My first day of work experience with my Dad, Dorian Kelly, at Modal Music.
First of all I was showed a brief to write some music samples for specific moods (happy, sad, hopeful,confident), and I learnt how to come up with ideas (through listening to examples) and conduct thorough research and planning. I also developed a previous composition that I had been working on (which was targeted at a wind orchestra). Later, I went to a Chapel-en-le-Frith Ladies Choir rehearsal and accompanied them on a variety of instruments.
Today I went to Ryburn Valley High School and observed some brass lessons, where I learnt about support from the diaphragm when playing a brass instrument and embouchure. Later I developed my wind orchestra composition further, researched about music in different moods and I completed a transcription of a song for voice and piano.
Today I learnt the basic midi-editing techniques you can do in a program called Cubase, including velocity, expression & volume and edited my wind orchestra composition with these techniques. I also wrote a one minute sample of action music, in response to the brief I mentioned in day 1.
I spent most of today editing the wind orchestra composition in Cubase 7, and have been brainstorming ideas of a name for this piece (perhaps “The Mighty Empire” or something of that nature). I also spent today finishing off the editing and mixing of the action music, which is now completed and sounding how I wanted it to. Here it is:
On the final day of the first week I carried on editing and mixing the sounds in the wind orchestra composition and I think it is around 80% finished, but I am allowed to complete this project out of work times to get it finished. I think it will sound great!
I also practised the instruments that I am playing in a concert tomorrow with my Dad’s choir, just to make sure everything goes well.
Here’s the wind orchestra piece:
I really enjoyed working with my Dad at Modal Music this week. Thanks Dad!
During my career as an instrumental music teacher I have noticed that the majority of pupils just do not get on well with scales. They struggle to see the logic and predictability of them and become de-motivated to practise when progress is minimal. Over the last two years I have been trying out various ways of helping my pupils learn their scales in preparation for ABRSM & TCL exams. The ‘text-based’ approach has proved popular and effective with pupils, as well as parents, who often struggle to help their children practise scales at home if they have little or
no musical knowledge themselves. This method can be used for whole class music teaching and has also been helpful to dyslexic pupils.
AlphaScales promotes the use of the musical alphabet (the first 7 letters of the normal alphabet) as a never-ending linear line. This provides structure and helps take out the mystery of ‘what note comes next?’ Sharps, flats & naturals (collectively know as accidentals) are then added to the musical alphabet line. Having ascended the scale, pupils are encouraged to travel back down the alphabet line the same way they came up. In the case of melodic minor scales, different accidentals are placed underneath the alphabet line on the way down. Pupils are also encouraged to practise their scales by saying the note names out loud, while doing the corresponding fingering on their instrument.