BTEC Foundation Diploma in Music Technology

Bridging work for Sept 2021

Introduction and background work The most important difference in the leap from GCSE to BTEC Level 3 is the need for you to take the initiative about your learning. You will hear a lot from your subject teachers, form tutors and careers advisors about the importance of ‘reading around the subject’; what does this mean in music technology? You will need to complete and submit a portfolio of assignments for each module studied. You will need to become familiar with the software and hardware that will be used for your assignments, which means that you need to put in extra time in the studio. If you wish, you can purchase the software and similar hardware, but be warned that this can prove to be very expensive although there are extensive discounts for students and a lot of free downloads now. We will be using Cubase and Pro Tools for most part; however other software such as Logic and Reason will be covered. Experiment with the software, get to know what tools you will need to use, create your own sequences or recordings. You can download a full version of Cakewalk by BandLab for yourself for free. FL is also free. Your listening skills are important and you should (once the lockdown has eased and it is safe to do so) get out and listen to live performances in different venues. You should listen to everything critically, think about the music and the production, not just how it makes you feel. You need to look beyond the requirements of the BTEC specification and explore music. You should read Sound on Sound issues online – which comes with plenty of articles and advice. This will help you absorb current trends in music, technology and music vocabulary. Listen on Spotify or Apple Music to iconic albums from the 1950s, 60s, 70s ,80s and 90s as well as more recent music. Listen to the effects used, the panning, the EQ. All this will help you to develop your own music technology skills. You need to listen to a whole range of popular music styles from 1910, absorbing the main stylistic principles of each one. You should research the main composers/performers for each style. You are expected to take a central role in the music department and are required to be part of at least one extra-curricular music group. If what you want isn’t available, set it up yourself and arrange a time to rehearse each week and organise your own concerts. With written tasks, you should explore music resources in the library and online. Paul White’s Basic series is essential for grasping the fundamental processes in all areas of music technology. There are several guides on how to use certain software or hardware, so do your research and find out what there is. Try to get to as many concerts and gigs as you can or for now, watch gigs online. Also, any chance to get into a recording studio (once the lockdown is over) would also be advantageous. We shall try to organise a few visits for you, but you should try to organise your own.

Bridging work Page 1 of 6 Bridging Work – BTEC Music Technology This bridging unit must be completed before the 22nd June. Failure to complete it all will result in your place being reviewed. Any queries can be directed to [email protected] Week 1 1. Specification (Syllabus): Pearson BTEC Foundation Diploma in Music Technology. A good place to start: https://qualifications.pearson.com/content/dam/pdf/BTEC-Nationals/Music-Technology/2016/specificationand- sample-assessments/9781446938850-BTEC-nats-foundation-diploma-music-tech-spec.pdf Task: After reading the overview, save the specification to your computer or OneDrive so you can always refer to it.

It is important to note that we will be studying Unit 2,3,5,7, 8, 10 and 15. This course is worth 1.5 A levels. Units 5 and 7 are externally assessed through an exam and the other units are assessed by your teacher through assignments.

2. Task: Carry out some of your own research into the types of jobs in the music technology industry under the following headings: Artists and Artist Management; Live Performance; Recorded Performance; Sales and Marketing. Produce a written report or diagram with notes about the jobs (include information about the role, responsibilities, job specs, skills needed etc). Ensure you list all the sources you have used to find out the information by creating a bibliography. (see this site to help you – and the guidance below) http://www.factmonster.com/homework/t8biblio.html

3. Task: Find two contrasting music tracks from two different artists of your choice, listen to them in detail and write a report describing the structure, instruments, style, music, technology used and any interesting facts about each track. Remember to cite any sources used as mentioned in task 2.

4. Task: Produce a summary powerpoint or keynote/prezi presentation about the two tracks using no more than 4 powerpoint slides/prezi screens The duration of the presentation should be 3-5 minutes max (and should include short extracts of the tracks to illustrate your points – no more than 1 min in total of music to be played)

Week 2

5. Go to http://strongsongspodcast.com/ This is a brilliant listening breakdown with one iconic song covered in each episode.

Bridging work Page 2 of 6 Task: Choose 2 episodes to listen to and make summary notes of each one, outlining what you learnt about each.

Listening to these will help you with your aural and analytical skills, strengthen your knowledge of musical concepts and production techniques, and perhaps introduce you to some great new music.

6. Go on a Virtual Tour (click) around Abbey Road Studios (NB this site has been closed for maintenance recently – please keep checking to see if it is back up and running. If it is not, please use this PowerPoint).

