On the Historical and Future Role of the Music Producer 1
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Producing an a Cappella CD and Development of a Pitch Detection Program
A Guide to Producing An A Cappella CD and Development of a Pitch Detection Program A Senior Project submitted in partial fulfillment of requirements for the Bachelor of Arts Degree in Liberal Arts and Engineering Studies By Jacob Ray Stringfellow Liberal Arts and Engineering Studies Department College of Engineering California Polytechnic State University San Luis Obispo Spring Quarter, 2012 Abstract An in-depth look at the steps required to produce a CD for an a cappella group. From what microphone and preamplifiers to use, to what steps to take during the editing, mixing, and mastering processes. Finished with a look at pitch detection algorithms and how they work, and a little bit of experimentation with my own algorithm and program. 1. Introduction We live in a world that is filled with music. This music comes in different varieties ranging from hip-hop and rap to country and classical. One genre of music that seems to be on the rise now a day is that of a cappella, or singing without instruments. With shows such as America’s Got Talent showcasing collegiate a cappella groups, and shows like the Sing Off that focus on a cappella singing, it seems that collegiate a cappella groups are reaching a peak in popularity. With a cappella groups being formed, and music being performed, there is also a rising demand to record their music. This presents an interesting challenge. Getting your a cappella group’s song recorded professionally can be costly, and on college student budgets it can be hard to afford. That being said, I suggest that there is a solution to this problem. -
PERFORMED IDENTITIES: HEAVY METAL MUSICIANS BETWEEN 1984 and 1991 Bradley C. Klypchak a Dissertation Submitted to the Graduate
PERFORMED IDENTITIES: HEAVY METAL MUSICIANS BETWEEN 1984 AND 1991 Bradley C. Klypchak A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2007 Committee: Dr. Jeffrey A. Brown, Advisor Dr. John Makay Graduate Faculty Representative Dr. Ron E. Shields Dr. Don McQuarie © 2007 Bradley C. Klypchak All Rights Reserved iii ABSTRACT Dr. Jeffrey A. Brown, Advisor Between 1984 and 1991, heavy metal became one of the most publicly popular and commercially successful rock music subgenres. The focus of this dissertation is to explore the following research questions: How did the subculture of heavy metal music between 1984 and 1991 evolve and what meanings can be derived from this ongoing process? How did the contextual circumstances surrounding heavy metal music during this period impact the performative choices exhibited by artists, and from a position of retrospection, what lasting significance does this particular era of heavy metal merit today? A textual analysis of metal- related materials fostered the development of themes relating to the selective choices made and performances enacted by metal artists. These themes were then considered in terms of gender, sexuality, race, and age constructions as well as the ongoing negotiations of the metal artist within multiple performative realms. Occurring at the juncture of art and commerce, heavy metal music is a purposeful construction. Metal musicians made performative choices for serving particular aims, be it fame, wealth, or art. These same individuals worked within a greater system of influence. Metal bands were the contracted employees of record labels whose own corporate aims needed to be recognized. -
Letter Reso 1..4
*LRB09613384KXB28107r* HR0544 LRB096 13384 KXB 28107 r 1 HOUSE RESOLUTION 2 WHEREAS, The members of the Illinois House of 3 Representatives and State Representative Monique D. Davis are 4 saddened to learn of the death of Michael Jackson, who passed 5 away on June 25, 2009; and 6 WHEREAS, Michael Joseph Jackson was born on August 29, 1958 7 in Gary, Indiana to Joseph and Katherine Jackson; at the age of 8 4, he began singing with his brothers, Marlon, Jermaine, 9 Jackie, and Tito, as the Jackson 5; and 10 WHEREAS, By 1968, the Jacksons had cut singles for a local 11 Indiana label called Steeltown; at an engagement that year at 12 Harlem's famed Apollo Theater, singer Gladys Knight and pianist 13 Billy Taylor saw their act and recommended them to Motown 14 founder Berry Gordy; and 15 WHEREAS, Motown moved the Jacksons to California, and in 16 August 1968 they gave a breakthrough performance at a Beverly 17 Hills club called The Daisy; their first album, "Diana Ross 18 Presents the Jackson 5," was released in December 1969, and it 19 yielded the No. 1 hit "I Want You Back," with 11-year-old 20 Michael on the lead vocals; "ABC," "I’ll Be There," and other 21 hits followed, and the group soon had their own television 22 series, a Saturday morning cartoon, and an array of licensed -2-HR0544LRB096 13384 KXB 28107 r 1 merchandise aimed at youngsters; and 2 WHEREAS, By 1972, Michael Jackson had his first solo album, 3 "Got to Be There," which included the title hit as well as 4 "Rockin' Robin"; his first solo No. -
