Your iFolio is a school provided web space that you will use throughout your time at CDNIS. You will use your iFolio to define your learning goals, show your learning journey, reflect on your learning and how you have developed your Approaches to Learning skills, share your best work and celebrate your achievements.
Your iFolio, in time will provide a better picture of who you are as a learner and as an individual. You are therefore highly encouraged to personalize your iFolio. You can start off by selecting one of the 60+ themes available.
Before you start using your new iFolio, follow the steps below to change the ‘Home’ link within your navigation menu to point to your site:
2. Expand the ‘Home’ menu item by clicking on the downward facing arrow
3. Append the URL to read http://sites.cdnis.edu.hk/students/your_student_number, where your student number is in the form of six digits e.g. 012345 (you can find your student number on your library card)
A final note, please bear in mind that your iFolio is a publicly accessible space, and ensure that the content you post and the language you use is appropriate.
Feel free to delete this post from your Dashboard once you have finished reading it!
Explain the step by step process of this assignment…
The following is the step by step process of which I took for this assignment.
1) The first thing I completed is the project proposal, which includes researching the topic and watching the videos on the task overview, and took around one lesson with a little for homework. I completed this without a problem as I already had an idea of what I was going to create for the assessment.
2) Then, I took the idea I had in my mind and found the suitable apple loops to fit my song. I
first thought that I might add different songs together to create a mashup, but I decided against it as I wanted to hone my previous skills to a higher level before starting something new. I estimated that it would take around 1-2 lessons, but in reality, finding suitable tracks was a slight challenge that I eventually overcame. In the end, it took around 2-3 lessons to complete this section of the task.
3) After that, I will record my software instrument/s, which consisted of three whole songs from the grade 6/7 ukulele song list. I ended up creating three but only using two as I felt that down in the valley and up on the housetop fit in, but amazing grace didn’t. I also thought that I had repeatedly used amazing grace in past projects and although it sounded slightly better than the previous ones, the other two stood out more since they hadn’t been used before. This took longer than expected and ended up taking around 2 lessons to finish the three songs.
4) Next, I sorted out the connections/bridges between the 4-5 different sections of the song, and also made the transition from software instrument to apple loops more smooth and sounds more like a single song. This seemed challenging as one of the sections didn’t really match with anything, but I shifted around the order and added a little more loops and finally made it connect. This only took around 1-2 lessons to complete.
5) Although I periodically checked my song with my fellow classmates, which yielded significant results, I did a final check-in with 3 of my friends and made some drastic changes to my song. These included the final ending which sounded too sudden and didn’t fit the theme of my song. This led me to adjust it so that it would fade out at the end but also staying within the 2 minutes 30 seconds mark which I didn’t want to exceed.
Assess your success against your assessable criteria from your proposal…
I think I completed a significant portion of my assessable criteria as I was able to keep it above 2 minutes, use at least one software instrument, include the drums… I also was able to ensure that all the loops were on time and accurate, which was able to improve the quality of the song. I also completely demolished the one software instrument requirement as I created three, with two evident in the song. This also played a part in increasing the quality of the song as I was able to include drums and correctly apply plugins to enhance the standard of the song.
Evaluate your learning and new skills acquired.
Throughout this project, I was able to hone my skills acquired previously in other projects and combine them all into a single song. This allowed me to improve my ability to read sheet music, play certain pieces, and even allowed me to be able to use plugins to create a better piece of music. I was also able to improve my use of plugins in different situations as previously I focused mainly on a louder and EDM style music. This all builds upon what we previously learnt, but I also acquired some new skills through the GarageBand software instruments learning course that I took home. This course greatly improved my ability to play instruments on the GarageBand keyboard. I think that this along with other youtube videos used is essential to my project as they greatly improved my ability to play the software instruments, therefore increasing the whole quality of the song.
What challenges did you face and overcome?
Some of the main challenges I had to face and overcome were previously stated and mentioned above. These include the problem of trying to connect two completely different sections together and also this issue of finding the apple loops acceptable for this peculiar theme of music. I overcame these problems by using the search specifications at the top of the apple loops window to narrow down what loops I wanted to apply into the piece of music. For the previous assignments, I always used EDM style loops and therefore I knew what ones were effective, and what wasn’t, but I wanted to challenge myself so I went with a chiller theme for the loops. As described above, this method yielded significant change as I was able to cut down on time spent finding loops and focus on the next challenge, connecting those loops. he second problem I faced was the issue of trying to connect the software instruments, apple loops, and sound effects together. I used a variety of methods to accomplish this task, but in my opinion, the most effective change occurred when I tried to connect two different sounding chunks of loops together. I managed to bridge this gap by extending the duration of some of the tracks, but also slowly decreasing the volume at a slight downward facing slope. This didn’t last long though as I amped the volume back up to the second chunk but with the old part of the song still evident near the beginning. This allowed for a swift and smooth transition, unlike the sound effects that provide for an easier switch.
