Popular Music Education… #apme

Advocating for Popular Music Education – where do we go from here?

Steve Holley, Music educator

Steve begins with an overview of US music education generally, including high schools and universities, asking ‘why adapt now?’ and describing a necessary journey toward curricular adaptation. He takes us back to the mid-20thC innovators (USC, Miami, Berklee) who ‘took a chance on jazz’, and observes that the music education community thought they were crazy. Within 50 years of those early adopters, jazz in music schools had become mainstream. Steve believes that popular music education today is where jazz music education was in the 1950s, and predicts a similar trickle-down effect in future years, giving examples of schools where this is already starting to happen.

(Some of these ideas are explored in Steve’s recent NafME blog posts.

Steve’s overview of PME elements – a kind of manifesto for the opportunities he suggests institutions now have.

Teaching Song Production Analysis #apme2018

Misty Jones, Middle Tennessee State University

Practical Production Analysis: Helping Students Produce Competitive Songs

Misty opens by describing her particular students as ‘in the box’ producers – that is to say, they create the entire sound recording in a Digital Audio Workstation. The problem she’s trying to solve is this: the students’ recordings are just not ready yet [for the commercial marketplace]. So today, she will be sharing her approach to helping students to make their song recordings competitive, in the genre they want to produce in.

The approach starts with the assumption that students ‘have their chops down’ – that is, they can write melodies & lyrics, understand harmony, and can program beats. With this out of the way, the students are asked to work on these four areas:

  • Form/Arrangement
  • Instrumentation
  • Texture Variation
  • Production Techniques

Association for Popular Music Education #apme #songwriting

Conference roomI’m in Nashville, at the #apme conference, hosted by Middle Tennessee State University. Popular Music Education is still a relatively young field, at least in terms of having its own conference (launched ~10 years ago) and journal (launched last year). More about AMPE at popularmusiceducation.org. Conference schedule here.

Coming from Berklee, perhaps I’ve become too comfortable with the idea that everyone talks about popular music pedagogy all the time. A lot of colleagues here are from institutions that have a long history of classical music education, but have only recently launched popular music programs. They are often seen as mavericks in their schools, and are viewed with some suspicion by more traditional teachers and departments. So there’s a palpable sense of community here, and even during this first morning of day 1 I’ve frequently overheard the phrase: “I’ve finally found my people!”.

On The Fringe (accessible networked music solutions)

Dan Nichols, University of Northern Illinois

ABSTRACT: Over the past several years, perhaps no single person has fostered collaborations with groups on the fringe of networking infrastructure than Dan Nichols of Northern Illinois University. In this session, Dan will explain how to reach partners with limited expertise and resources. Prominent software solutions like Artsmesh and Jam Kazaam will be explored.

IMG_0804Thus far, the conference has focused on high-bandwidth institutions with fast Internet2 connections. Dan’s presentation covers bringing networked collaboration to the masses, particularly those who do not have access to these network/hardware/institutional resources.

Dan begins with a description of Jamkazam, a free solution (that also offers a $299 hardware audio interface). After describing its features and virtues, he plays us a demo of multi-site bands jamming at SXSW 2014.

Tin Men and the Telephone #tinmendo #berklee #jazz

This morning, on the final day of my visit to Berklee Valencia, I attended a gig/masterclass with the remarkable Dutch jazz trio Tin Men And The Telephone. ‘Jazz Trio’ is really an inadequate term for this ensemble. It might better be described as ‘interactive iPhone jazz gaming with live humans’.

The setup is as follows: the trio is piano, upright bass and drums. The drummer has a MIDI drum pad and snare sensor. The bassist has an effects pedal. The piano has a MIDI converter attachment, feeding a MAX patch, with occasional effects processing of the piano signal.

tinmen.jpg
Tin Men and the Telephone: Tony (piano), Pat (bass) and Bobby (drums). All of the musical information on the backdrop – drum loop (left), melodic fragment (top) and chords (bottom) is generated in real time by audience members using an app. Did I mention they’re amazing improvisers?

And…

How To Negotiate a Contract #berklee #cdbaby #diymusician

Today I attended two presentations at the DIY Musician Conference. The first one, which I’ll get to in a later post (because it’s kinda techy and will take time to write up) was an open DJ session with Ableton Live. The second, which I’ll briefly summarise here, is a one-hour overview of contracts for independent musicians, presented by my estimable colleague Tonya Butler, Assistant Chair of the Music Business department at Berklee.

ABSTRACT: When it comes to getting signed as a musician, a bad deal can be much worse than no deal at all. In this session, Tonya Butler, a top negotiator, will be providing vital information on key music contract clauses while walking the group through the key negotiation points of each clause.

IMG_0618

The DIY Musician #Berklee #cdbaby

IMG_0593.jpgThis week I’m at Berklee’s campus in Valencia, Spain. There will be some regular work-related meetings while I’m out here, talking about our study abroad options, and the four Masters programs. And this weekend, Berklee Valencia is hosting the DIY Musician conference, with speakers from the College itself, and from various parts of the music industry, including co-sponsors CDBaby (full list of speakers).