Puma Kylie Rihanna 1
Buzz Queens Why Rihanna and Kylie Jenner are critical to Puma’s ambitious new women’s push. By Sheena Butler-Young GE CHINSEE R O E S: G R THE O L AL AND; R B F O Y S E T R U O C : BU AM J OCK; ST R SHUTTE X Behind S: LEPORE: RE the scenes ofO a recent FentyOT design meetingPH ver Easter weekend, why Puma is making the trendset- are nothing new, but the German Rihanna was relishing ting songstress a cornerstone of its footwear-and-apparel maker’s col- a rare few hours of business strategy. laborations with two of pop culture’s O downtime in New But the brand isn’t stopping there. most influential women are not of Last week, the highly anticipated the garden variety. from her Anti World Tour. Scores sneaker from Puma’s campaign with Rihanna, Puma’s women’s creative of paparazzi snapped flicks of the Kylie Jenner hit stores, fueling a new director since December 2014, and UMA P star as she ran errands in a black wave of buzz after the queen of social Kylie Jenner, the brand’s newest F O Vetements hoodie and fur slides media teased her partnership for the ambassador, represent a strategic Y S E T from her Fenty x Puma collection. past month on Instagram. R U O Make no mistake about it: Puma to the women’s market in an unprec- C S: Rihanna’s every fashion move is a is serious about girl power. edented way. O OT statement for the masses. -
“My Girl”—The Temptations (1964) Added to the National Registry: 2017 Essay by Mark Ribowsky (Guest Post)*
“My Girl”—The Temptations (1964) Added to the National Registry: 2017 Essay by Mark Ribowsky (guest post)* The Temptations, c. 1964 The Temptations’ 1964 recording of “My Girl” came at a critical confluence for the group, the Motown label, and a culture roiling with the first waves of the British invasion of popular music. The five-man cell of disparate souls, later to be codified by black disc jockeys as the “tall, tan, talented, titillating, tempting Temptations,” had been knocking around Motown’s corridors and studio for three years, cutting six failed singles before finally scoring on the charts that year with Smokey Robinson’s cleverly spunky “The Way You Do the Things You Do” that winter. It rose to number 11 on the pop chart and to the top of the R&B chart, an important marker on the music landscape altered by the Beatles’ conquest of America that year. Having Smokey to guide them was incalculably advantageous. Berry Gordy, the former street hustler who had founded Motown as a conduit for Detroit’s inner-city voices in 1959, invested a lot of trust in the baby-faced Robinson, who as front man of the Miracles delivered the company’s seminal number one R&B hit and million-selling single, “Shop Around.” Four years later, in 1964, he wrote and produced Mary Wells’ “My Guy,” Motown’s second number one pop hit. Gordy conquered the black urban market but craved the broader white pop audience. The Temptations were riders on that train. Formed in 1959 by Otis Williams, a leather-jacketed street singer, their original lineup consisted of Williams, Elbridge “Al” Bryant, bass singer Melvin Franklin and tenors Eddie Kendricks and Paul Williams. -
What Handel Taught the Viennese About the Trombone
291 What Handel Taught the Viennese about the Trombone David M. Guion Vienna became the musical capital of the world in the late eighteenth century, largely because its composers so successfully adapted and blended the best of the various national styles: German, Italian, French, and, yes, English. Handel’s oratorios were well known to the Viennese and very influential.1 His influence extended even to the way most of the greatest of them wrote trombone parts. It is well known that Viennese composers used the trombone extensively at a time when it was little used elsewhere in the world. While Fux, Caldara, and their contemporaries were using the trombone not only routinely to double the chorus in their liturgical music and sacred dramas, but also frequently as a solo instrument, composers elsewhere used it sparingly if at all. The trombone was virtually unknown in France. It had disappeared from German courts and was no longer automatically used by composers working in German towns. J.S. Bach used the trombone in only fifteen of his more than 200 extant cantatas. Trombonists were on the payroll of San Petronio in Bologna as late as 1729, apparently longer than in most major Italian churches, and in the town band (Concerto Palatino) until 1779. But they were available in England only between about 1738 and 1741. Handel called for them in Saul and Israel in Egypt. It is my contention that the influence of these two oratorios on Gluck and Haydn changed the way Viennese composers wrote trombone parts. Fux, Caldara, and the generations that followed used trombones only in church music and oratorios. -
EXTENSIONS of REMARKS December 4, 1973 Port on S
