Week 9 -Blog

Date 20^th May

In our lesson, we focused on imagery in lyric writing this included; imagery, metaphors, Similes, and symbolism. I learned that a metaphor is saying one thing is another an example of this “their kiss is a mystery”1. For similes, it uses “like” or “as” an example is “As light as a feather” 2.

Our discussion topic for this week was find songs with the following subdivisions/grooves> this was

• Straight Eighths
• Swung Eighths(swing feel)
• Shuffle
• Triplet feel (eg. 12/8,6/8)
• Semiquaver feel
• Swung semiquaver feel
• Odd time signature

References

1 Robyn Habel, “Lyric (Imagery and Metaphor)” (lecture presented at the course Song Writing and Performance 1A, Elder Conservatorium, University of Adelaide, May 20, 2019).

2 Your Dictionary , 2019. Examples of Similes. [Online]
Available at: https://examples.yourdictionary.com/examples-of-similes.html
[Accessed 20 May 2019].

Week 8 -Blog

Date 13^th May

For the first part of our lesson, we looked at instruments and how they play a big part in creating songs with a small ensemble/band. Instruments included were: Drums, Bass, Guitar, keyboard plus vocals. Each instrument was explained by most of these: “Groove, sections, fill, Accents, solos, percussion this does not include vocals” 1.

For our practical part of the lesson, students were asked the previous week to bring their instruments and “some original lyrics” this was explored within small groups which were fun and interesting to see what other people can create 2.

References

1 Robyn Habel, “Arranging” (lecture presented at the course Song Writing and Performance 1A, Elder Conservatorium, University of Adelaide, May 13, 2019).

2 Robyn Habel, “Arranging” (lecture presented at the course Song Writing and Performance 1A, Elder Conservatorium, University of Adelaide, May 13, 2019).

Week 7 – Blog

Date May 6^th

This week in our songwriting and performing class we explored the topic rhythm. This included rhythm element “(pulse, tempo, metre, time signature), subdivisions, syncopation and rhythmic subdivision” relates to musical styles 1. I learned that tempo has a big impact on songwriting, this is because if you change the tempo of a song it can change the outcome of song and how someone perceives it.  An example that was shown in class by Robyn was “Can’t buy me love”( original) by The Beatles 2. This was shown because “Michael Buble’ did a cover of this song where he changed the tempo and made it more jazz-like 3. This shows that a song can sound different when the tempo is changed

Videos

The Beatles

(Lennon, 1964)

Michael Buble’

(Lennon, 2005)

In our practical part of the lesson, students were asked prior to this lesson to write out the chord progression of a popular song that everyone would know we were also asked to use Roman numerals and chord symbols. I chose the “Royals” 4  By Lorde, this song had a common progression of 5,4,1. I found this beneficial as it helped me understand how common chord progression help creates songs.

Images of sheet music

Written Chord Progression

Sheet Music

Chords for Guitar and Piano

References

1Robyn Habel, “Rhythm” (lecture presented at the course Song Writing and Performance 1A, Elder Conservatorium, University of Adelaide, May 6, 2019).

2 Lennon, P. M. a. J., 1964. Cant buy love. [Sound Recording] (The Beatles).

3 Lennon, P. M. a. J., 2005. Cant by love. [Sound Recording] (Michael Buble).

4 Yelich-O’Connor, E. M. L., 2013. Royles. [Sound Recording] (Lorde)

 5 Music Notes , 2019. Royals. [Online]
Available at: https://www.musicnotes.com/sheetmusic/mtd.asp?ppn=MN0121796
[Accessed 2019].

6 Ultimate Guitar.com, 2019. Royals Chords. [Online]
Available at: https://tabs.ultimate-guitar.com/tab/lorde/royals_chords_1418611
[Accessed 2019].

Week 6- Blog

Date April 29^th

After a two week break, our lesson was about how harmony relates to a song within a key plus we explored common chord progressions and how many songs use these progressions to help create their masterpiece.  This lesson introduced to me many different chord progressions as I didn’t know that most of them created was used by famous artist e.g. Adele Adkin, Sam Smith, Taylor Swift, and Ed Sheeran. Prior to this lesson, we were asked to write a song to a brief which was “write a 30-60 second song for kids about a horror character” 1. Students were allowed to either perform or have a recording of their own work. I felt like this was very beneficial and helpful as this course has an assignment that is exactly the same however it has to be a full song. From writing my song and showing the students plus getting feedback from Robyn I feel more confident that I can create a song to a brief I just need more practice.

Audio of song “Mighty Old Witch”

References

1Robyn Habel, “Harmony Part 1 ” (lecture presented at the course Song Writing and Performance 1A, Elder Conservatorium, University of Adelaide, April 29, 2019).

Week 5- Blog

Date: April 8-10

During our last lesson with Robyn before the mid-semester break, we got an outline of the portfolio assignment and we were shown how to reference for our online journal plus we discussed writing to a brief (writing a song to a brief). This time was spent reviewing/outlining what we needed to for both assignments as some of the students only knew a little about. During the second part of the lesson, we discussed/showed many different songs with different melody’s that show different, phrase structure, colour tones, etc.

