Love music & sound recording? Think SOUND ENGINEERING, & study job possibilities!
Within this unit, students will learn historical information about sound recording/engineering at its very ROOTS. Also, there is great information about how music was recorded in different eras & places, with different races, and what technical AND cultural changes have been pushed forward by the THIRST for new music. FOUR lesson plans have been included...there are assessments for EACH ONE that needs to be completed for the semester's work. The VIDEOS attached hold great conversations about successfully working with artists, anticipating how the consumer market will respond to new releases, encouraging artists to explore with creativity, etc. There is a lot to be learned by watching the videos, taking notes, and completing assessments. And this can be a STARTING POINT for your own explorations within your community as a possible sound consultant/engineer.
Essential Question
Which skills are needed to have a successful career as a sound engineer and possibly producer of sound-oriented products? [music for local and/or mass markets, sound and music for ad agencies, professional sound studios, etc.]
And how does a student get an opportunity to develop these skills?
Grade(s):
- 9
Subject(s):
Recommended Technology:
Student's CHROMEBOOK
Other Instructional Materials or Notes:
Student will need:
* New spiral notebook & pen
Lesson Progression
Have your new SOUND CAREER notebook and pen ready. LABEL IT as such!
1. On the FIRST PAGE, write 2 paragraphs :
1.)What appeals to you, as you think of a career recording music, sound effects, helping to produce music, videos, TV, or radio commercials, sound management or productions for churches, community theatre, political ads, etc.? What can you actually VISUALIZE yourself doing?
2) Who are your favorite musical groups/ why? How did you first hear about them...and how do you now discover new music & sound?
2. As you work through the lesson plans and videos:
a. devote an ONE NEW PAGE for notes on each video and
b. devote TWO PAGES to each lesson plan, so you have room to answer questions completely.
c. LABEL EACH VIDEO/LESSON PLAN at the TOP of the new page, so you can find it easily later.
3. BEGIN THE FIRST LESSON PLAN: Sound Connections/Sound Engineer.
-watch the video
-take notes as you watch
-answer ALL the questions afterward
-to END, write a summary of any ideas, etc. that excite you or give you career ideas that occurred to you watching the video, and answering the questions.
4. REPEAT THIS PROCESS with each VIDEO and/or LESSON PLAN.
5. CHECK IN with your teacher each week or two to discuss your progress, what you're learning from videos, lessons, and steps you might be taking to CONNECT with people in your community to get experiences VOLUNTEERING/helping/working in the sound field. Share notes in your SOUND CAREERS notebook.
6. AT THE BACK OF YOUR NOTEBOOK: Begin a contact list, listing: organization/names of those involved there/ physical address & email / any dates of shows, concerts, etc. that are listed online.
7. BEGIN MAKING CONTACT with someone in the organizations that you have researched, to find out opportunities for work, whether paid or volunteer. Sometimes CALLING FIRST, & asking for a convenient time to stop by in person is a good way to meet people to let them see you and sense your energy & excitement about sound engineering/production].
Teacher Notes
This lesson should be monitored at least every 2 weeks to make sure the student is moving along well with watching the videos and completing the assignments on each lesson plan.
Sound Connections/Sound Engineer
GREAT INFORMATION about LOTS of arenas in which to use your love of sound engineering. A former sound engineer who is now teaching at Ohio University gives amazing tips about how to get involved in the sound recording business, and lists many areas in which this skill can lead to employment and careers.
View ResourceLes Paul and Sound-on-Sound Recording/ Soundbreaking
The genius of a musician named Les Paul [from the 1950's] is discussed by veteran sound engineer Don Was and guitar & vocals artist Eric Clapton, and shown in short film clips. This video will be repeated in some lessons, but it's important to see it first, & realize how EARLY on musicians started pushing the boundaries of recording.
View ResourceMoving Faster Than the Imagination: The Evolution of Sound Recording/Sound Breakers
This is a lesson plan gives an excellent historical and technical overview of how sound engineering has evolved, and why. Take notes in your Sound Career notebook.
