Experience Design: Electronic Instruments

Designers: Kay Morgan, Wylie, Alyssa Downing

Summary/Overview
This musical experience will incorporate the electronic instruments ableton push,
turntables, and iPads. Learners will be taught the basics of each electronic instrument
and experiment through one of the most popular genres in the world. The music that will
be explored are rap songs, which is an extensive, but popular genre. The song that will
be performed is from Kanye Wests album The College Dropout. Even though this
piece is already complete, the experience wont be limiting in any way creatively. For
example, the vocals for this piece will be the general track playing while the participants
alter the instrumental portions from the original song through scratching on the
turntables, adding new beats from the ipads and using sound clips taken from the
original soundtrack on the ableton push. A musical skill theyll be able to develop by
using these instruments would be them creating rhythmic patterns from what they
already have to create something different, interesting, and new.
Rationale
Knowing how to use electronic instruments generally means that the learner can
have an instrument closely associated with the music they listen to and can incorporate
other skills they have like beat boxing (which can be more developed through recording
software next week). In fact, if someone is truly interested in the instrument they interact
with, it can encourage self motivation, because very few actual classes are created for
the purpose of electronic instruments, even though many of the musical skills they have
been learning from other visits from JMU students apply to them. Using these
instruments connects the learner with others who enjoy the feeling of learning them
more than they would another instrument. Its similar to choosing an instrument in
elementary school, where many of the skills needed for a clarinet would be needed for
piano, but someone likes music making on one more than the other. Learning these
instruments, like any other creates a sense of pride at knowing music is made through
them. The musical experiences we are facilitating also encourage creativity. After
discovering the basics of the electronic instruments, the user has the ability to create
their own music from any genre. The initial improvisation from learning how to play on
these instruments, like any instrument, becomes a skill that can transfer into other
aspects of life. It can develops someones creativity and mental flexibility. Improvising
with others can also help those who struggle with anxiety and socializing because it can
help with decision making skills and help them become comfortable in social settings.
Standards:
Anchor standard 5: Develop and refine artistic techniques and work for presentation
Anchor standard 2: Organize and develop artistic ideas and work.

I CAN (ableton push):

1. Create a rhythm
a. This applies to anchor standard 5 because of the development of
understanding with the instrument involved that is needed to create the
rhythm.
2. Create pitched loop
3. Layer sounds in loops
4. Organize different musical ideas into a piece
a. Sequence on an ableton push
I CAN (turntables):
1. Perform a basic scratch (standard 5)
2. Create a loop on the digital turn table (standard 5)
3. Experiment with making cue points on a digital turntable (standard 2)
4. Experiment with different rhythms while scratching
I CAN (ipads):
Apps:
Launchpad
Garage Band
Auxy
1. Create a rhythm
a. Going along with the Anchor 5, we are able to work on their rhythm skills.
2. Layer instruments on top of one another
3. Create a short composition
a. The is apart of Anchor 2 when they are able to create and develop their
ideas by using the apps.
b. Can be either a cover or a short original composition
 Materials and Visual Aids

Ableton push
a computer with live
Paper with squares to represent the ableton push
Sticky n otes to put on the ableton push buttons where the type has rubbed
off, or not. Maybe they should just be there to be big and obvious for
future use if any of them have the money for a push later
Turntables
Computer with serato dj intro
Headphones
Ipads
Novotation Launch Pad: This is an app for the Ipad that allows the users
to create different styles of music with the tools on the app. They have
different beats and rhythms alongs with guitar lines and sounds that can
be used to layer on top.
Bandhub: This is a recording app that is also used to connect musicians
around the world. This is where musicians can record their songs/covers
and film over top of them. That way they dont have to play and sing at the
same time, or they can layer voices over one another. Another tool that
bandhub offers is that other members of bandhub can help collaborate on
one of your pieces.
Garageband: Is a recording app. This allows you to record audio and tune
and adjust it over the app.