39546 EXTENSIONS OF REMARKS December 4, 1973 port on S. 1443, the foreign aid author ADJOURNMENT TO 11 A.M. Joseph J. Jova, of Florida, a Foreign Serv ization bill. ice officer of the class of career minister, to Mr. ROBERT C. BYRD. Mr. Presi be Ambassador Extraordinary and Plenipo There is a time limitaiton thereon. dent, if there be no further business to tentiary of the United States of America to There will be at least one yea-and-nay come before the Senate, I move, in ac Mexico. vote, I am sure, on the adoption of the cordance with the previous order, that Ralph J. McGuire, of the District of Colum. bia, a Foreign Service officer of class 1, to be conference report, and there may be the Senate stand in adjournment until Ambassador Extraordinary and Plenipoten other votes. the hour of 11 o'clock a.m. tomorrow. t iary cf the United States of America to the On the disposition of the conference The motion was agreed to; and at 6: 45 Republic of Mali. report on the foreign aid authorization p.m., the Senate adjourned until tomor Anthony D. Marshall, of New York, to be row, Wednesday, December 5, 1973, at Ambassador Extraordinary and Plenipoten bill, S. 1443, the Senate will take up tiary of the United States of America to the Calendar Order No. 567, S. 1283, the so lla.m. Republic of Kenya. called energy research and development Francis E. Meloy, Jr., of the District of bill. I am sure there will be yea and Columbia, a Foreign Service officer of the NOMINATIONS class of career minister, to be Amb1ssador nay votes on amendments thereto to Extraordinary and Plenipotentiary of the morrow. -
BEHIND the MUSIC Featuring Nicola Benedetti Larkinsurance.Co.Uk
ISSUE 5 BEHIND THE MUSIC Featuring Nicola Benedetti larkinsurance.co.uk What’s Inside Cover Story 12-15 4-5 Nicola Benedetti at 30 I had to be tough She has no wish for lavish gifts on her 30th birthday but Lyric baritone Sir Thomas Allen has natural Nicola Benedetti expresses her desire to fathom a way to talent and shares his craft by encouraging formalise her education work young opera hopefuls 26-29 22-25 Land of legends It was serendipity The Gower Festival goes from strength to strength, thanks Annette Isserlis put her heart and soul into to a music-loving team led by Artistic Director Gordon arranging the posthumous birthday concert in Back who has been attracting top musicians to the idyllic honour of Francis Baines – and she planned it peninsula in south-west Wales in her personal woodland Welcome t is fascinating to discover what goes on behind the scenes in the world of top-class music and inside this issue of LARKmusic I hope you will enjoy reading the exclusive features which capture our Iinterviewees’ passion and incredible drive for perfection. The Lark team has been enjoying some wonderful music, attending events from the Francis Baines’ centenary concert to recitals at the Royal College of Music, the Suffolk schools’ Celebration at Snape Maltings and this summer’s Gower Festival – meeting clients and making new friends along the way. Read on for the full stories! Back in the office, it’s been busy with a focus on improving our insurance products and online service so I am pleased to introduce our new Public Liability Cover, as well as highlighting our new quote and buy portal which will make buying insurance cover online even more convenient. -
Music Tech-1
Radnor Middle School Course Overview Music Technology I. Course Description Music Technology is offered as an eighth grade music elective, meeting three times a cycle. Students will be introduced to the study of music technology and music fundamentals. Areas of instruction will include instrument and equipment care, beginning level music literacy (reading and writing music), keyboard performance skills, music technology related history, concepts, terminology and experience with a variety of applications. II. Resources, Materials , Equipment • iMacs • GarageBand • Korg K61p MIDI Studio Contoller Keyboards • Student Journals III. Course Goals, Objectives (Essential Questions, Enduring Understandings) Students will be able to: 1. Accurately perform melody, harmony and rhythm parts of a composition and record the parts separately into the sequencer of the keyboard. 2. Accurately perform melody, harmony and rhythm parts of their own composition and record the parts separately into the sequencer of the keyboard. 3. Record multiple parts to an electronic “sound piece” using non-traditional instrument timbres and effects. 4. Orchestrate and perform three- and four-part synthesizer ensemble pieces within expected performance parameters for their individual levels of expertise. 5. Transfer sequenced MIDI files from the keyboard disk into the computer and, using appropriate software, edit needed corrections, format, and print out the composition. 6. Change instrumentation using an existing music composition stored as MIDI data; and alter tempo, range, and dynamics during the course of the piece, while still maintaining the original integrity of the composition. 7. Compose a four-part electronic sound piece using varied timbre (tone), texture, and dynamics of at least three minute length. Students may incorporate digitally recorded audio sounds into this piece. -
Sampling and Remixes
