Tag Archives: logicpro

Book of Eli

What we do, part 2.

This was done by a freshman. He stripped the existing music from the film trailer for “Book of Eli” and rewrote his own score. I’ll say it again. This his first year, first time he’s ever taken a music class. He came to APU on a football scholarship, took music fundamentals last semester and found out he was pretty good at this stuff, and then 3 months later, this.

100, 101, 101, 100, 99, 98, 99, 100

Well, the results are in. I’m never going back to the old way of teaching.

I’ve just finished grading Intro to Music Tech mid-term exams from the inaugural class of the new “Joy First, Theory Second” teaching method. The results were … staggering.

First, a little orientation. In this exam, the students walk into the room, I hand them a piece of music that looks like this:

They have 60 minutes to reproduce everything on the page, exactly as it appears, using Logic Pro notation software. Any of you who have tried to get Logic to spit out a basic worship chart can appreciate just how difficult some of the things on this page are. After 60 minutes, they email me a PDF file of their work.

In previous semesters, the average grade on this exam is about a 76%. This semester, the average grade was a 95%. I had one entire section (the best section, you guys know who you are) that averaged 100% – AVERAGED!! The lowest grade in the class was like a 94, and everyone else nailed it, including the extra credit.

Alex Wen, my impossibly awesome TA, deserves a huge chunk of the credit. He grades most of the projects leading up to the exam, and his corrections are very pointed, and help the students figure out how to correct their errors.

We also made a pretty substantial shift in the level of training for the lab techs, and made them more readily accountible and accessible in the lab, to help students with their projects.

Finally, this is a pretty unique group of students coming through the class. They are almost all freshmen, and they are very much on the ball. The next few years in the School of Music are going to be fun, if this crew is any indication.

When you add all of those factors up, whatever remainder there is between that and the outstanding test scores, I’m chalking up to the shift in teaching method. I love how effective it is in getting students deep into the content, and meeting them with instruction at their point of interest.

Next semester, I’m going to find a way to adapt this philosophy to my other courses, and better integrate it into the second half of my Intro to Music Tech course. I’m hopeful.

Joy first, theory second.

Demo-lition Derby

I need a little help from my friends. Remember this class that I’m teaching?

It’s the one where the students produce a short album over the course of a semester.

Well, I’m meeting with the students for the first time on Monday night, to talk through the details of the class, and to get them headed in the right direction on the project. I’m going to hand them a sample packet of what a final project should look like, to give them something to shoot for, and I decided to use a song from The Dailies’ record as the model (totally violating the sanctity of Chad and Erica’s intellectual property of course. Suck it up. It’s for the children). I’ll put together a microphone input list, a budget, a timeline, a recording schedule, everything they need to do for the course, around that one song. The cool thing about this is that I have actual demos tracking the progress of all of these songs from The Dailies record, so the students will get to hear everything from first demos all the way through to final masters.

So, here’s what I need from you – which song should I use? Picture yourself as a 21-year-old music student. Then, go here and listen to the 30-second clips (or better yet, buy the album!). Then, tell me which song you think would most capture the interest and creative attention of the students in the class.