The EVALUATION connected to this lesson will be part of your ASSESSMENT for Sound Careers unit:
#1: Answer all 7 parts, all in complete sentences.
#2: Answer all 3 parts, all in complete sentences.
The Beatles: Multitracking and the 1960's Counterculture/Soundbreaking
A great look at how social changes inspire musicians to push the boundaries of "conventional" sounds. Once again, the idea/invention of MULTI-TRACKING is emphasized as an important "change agent" in this sound movement.
Answer all questions at the end of this lesson plan in your Sound Career notebook.
What Does A Producer Do?/ Soundbreaking
Listen to these different PRODUCERS, who also seem to "double" as sound engineers, or know a LOT about sound engineering, in order to help their clients produce great recordings.
**Pause the video during each interview to write that producer's NAME, and their musical CLIENT/GROUP .
**ADD THIS INFO to your Sound Career notebook
**What did Quincey Jones mean by working with a musical artist [on bringing their song to a finished product] can be very INTIMATE, and the producer must sense this and be tactful to a composer/singer/player? ADD THIS INFO to your notebook also.
Turning Songs Into Records: The Many Roles of Producers in Popular Music
Read the text in this LESSON PLAN. Have your Sound Careers notebook handy.
1. Write any information that is new to you.
2. Watch the attached videos that you have seen. ** LIST THE PRODUCERS who speak in the video, as well as the band[s] they represent.
3. NOTICE: Phil Spector and the "Wall of Sound." He had a HUGE effect on a "new type of sound."
4. Write good QUOTES that you hear from any of the producers, & note that person's name.
Vega, Massenburg, and Robinson on Vocal Editing/Soundbreaking
Several sound engineers, producers, and performers speak to the difference of modern day "multi-tracking" from start to finish, and the OLDER way of having all performers crammed into one studio, and the GOOD ENERGY & SOUND that creates, even though there may be a need for more separate "takes" to achieve the FINISHED PRODUCT.
TAKE NOTES: Tips, Artists' Names, Producers, Sound Engineers
Singer-Songwriters and Self-Production/Soundbreaking
This video speaks to the very SENSITIVE nature some singer/songwriters have about a producer or sound engineer trying to "overtake" the creative vision of the song they've written. If you are a sound engineer/producer for a project like this, TAKE NOTE that one should RESPECT the PROCESS of the artist, making suggestions gently and with kindness, realizing THEY are the writer & performer.
View ResourceSam Phillips: Producing the Sounds of a Changing South/Soundbreaking/ Lesson Plan
This is an interesting HISTORY lesson about how "white" music & "black" music was recorded in a racially SEGREGATED way for the different audiences....until Sam Phillips recorded black artists, white artists, ANYONE who he thought was making great music....and this "musical integration" led to both audiences developing a wider variety of musical tastes .
ANSWER QUESTIONS in your Sound Careers notebook.
Standards
- GM.C Connecting - I can relate music ideas to personal meaning, other arts disciplines, and content areas.
- MA.C.6 I can relate media arts to personal meaning, other arts disciplines, content areas, and careers.
- WG-4 The student will demonstrate an understanding of the characteristics of culture, the patterns of culture, and cultural change.
Assessments
1. All questions on the 4 LESSON PLANS should be answered and answered in complete sentences.
2. All VIDEOS THAT ARE WATCHED should be labeled in the notebook, with NOTES made by the student about important or interesting points made. The student's notes on the video do NOT have to be in complete sentences.
3. Write/TYPE a short "starter" career plan: a) contact info b) list any sound recording experiences you've had c) do you play a musical instrument or sing? d) Is there a local church, school, theatre, civic organization, "open mic" situation, or ad agency that might let you show up & help set up microphones, recording equipment, SWEEP THE FLOOR, anything? Meeting people involved with music & theatre & tv activities, and "getting your foot in the door" by volunteering and being helpful, is a great way to learn and MAKE CONNECTIONS FOR FUTURE POSSIBLE EMPLOYMENT! Don't underestimate it!
4. WORK YOUR PLAN!! Smile, be cooperative, be helpful, and don't be too shy to shake hands and introduce yourself!