THE COURSE’s ACTIVITY EVALUATION (OVERALL)
Content (The WHAT)
Rating: OK – 1 – 2 – 3 – 4 – 5 – HIGHLY ENGAGED
Rating: ?
What interested you most about the CONTENT material in this class?
What was the most surprising, satisfying thing you learned that you didn’t know before?
Process (The HOW)
Rating: OK – 1 – 2 – 3 – 4 – 5 – HIGHLY ENGAGED
Rating: ?
What did you like most about the CLASS STRUCTURE, ya’know the day-to-day work process? Why?
What didn’t you like most about the class structure?
If you took the class again, what would you change?
Write a reflection of the key topics that grabbed your attention.
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OUTSIDE (CREATIVITY & THE BRAIN)
Watch how to present with power and poise
Great presentations have many ingredients from the structure of the visuals to the delivery. But what makes it all work from voice, eye contact, word choice, body language, the visuals used, etc. Let’s take a look at the act of successfully presenting or pitching an idea to reveal these ingredients.
Go for a walk and think about what these videos and the slideshow mean to you.
Journal here about that. The more detail the better.
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STAGE
We will work on MusicWill.org materials when ‘on stage’.
This is the performance room.
Reflect on which instrument you picked to work on first.
ALSO: We will share student work that people are working on and give them feedback
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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.
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM\
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
Go for a walk and think about what this video meant to you.
Journal here about that. The more detail the better.
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM\
STAGE
We will work on MusicWill.org materials when ‘on stage’.
This is the performance room.
Reflect on which instrument you picked to work on first.
ALSO: We will share student work that people are working on and give them feedback
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM\
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.
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM\
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
“We believe we should work hard in order to be happy, but could we be thinking about things backward? In this fast-moving and very funny talk, psychologist Shawn Achor argues that, actually, happiness inspires us to be more productive.” – TED.com
“My first thing I have my students do is write a mission statement. And that mission statement has three sentences. What do I want to do, how do I achieve it, and why am I doing it? And based on that mission statement, I teach them. And I have, my fundamental teaching to them is, I want you to rise above the cycle of punishment and reward. I’m not going to reward you or punish you. This is information, and you can do what you want with this information. So, you’re always actualizing. And I always tell them, if you want to learn something I can’t stop you. If you don’t want to learn it, I cannot teach you.”
Go for a walk and think about what this podcast meant to you.
Journal here about that. The more detail the better.
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM\
STAGE
We will work on MusicWill.org materials when ‘on stage’.
This is the performance room.
Reflect on which instrument you picked to work on first.
ALSO: We will share student work that people are working on and give them feedback
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM\
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.
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM\
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
Write a reflection of the key topics that grabbed your attention.
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM\
OUTSIDE (CREATIVITY & THE BRAIN)
The Marshmallow Experiment and Delayed Gratification
“…a seemingly simple experiment devised by Walter Mischel to test will power: put a kid in a room with a marshmallow, and tell her if she can resist eating it for 15 minutes, she can have 2 marshmallows. It turns out the kids who could wait were much more likely to be successful as adults. “- RadioLab.org – Your Future in a Marshmallow
Two sources for more information on your success and delayed gratification
We will work on MusicWill.org materials when ‘on stage’.
This is the performance room.
Reflect on which instrument you picked to work on first.
ALSO: We will share student work that people are working on and give them feedback
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM\
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.
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM\
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