For our last lesson with Derek, we had an improvisation proficiency exam. This exam was marked on how well we perform on the spot with other people/solos. This was to show if we input what we have learned over the weeks into this performance. Over the weeks I have enjoyed our improvisation class as we just made music with other people it was a load of fun.

Week 4-Blog

Date: April 1^st-3^rd

During the first part of our songwriting and performance lesson, we looked at the melody and what concepts are included within it this contained the “Melodic motion and contour, phrasing and colour tones” 1. This was very beneficial for me as I have never looked too deeply into what it takes to create a melody and I am very pleased that I have this knowledge and will use it for future creations of the original song. during the second part of the lesson, student was asked the previous week to prepare 4 lines from one of their original songs and analyse this, I feel this was beneficial as we got to express our self’s in our lyrics and got to see other people’s creations which were amazing.

In our improv class we incorporated chords/triads of 9^th,11^th and 13^th this was done individually by the voice with other instruments in the background playing each note individually this was done by the piano and guitar.   

References

1Robyn Habel, “Melody Part 1” (lecture presented at the course Song Writing and Performance 1A, Elder Conservatorium, University of Adelaide, April 1 , 2019).

Week 3 – Blog

Date: March 25^th – 27^th

During our lesson, today we focused on the essentials of writing a song which focused on lyrics and the structure, plus the rhyming structure. This showed us what could be included in our songs e.g. the title of the song should be said in the chorus. We also got information about the different types of rhymes e.g. Assonant rhyme plus the rhyme schemes e.g. ABAB and internal rhymes. A song released in 2015 that includes most of this information is by Adele Adkins “When We Were Young” she used a common saying that most people would have an emotional connection while having the same starting letter song. From being exposed to this information I feel I will keep starting with the title/topic/idea first 1.

Video

Adele Adkins

During our improv class today we incorporated the blues scale which every student participated in plus had multiple solos which were mostly vocals. This class showed me that I need to focus, plus practice on my improv skills as I feel I am not the best that I know I can be. I also want to learn more scales so that I can sing them from memory.

Example of blues scales:

C Blues Scale  (commonly used)

A Blues Scale (what was followed in the tutorial )

References

1 Adkins, A., 2015. When We Were Young. [Sound Recording] (Adele Adkins ).

2 Basic Music Theory , 2019. A blues scale. [Online]
Available at: https://www.basicmusictheory.com/a-blues-scale
[Accessed 27 March 2019].

3 Basic Music Theory , 2019. C blues scale. [Online]
Available at: https://www.basicmusictheory.com/c-blues-scale
[Accessed 27 March 2019].

Week 2 – Blog

Date: March 18^th – 22^nd  

This week we observed the different types of forms and structures involved in creating a song and how our own creative process leads to unique personal outcomes in creating a song.  For the second part of the lesson, we were shown examples of these forms. This included songs such as “day in the life” by the Beatles 1 and “Mama Mia” by Abba 2 . These were selected to highlight the different forms of the bridge and variations of the pre-chorus and chorus.

To conclude the lesson, we were split up into groups to discuss our own creative process and to find a lot of us are not sure how we create our songs.  On Wednesday’s lesson March 20^th, we focused on strategies. These included the following:

• “Dot-Dash (Long sounds/Short sounds)” 3
• “UBER CHORD: think of a sound/note” 4
• “An Apple A Day” 5
• “Conversation” 6

Other examples were listened to as well.

References

1 McCartney, J. L. a. P., 1967. A Day in the Life. [Sound Recording] (The Beatles ).

2 Bjorn Ulvaeus, B. A. a. S. A., 1975. Mama Mia. [Sound Recording] (Abba ).

3 Derek, “Strategies” ( Tutor presented at the course Song Writing and Performance 1A, Elder Conservatorium, University of Adelaide, March 22, 2019).

4 Derek, “Strategies” ( Tutor presented at the course Song Writing and Performance 1A, Elder Conservatorium, University of Adelaide, March 22, 2019).

5 Derek, “Strategies” ( Tutor presented at the course Song Writing and Performance 1A, Elder Conservatorium, University of Adelaide, March 22, 2019).

6 Derek, “Strategies” ( Tutor presented at the course Song Writing and Performance 1A, Elder Conservatorium, University of Adelaide, March 22, 2019).

Week 1 – Blog

Date: March 4^th – 8^th

Our first lecture provided information about the content that would be included throughout this semester. It offered the opportunity to describe the process and outline the course and to explain topics about class bands and how they create them. It was understood these bands would be in a recital that would include an original song written by each student. To conclude the class, we were shown some examples of how professional songwriters create their masterpieces and ways the content we will be exposed to will help develop our knowledge, skills and writing capabilities.

For our first songwriting and performance improvisation class students who were asked to perform were able to sing or play long or short notes. Overall, week one provided an easier transition to the course.