Detailed process

We are planning on showing an example of what they can create as a whole

throughout the experience at first. Alyssa will let the electronic turntables play the
whole song (or vocals, whichever file is open first), shell scratch for a few
stanzas, Kate can finger drum through novation for a few measures, and Wylie
can play a few stanzas worth of preset rhythm loops.
After this, the learners can split themselves around based on which
instrument interested them the most during the initial introduction. They
 have the opportunity to switch whenever they feel like it (because some of
the instruments have more of a learning curve than others, and there are
more of some instruments than others)
Another option: Letting them split up with their friends to approach the instrument
they feel they enjoy the most. This is similar to the first day of Music Technology
where its an open house type thing, but with more instruction.
The learners have the option to roam around, but if they enjoy the
instrument theyre on, they can develop their understanding of it. The goal
is about 15 minute sessions, but again, its up to what they want to do and
how many resources theyll be provided.
Ableton Push (questions, plan):
Be prepared to explain your way through mistakes that just generally
happen when working with the instrument. Alright, the computer says you
somehow ended up on drum rack, why dont you click browse on the
board and find midi to go back to our original soundboard setting.
Through this, also be prepared for their interests to be enveloped with
discovering all the different sound the board has to offer (I know I did this,
I have yet to see someone whos using it for the first time not wanting to
do that). The experience with the vocal track might end up with them using
presets from ableton live, and I should expect letting that happen.
Ask what they associate ableton with/if theyve seen it and what theyve
seen. Ask if any of them know how to do anything on it thus far. (5
seconds-ish)
Show how to find a clip and slice it from the instrumental track, because if
people recognise the song, theyll want to know how all the instrumental
bits got into the buttons.(about 2 minutes)
Sticky notes on buttons should be there before the program begins.Things
like session and new track. This is because some of the typing on the
buttons have rubbed off at this point, and it would be nice if they could see
what was supposed to be there.
Play the vocals for our first song (chance the rapper- no problems) and
open up the instrumental buttons for them to begin to experiment on. Let
them explore the sounds for a while. I can turn the vocals off and on as
they ask for it (5-8 minutes)
After that, ask them if they have any idea on a rhythm that would work well
with the vocals given and let them play it live at first. (1-4 minutes,
depending on how many people have ideas)
 Show how to create a loopable sample by using one of the rhythms they
came up with, but I wont be pressing the buttons, they will. Around this
time, I can show the optional coloring in boxes pages that Ill have off to
the side. If they want to take a page and practice there before presenting
their loop, they can. (2-8 minutes, because the push sometimes does
things no one expects it to)
Optional to have them choose a melody to play live with the layered
rhythms through operator mode when theyre done with that and are
waiting for other groups.
Turntables
Explain that turntables are something that djs use to fade different songs
together and produce scratch sounds over the music (30 seconds)
Start with the digital turntable and play the beginning of each of the two songs
that are in each deck so they know what they sound like
Have them choose which song they want to work with first
Demonstrate a basic scratch on the turntable
Have them try to perform the basic scratch
Demonstrate how to incorporate different rhythms and let them experiment (2-5
minutes)
Show them how this applies to the manual Numark turntable (2-3 minutes)
Ask them to press different buttons on the digital turntable to see what they do
(the buttons will go back to different point in the song that I already preset)
Show that you can incorporate rhythms to remake the song by tapping the
buttons to a beat
Let them play (2- 5 minutes)
Ask if they know what looping is and if they would like to see how to do it
Create a loop in the song and show which buttons control the loops (1 minute)
Delete the loop I created and have them try different one on their own
Again, let them play
Ipads
Give them time to explore the multiple apps
Garage Band
The app is easy to use and can help them with their score project
Bandhub
This app allows them to shoot videos, record songs, and to layer
Also allows others to collaborate with them
Will be helpful with their song writing project
Launchpad
 This is a looping app, allot like ableton. Has premade beats and
drums, that can be looped and turned into songs.
Ask question to guide their exploration
What are the prominent features of the app?
What is the main purpose of the app?
Do you have questions on how the apps work?
Make sure they switch to a new app
Stop and discuss the tools available in each app
What does the app offer?
What are the pros and cons of the app?
How can you apply this to music experience
Use the app in order to create their own song, or cover of a song.
Recording their voices or an instrument
Short 20 seconds, a thematic line.
Did they use what the app has to offer?
Recording features?
Different beats?
Piano/drum sets within garage-band.

Assessment: How will you specifically assess the individual participants in relation to
each I Can Statement? Consider creating checklists and/or rubrics as a means of
assessing your teaching.
ABLETON PUSH:
My initial idea was for them to show me they were understanding is for them to
be teaching each other, but in a lot of ways, these particular learners probably
wouldnt want to do that. Some might, so Im going to leave this here
After I give them aid in their first time through, if they can figure out how to loop a
new track with little to none of my help, that shows me that they processed
information through my lesson plan, and that makes me happy.
If they have something to present at the end when they are playing the song with
all the other instruments, its a success for the purpose of the 5th anchor
standard which literally states that learners are supposed to develop their skills to
present to a larger group. It doesnt need to be the most perfect sounding track,
but it is a track nonetheless.
Are they able to come up with something to experiment on without my help?
Did they ask any questions?
TURNTABLES:
Did they experiment with rhythmic patterns?
Do t hey understand which buttons perform a certain action or make a certain
sound?
Were they able to apply their artistic work to present it with others?
Were they able to listen to the track and make their own music through
scratching/ looping?

IPADS:
Have they gathered an understanding of the tools?
Were they able to create a video/recording?
Do they know what is available within these tools?
Did they use the tools in the video?
The electronic instruments on garage band
The auto tuning feature on garage band
The recording feature on the Launchpad
The changing of beats available within auxy.

Extensions
Collective: As a group because we are working with different types of electronic
instruments, we will have plenty of things to do. If we finish our activity early, we can
give the men the opportunity to switch instruments. We can have them rotate stations if
they happen to pick up quicker than expected. For those who want to move ahead with
these resources we can give them links and suggestions to learn more.
 Adaptations

Size: With size, we can look into the smaller elements of the instruments meaning
looking into different instrument orientations on the Ableton Push to provide smaller
sound range to avoid overwhelming the learners, or having the learners use the
physical record player before moving on to the electronic one which provides a larger
supply of music making.
Color: Helping guide them in a general understanding and learning experience. With
the Ableton Push, there is the option of having papers off to the side that the learners
can fill in boxes that will correlate with the buttons on the Push. This can help the
learners with learning the keys quickly to finger drum a rhythm that they can record
later. Colors with the turn tables can include the headphones that will identify the
specific instrument theyll use so that they dont accidently listen to the sounds that
someone else is creating.
Pacing: Though they will be spending the majority of their time with one of the
instruments, those who find they have had an easier time with one instrument may
move on to another. Though they are given the opportunity to move on they dont have
to, it is just an option for those who move at a quicker pace. On the other hand with
those who are struggling with one instrument are allowed and encouraged to switch
stations. Those individuals may have a greater success when working with another
instructor and their teaching methods.
Modality? Beginning with an example, some people learn aurally and visually better,
even though all forms of learning are needed. With Ableton Push, there are the options
of pure example on the technical stuff while they play with the instruments, them just
trying out the instruments without any instruction, and basing it off of doing. There is still
the option with planning their next moves on paper before they experiment on the
instrument itself.