Turn an iPad into a digital control surface and make beats like a pro
Some participants can be intimidated by the recording studio equipment and process. Empower them by using a tool they are comfortable – iPads and Logic Remote can be used as a control surface to make beats and help participants take control of the recording process. Whether they’re using the transport to record themselves from within the vocal booth, using the iPad as a “second screen” to multitrack mix in the control room, or using the iPad to program drum beats and chord progressions, Logic Remote is a versatile way to make the recording process more accessible to everyone!
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How to…
Download Logic Remote on iTunes App store (this is a Free App)
Launch your Logic Session and pair Logic Remote to your computer (must be on the same network)
FYI: Logic Remote also works with Garageband
Use your iPad as a “second screen” or a “midi” control surface for your session using these helpful features (and more):
Beat making/songwriting:
Drum Pads – digital trigger pads are a tactile way for participants to program in their kick and snare tracks. It also has a “Kits” view which is more visual drum set
Note Repeat – perfect for creating authentic sounding trap music “sprinkler hi hats”
Chord Strips – Similar to “Smart Chords” in Garageband, this is an easy way to write chord progressions. Participant can focus on quickly getting their ideas fleshed out without having to worrying about music theory
Keyboard – copying the root motion of the Smart Chords progression, participants can easily add a bass line or synth layers. It also has “Fretboard” features if you prefer
Navigation and Mixing:
Key Commands – Frequently used recording functions like: Recording Transport, Save, New Track, Automation, etc
Mixer – great way to add a “second screen” that gives participants a tactile way to move digital faders during mixing/mastering
A healthy competition that encourages collaboration, talent, and self-esteem
It’s impossible to please all of your participants with song choice, especially when they’re at different skill levels and have different musical tastes. So, how do you keep everyone engaged? A Cover Song Challenge is a great way to increase participants’ motivation, provide them a sense of independence, and recognize their efforts. Active participants, beginners, and members who wouldn’t usually get involved all have the opportunity to try new things, collaborate, and showcase their skills.
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How to…
Plan a Master Schedule for the semester for the Cover Song Challenge
Plan an entire semester’s worth of weekly “Cover Song Challenge” themes. Try to create categories that can be achievable at any skill level.
Create a “Cover Song Challenge” approved Song List
Choose a diverse set of popular songs with participants’ musical tastes in mind. Be mindful of the level of difficulty. Have song materials ready and adapted for various skill levels.
By limiting song options to a common playlist, you give participants a sense of “guided choice.” They are in control of what song they choose from the list.
A set song list also makes it easier for the staff to prepare appropriate learning materials such as tablature, sheet music, song form, lyric sheets, and Workshop resources.
Each week, post new cover song challenge flyers in prominent locations
Participants work with staff and their peers to prepare their cover song, including:
Selecting a song from the approved Song List
Learning, practicing, and rehearsing individually or with a group
Soliciting feedback from vocal instructors
Setting up a recording session or a video performance that will be used as their submission for the challenge
Participants submit their cover song using some or all of the following methods:
Cell phone audio or video
iPad audio or video
A multi-tracked session in the studio
Everyone listens to each cover song and chooses a winner for the week
Selecting a winner. There are multiple ways you can select your winner each week, the goal is to be consistent.
Staff members choose their favorite cover song each week
Youth participants vote each week
Parents vote
Present the winner with an award
One idea is to create and frame “Cover Song Challenge” Golden Record awards to present to the winner each week. (e.g. Paint old vinyl records or CDs with gold spray paint; print a certificate; etc.)
Consider displaying the Golden Record Awards in a prominent location within your program space (e.g. in the hallway, studio wall, trophy case, etc.)
Help participants channel their inner Milli Vanilli while learning stage presence
A Lip Sync Battle is a fun and silly “performance” that gets participants to know each other and conquer their stage fright. Vocal performers lip sync on stage in front of their peers while instrumentalist “air” play (guitar, bass, drums, keys, etc). This helps eliminate the need for knowing how to play while allowing inexperienced performance start to think about stage presence and getting comfortable in front of a crowd.
So your participants had a great summer experience… now what?!
Does this sound like your typical summer experience? You spent countless hours forming relationships with camp members teaching them to play instruments, record songs, perform on stage and more. The summer ends and you never see those participants again… it’s frustrating! Below are some strategies that have worked for seasoned Youth Development professionals to help retain summer participants in the new school year.