There are also Youtube videos you can find (try video here)

Task: After the powerpoint/videos/tour, answer the questions (link)

(do your own research if you can’t get the answers from the virtual tour)

7. Developing music knowledge. If you don’t know these classic albums, you really should – they are excellent reference points for music technology and production.

Task: Listen to 1 track from a different album over the week (3-4mins a day, 7 albums in total) and make some brief notes on style/music for your reference.

o Pink Floyd – Dark Side of the Moon o The Beatles – Sergeant Pepper’s Lonely Hearts Club Band o Radiohead – OK Computer o Queen – A Night at the Opera o Portishead – Dummy o Daft Punk – Random Access Memories o Boards of Canada – Tomorrow’s Harvest o Brian Eno – Music for Airports o Nirvana – Nevermind o Black Sabbath – Black Sabbath o Thundercat – Drunk o Burial – Untrue o J.J.Cale – Troubadour o Björk – Homogenic o The Beach Boys – Pet Sounds o Aphex Twin – Drukgs

Week 3

8. Task: Choose ONE of these iconic albums from the smaller list below. Listen to each track on the album and research and analyse it (answer questions below IN DETAIL) (these have been chosen because there is extensive information available to help you)

Bridging work Page 3 of 6 a) The Beach Boys – Pet Sounds b) Pink Floyd – The Dark Side of the Moon c) Radiohead – OK Computer d) Queen – A Night at the Opera

i) What album did you choose? ii) What is your favourite track on the album and why? iii) Research where/when the album was recorded. Who produced it? What equipment was used? (Was it recorded using an analogue mixing desk, or a DAW?) (research this) iv) What is particularly distinctive/unusual/brilliant about the production of the album? Did they do anything new/exciting/innovative? (research this) v) What (from a mixing point of view) makes this album sound so good? Are there particular instruments that are emphasised in the mix? Is the use of stereo particularly good/interesting? Is there great use of effects? (you may need to research this)

9. Task: Create a short piece of music using a sequencing program. This can be in any style you like, but should include the following (This will take you this week and next – spend time on it)

• Some MIDI tracks that you have inputted yourself (i.e. not loops from a library)

• Some audio that you have manipulated in some way. This could be something you have recorded yourself, or you could explore audio stems on the internet. If you want to remix an existing song, search for ‘isolated vocals’. By ‘manipulated’ this at the very least means trimming it at putting it in appropriate place in your piece. But this is only the start – let’s see what your imagination can come up with!

• Some use of effects – this can be anything you like.

If you have an Apple computer, you will have GarageBand. Otherwise, you could use a free, cloud-based sequencer for this project such as Band Lab or Cakewalk by Band Lab. When you have finished your piece, save it as an audio file (mp3) and submit.

Week 4

10. Task: Find out about the history of recording by watching this video. (click)

Bridging work Page 4 of 6 Write a summary about how recorded sound developed from its very beginnings (the phonograph, acoustic recording), through the C20th to the present day.

Use bullet points.

11. Task: Continue refining and completing a short piece of music (2 mins) using a sequencing program.

• Some MIDI tracks that you have inputted yourself (i.e. not loops from a library)

• Some use of effects – this can be anything you like.

When you have finished your piece, save it as an audio file (mp3) and submit.

BTEC Music Technology guidance: Submitting Written Work

All written work should be correctly structured and formatted. Ensure you follow the formatting requirements below:

Bridging work Page 5 of 6 Word

• Create a header with your name, unit number and assignment number. • Insert page numbers in the footer. • Include a title (centred, bold and a larger font). • Ensure the text is justified (not left align). • The text should be 1.5 or double spaced. • Include referencing (either footnotes or Harvard style) and a bibliography. Other formats Where you use other formats for written or presentation work, make sure you follow similar principles (especially putting your name, unit and assignment number on the work).

Referencing You should reference where you got your information from (either by using in-text citations of footnotes) whenever you use a source in your work:

• as a specific reference to information or facts from the source • as a direct quotation (the same words as the original) • in a paraphrase (a rewording of the original).1 Use the format you feel most confident using (see separate referencing guides for information).

Bibliography Make sure you have an alphabetical, correctly formatted bibliography at the end of your piece of work.

1 Qualifications and Curriculum Authority (2009) Using Sources: A Guide for Students: Find it – Check it – Credit it. Coventry: The Office of the Qualifications and Examinations Regulator

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