DE FR EN SEARCH Sampling and Remixes The articles about arrangements in the “Good to know” series have so far focused on “conventional” arrangements of musical works. Sampling and remixes are two additional and specic forms of arrangement. What rights need to be secured when existing recordings are used to produce a new work? What agreements have to be contracted? Text by Claudia Kempf and Michael Wohlgemuth From the copyright point of view, remixes and sampling are specic forms of arrangement. (Photo: Tabea Hüberli) Sound samplings come in many dierent forms and techniques. But they all have one thing in common: they incorporate parts of a musical recording into a new work. This regularly raises the question whether such parts of works or samples are protected by copyright or – especially in the case of very short sound sequences – whether they may be used freely. In the case of a remix, an existing production is taken and re-arranged and re-mixed. This may involve taking apart a whole work and putting it together again with the addition of new elements. Theoretically, the degree of re-arrangement in a remix may range from a simple cover version to a completely new arrangement. As a rule, a remix is simply an arrangement. Remixes generally keep a work’s existing title and add a tag which refers either to the form of use (radio edit / extended club version, or similar) or the name of the remixer (generally a well-known DJ). By contrast with conventional arrangements, in addition to using an existing work to create a derived work or arrangement, samples and remixes also use an existing sound recording. -
Country Update
Country Update BILLBOARD.COM/NEWSLETTERS FEBRUARY 24, 2020 | PAGE 1 OF 19 INSIDE BILLBOARD COUNTRY UPDATE [email protected] It’s Sam Hunt, Country Radio Seminar: An Older Folks >page 4 Medium Looks For Youthful Passion Positive Thoughts From CRS Mickey Guyton has yet to earn a hit record, but she still reaches the masses, remaining the most-listened-to media, >page 10 commandeered a standing ovation from broadcasters with a but the actual time spent listening is dwindling, and 18- to new song that was widely regarded as the stand-out musical 34-year-old country fans now devote more time to streaming moment of Country Radio Seminar. in an average week than they do to traditional broadcast radio. Was it a breakthrough moment? That can only be assessed by Additionally, programmers’ beliefs about the audience have not A Drink And A Nod programmers’ responses in the weeks and months ahead, but it kept up with changes in the playing field, or even their customers’ To Warner subtly pointed to radio’s current challenge: Do broadcasters play definition of radio. >page 11 it safe in a crowded media field? Or do they take a chance on a Younger listeners no longer view radio as a place that transmits talented artist who took her own risk on a song music from a tower, researcher Mark Ramsey that has the potential to change a listener’s life? said while unveiling a study of how consumers’ Guyton belted a gut-wrenching piano ballad, perceptions of broadcasting differ with PDs’ Big Machine’s New “What Are You Gonna Tell Her,” during the expectations. -
Glossary for Music the Glossary for Music Includes Terms Commonly Found in Music Education and for Performance Techniques
Glossary for Music The glossary for Music includes terms commonly found in music education and for performance techniques. The intent of the glossary is to promote consistent terminology when creating curriculum and assessment documents as well as communicating with stakeholders. Ability: natural aptitude in specific skills and processes; what the student is apt to do, without formal instruction. Analog tools: category of musical instruments and tools that are non-digital (i.e., do not transfer sound in or convert sound into binary code), such as acoustic instruments, microphones, monitors, and speakers. Analyze: examine in detail the structure and context of the music. Arrangement: setting or adaptation of an existing musical composition Arranger: person who creates alternative settings or adaptations of existing music. Articulation: characteristic way in which musical tones are connected, separated, or accented; types of articulation include legato (smooth, connected tones) and staccato (short, detached tones). Artistic literacy: knowledge and understanding required to participate authentically in the arts Atonality: music in which no tonic or key center is apparent. Artistic Processes: Organizational principles of the 2014 National Core Standards for the Arts: Creating, Performing, Responding, and Connecting. Audiate: hear and comprehend sounds in one’s head (inner hearing), even when no sound is present. Audience etiquette: social behavior observed by those attending musical performances and which can vary depending upon the type of music performed. Benchmark: pre-established definition of an achievement level, designed to help measure student progress toward a goal or standard, expressed either in writing or as an example of scored student work (aka, anchor set).