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Example #1 – Create hype with parents
“We’ve been hyping up school year programming with members and their parents – some just need to be aware that the fun doesn’t stop after summer. ” – Submitted by Nick Tetrault, West End House Boys & Girls Club
Parents are the biggest asset for ensuring consistent attendance
Invite as many parents into your program as possible during the summer. Invite them to performances, recording sessions and community events
Send a letter home to advertise your programs – Highlight the wording “Invitation to enroll”
Host a parent info-session before the summer ends
Have google forms ready for enrollment in particular programs. This helps gather data on what resources are needed to prep for the Fall semester (ie. what instruments are popular, how many sessions of a program are needed, etc.)
Create a program brochure to hand out to parents – Design it with lots of pictures, describe core schedule, be sure to include contact information and print it at Staples
Example #2 – Have an exciting and fun summer camp!
“The goal is to create enough excitement during the summer so that they’ll want to come back in the Fall.” –Submitted by Mike Joyce, Boys & Girls Clubs of Dorchester
Extend membership periods (ie. allow parents to register for the Fall programming during the summer)
Conduct outreach during the summer ie. social media, local papers, website.
Conduct “inreach” – make sure other staff members are aware of your programming in the Fall – they can help spread the word too!
Schedule orientation sessions and tours for families
Introducing three random samples equals endless beat making creativity for your participants
Rhythm Roulette is a great way to get participants experimenting with making electronic music by getting over the initial hump that’s always the most challenging… “where do I start?!” Getting a project off the ground is always difficult, but being forced to build around a particular sample or sound can be a great springboard for creativity. There are lots of different ways to use the idea of a “Rhythm Roulette” in the studio, and they can be tailored to different ages and experience levels – below are just a few examples.
In Addition…
This program is based off of the Rhythm Roulette | Mass Appeal Youtube series. To understand how this program works, you have to first understand the rules of the Rhythm Roulette: #1 – Find a record store, #2 – Blind-fold producer, #3 – Pick 3 random records, #4 – Make a beat by sampling
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How to…
The basic concept is… Grab random samples or loops from sound libraries (like Splice or Apple loops) and help participants make a beat using all three samples. FYI: This is a great way to introduce and utilize a Splice Sounds account
For beginners:
Grab a 4 bar instrumental loop (or chord progression)
Each participant (and instructor/s) creates their own drum beat to go with the loop/progression
Don’t let participants listen to each others tracks while they’re making them
Keep the activity short and sweet – have participants only build a 4 bar drum track
Encourage participants to experiment with elements such as: Drum kit libraries, Tempo/BPM, Dynamics, Mute/unmute, Panning, Effects, Layering, Etc.
Everyone plays their track (over a PA speaker), listens and compares what they came up with
Discuss how different grooves and feels can make the same sample sound completely different.
For example: A loop with a 4-on-the-floor feel vs. a trap feel
For more advanced participants:
Choose three random loops and/or samples (Splice or Apple Loops)
Challenge participants to make a beat (in 30-60 minutes) that includes ALL three loops/samples
Introduce more advanced concepts like:
Matching key signatures (Ie. show how some samples won’t work well together because they are in different keys or tonalities)
For teens, before we make any beats, I show them the “I played a show using only the 1991 Casio Rapman” video from Adam Neely’s YouTube channel. This video introduces a topic that is relevant to the activity ie. how limitations can sometimes inspire creativity
My name is rap… and I’m a fun game… that helps your kids… see that they’re the same!
New participants still getting to know one another? Everyone into hip-hop and rap? What better way to break the ice than to have them write and perform an original rap about themselves?! “Hi! My Name is…” is a classic name game icebreaker that helps participants express who they are and get to know one another all while learning rhythm/flow, lyric writing and the self-confidence to perform in front of each other.
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How to…
Participants have to come up with a rap that describes who they are, what they like, etc.