Link of your research
Garageband lesson store (built into garageband)
What information are you using from this link?
From this information store, I will be able to extract valuable information regarding the knowledge on how to play the software instruments, especially the guitar and piano. This will help me improve my software instrument skills and also significantly increase the quality of the track as the software instruments would ideally take up around half the song.
What information are you using from this link?
I will use this source to find out how I will expand my knowledge on garageband skills and it’s extensive features. This video informs me on new or undiscovered garageband skills I didn’t know about, which I could use to my advantage as these include the ability to stack multiple plugins (up to 15) instead of the usual limit of four.
What information are you using from this link?
The link above leads to the apple GarageBand support page, where I can have access to a variety of GarageBand knowledge and also find specific answers for my questions. The exact page the link leads to is the page for Arpeggiator, which I could possibly use for my software instrument section of my song.
What information are you using from this link? *
This link is a video which talks about how to correctly apply drum tracks into Garageband and also provides valuable information on how I could use those tracks. I will use this video to help me pair together the different sections of a song, since a drum track could serve as the core of the song.
What is the goal for your assignment?
My goal for this assignment is to improve the skills I previously gained during the software instrument assignment and apple loops assignment. I can also incorporate instrumental skills acquired during grade 6 and 7.
Why this project?
I chose this project because I feel that I still need to improve upon my skills, and I also think that I would be better suited in excelling in a select field rather than learning a new skill, which would take a considerable amount of time. I also thoroughly enjoyed the apple loops and software instrument assignments, which also contributed to my decision to use these two individual skills in tandem to complete this assignment.
Outline/Process (Steps) to Achieve Goal.
The steps below will be my outline of the project and assist me in managing my time efficiently.
1) First, I will complete the project proposal, which includes researching about the topic and watching the videos on the task overview, and should take around one lesson with a little for homework.
2) Then, I will take the main idea I have in my mind, and find suitable apple loops to fit my song. I can also find other songs that I might want to add in, so it becomes more like a mashup then a completely new song. This should take around 1-2 lessons.
3) After, I will record my software instrument/s, which will be part of the ukulele songs played in grade 6/7, but played on a piano. This should take around a lesson to perfect.
4) Next, I will sort out the connections/bridges between sections of the song, and also make the transition from software instrument to apple loops more smooth and sounds more like a single song. This should take 2-3 lessons to complete.
5) After that, I will check to make sure that I don’t include any errors (like having apple loops off time), then share my song with a peer and request feedback for me to improve upon the song. This should take around half a lesson for the peer review and corrections.
6) Finally, I will change and improve the songs according to the feedback I received in step 5 and show this version to mr o’toole for a final check. This would probably take up the latter half of the lesson.
What do you hope to learn?
I hope to improve upon the skills learned in the first unit, and also increase my knowledge and understanding of Garageband functions, which I could alter to fit my purposes. I also hope that I will learn how to play other instruments on Garageband so that I can play a drum track of my own.
What are the criteria you will use to self assess the success of your product?
I will mark my music off the criteria provided, and which will be used to mark me for my grades. This will help ensure that I can achieve the best grades possible while creating a successful product. The music would be mainly marked off on the criterions B and C. I will also include a set of my own criteria, such as having the length of the song be around two minutes (+/- 10 seconds), and including at least one software instrument (playing a song from the ukulele song folder).
Describe the process of this assignment.
During the course of this assignment, I was required to create a two-minute-long mix of at least four sounds from around our school, apple loops from Garageband, two software instruments and drum tracks. Our main challenge was to use the sounds from around our school, then change and distort them to make it unrecognisable from its original. I started by recording five sounds from around the school, with one of them being a teachers voice. This teacher’s voice for me was my homeroom teacher’s scream, which I distorted it using an echo and a vocal transformer to make it sound like a monster’s bloodthirsty scream. I used this both near the beginning and the end since the echo made it a phenomenal jump start. As for the other four sounds from around the school, I also regularly used the vocal transformer and echo effect to change the sound to make it suitable for the idea I was aiming for. Aside from the vocal transformer and echo, other plugins (which are things that alter the sound of the track) I applied to these tracks were the noise gate (mutes all noise below a certain volume so that there will be reduced background noise), compressor (lowers the volume of louder sounds and increases the volume of the quieter sounds) and the phaser (similar to the echo, but it plays the repetitions out of line compared to the original). This allowed me to create gunshot like sounds from a hand scraping the floor.