Music program staff decide on the number of bars participants have to write (ie. 4, 8 or 12) depending on how much time you have
Participants individually spend 3-5 minutes writing or thinking of their lyrics
At the end of the designated lyric writing time, each participant performs their rap in front of the group
Example:
My name is Anne and I’m the Director Of New City Kids, yeah all 3 centers I love to sing, I love to play You can see me do both, any day
Optional elements to incorporate
Each participant chooses their own beat/instrumental online
Each participant creates one from scratch (using loops or beat making software)
Staff choose one backing track/beat for the whole group – see if everyone can perform their rap one right after another without missing a beat
Have participants also create choreography
Other creative elements could include:
Rap alias nicknames
Costumes
Lyric themes
Performing through a PA system on stage
Recording each rap in the studio
Create a music video
Alternative:
Have participants split up into pairs
Participants tell each other about their likes and interests
Each pair must write a rap about their partner based on the discussion
Participants perform for one another
Example:
Her name is Anne and she’s the Director Of New City Kids, yeah all 3 centers She loves to sing, She loves to play You can see her do both, any day
Five ways to clean up inappropriate language that you’ll swear by!
It’s natural for participants to want to imitate the music they listen to when they first start out recording or performing. In the context of a youth development music program however, the language and content of these songs aren’t always appropriate. This resource provides several approaches to encourage participants to expand their vocabulary and develop opportunities for growth and maturity including knowing your audience, assigning professional studio roles, rewriting lyrics, “three strikes” rule.
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Example #1 – Know Your Audience
“I talk to my students about knowing your audience and the value you get for being flexible. Most times my rappers just want to swear for shock value and because it’s easier than writing how you feel. I just take the time to have a conversation with them and explain the most versatile artists get more gigs, radio play, opportunities and at the end of the day… more dollars!” – Submitted by Corey DePina, Zumix
Ask participants – “How many cuss words can you think of using when you’re angry?”
Then open www.thesaurus.com and look up and explore the word “Angry”
It might also be helpful to also show participants www.rhymezone.com or other rhyming dictionaries
Help participants understand the limits of using typical cuss words versus other words that may expand their vocabulary, set them apart, and better explain their emotions
Example #2 – Assigning Professional Studio Roles
“Younger participants sit-in on sessions with my older teens who are assigned traditional studio roles to make our studio feel more professional. They’re responsible, trusted and naturally influence younger participants and teach them our rules and if not, I can always step in when there’s inappropriate content. I use this as a teachable moment to have open conversations and help create mindfulness.” –Submitted by Javier Lozada, Malden YMCA
Assign professional Studio Roles
Artist – Typically a vocalist (singer or rapper) recording over a pre-recorded track
Producer – Participants who are interested in using technology to create beats using virtual instruments
Engineer – Participants who are more interested in the “behind the scenes” technical aspect of recording like setting up sessions, microphones, mixing, and using effects
Clearly establish the rules of the studio including language expectations
Help older teen participants mentor younger participants on studio rules and expectations
“Love is a Battlefield” – Two teams test their knowledge of commonly used lyrics in love songs!
Music is a universal language and it’s favorite topic is love! This icebreaker activity puts your participants love of music to the test. Which team can identify the most songs that include “Love Lyrics” and which team will leave the game broken-hearted?
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How to…
Decide on the length of the game (ie. first team to “x” number of points or the team with most points after “x” number of minutes/rounds, etc.
Evenly divide a group of participants into two teams or, play off the “love” theme, divide the group into male vs. female.
At the start of each round the staff members pick a “Love Lyric” ie. a specific word that is commonly used in love songs like “Love” or “baby” (see sample list below).
The teams go back and forth and naming songs that include the round’s “Love Lyric”.
Staff members check/google the song’s lyrics to make sure it includes the round’s “Love Lyric”
If a team mistakenly identifies a song that does NOT include the round’s “Love Lyric” then the other team gets a point.
Also, if a team can’t think of a song that includes the round’s “Love Lyric” then the other team gets a point.
Tips and variations:
To keep the game moving quickly, set a time limit of 5 or 10 seconds for each team to think of a song that contains the round’s “Love Lyric”.
Have members sing the lyrics each round
Play love songs in the background while playing the game
“Last one standing” – form a circle, choose a “Love Lyric” and go around the circle naming songs until there is only one person left.
Choose different themes and/or lyrics
Write down songs that you don’t know or add them to a playlist (insight into your members’ musical interests)
Watching this made me realize how accessible the industry standard sound is. I signed up for Splice before the video was over – definitely would recommend!
How Demi Lovato & Oak Felder made “Sorry Not Sorry” from royalty-free samples
I stumbled upon a site that breaks down difficult concepts in recording and mixing, which can be helpful for participants and leaders alike: https://ehomerecordingstudio.com/