Discuss your CDNIS sounds and how useful they were for your end product.
The CDNIS sounds I collected from around the school were instrumental to my product as they helped to bridge the gap between sections and provided more life to the sections of the song that sounded too hollow. The scream allowed my song to transition from calm and relaxing to a more upbeat and then a digitised song. A combination of two edited versions of the same sound created a steady sound to fill in where the music was lacking (usually the bridge between two main segments of the song) and faded to a quieter volume when the bridge transformed into the main section. Multiple sounds were also slowly stacked to create a building up feeling to the main elements of the song. There is a large section of the song near the beginning where its slowly building up to a sudden drop, in which it sounded a little blank as it crawled to the drop point. The sounds provided the perfect camouflage for this as the listeners were focused on the unexpected sounds (parts of the song before this point were using apple loops and software instruments).
Evaluate your learning and new skills acquired.
I acquired a vast amount of new skills through this unit, as we were expected to complete multiple assignments which all included a new skill we had to learn to complete the specific task. This process allowed me to learn a variety of GarageBand skills, like how to use the software instruments, how to implement apple loops properly, and also the ability to use plugins to allow a mixture of sounds from the same original track. While the software instrument and apple loops assignment were to create a two-minute song, the plugin assignment was a criterion A assessment where we had to find the effects of a plugin and how I would be able to use it to its broadest extent. I think that this method of learning is stressful but effective as I was able to grasp most of the knowledge that was expected, but the fact that we had to create a two-minute project for each and had two lessons put a significant amount of pressure on us. Although the experience wasn’t particularly enjoyable, I am pleased with the final outcome as I am able to use these previously unknown functions of Garageband to improve my music piece. I can also use these valuable skills next year, or even the next unit! But so far, this all culminated in this final assessment, where I was able to use all of these skills.
What challenges did you face and overcome?
I faced countless challenges and obstacles along the way as I progressed through the assessment, but the main challenge was obviously the problem of how I could connect the three sections of my song together. This proved to be a significant challenge as I could not use the same strategy I used during the apple loops assignments as the sounds of CDNIS sounded too different when compared with each other. So, therefore, I could not slowly layer them to slowly dismantle the sections (as a transition). I overcame this challenge by using explosive sounds to create a cliffhanger and also used 2 apple loops sound effects together to create a decent transition (at 1 minute and 12 seconds). As for the other transition, I was able to fade out the previous section and slowly fade in the upcoming segment, which created a middle ground for both parts. Aside from the transitions, another major issue I faced when creating this project is the fact that I was required to fill in a total of at least 2 minutes. This leads me to add an extra middle section to the song, which as it turned out, isn’t too bad.
How is your recording the same as the original song? Why did you do this?
My recording, in some certain aspects, is the same or similar to the original since I use the same notes, tempo, strumming, lyrics and the essential backbone of the song. The tempo remained 132 beats per minute (from google searching it), the notes I used was from a website, the strumming remained equal to the tutorial… My goal for doing this is to create a song that doesn’t deviate too far from the original, still allowing the listener to recognise the original song. Using the same strumming proved to be a slight problem as if I followed along (the tempo that the person was playing at was slightly slower), the song would have been extended leading to the song sounding more unbalanced and stretched out, therefore causing song’s lyrics being out of sync.
How is your recording different compared to the original song? What were your reasons behind your decisions?
My recording differed with the original by changing the strumming, as if I followed it, the lyrics would have not been able to match the song notes, and the whole song would sound out of order. Also, due to the fact that we were required to add in drums and anyone extra electronic instrument of our choice, I added a piano to provide something that could reduce the bleakness of my strumming. This created an effect -to me at least- of a bottom in which it blocks the music from sounding empty and fruitless. On the other hand, the drums were a nuisance to deal with as since I played my song quieter and reduced the impact of the chorus to smooth out the song, the drums increased the volume and atmosphere to a more upbeat and energetic mood which, contradicted one of my main changes to the song. This change is due to the fact that my target audience is of a younger age, a song with spikes in volume might not be the most suitable option.
Criterion Di and Dii
I learnt how to properly hold and play basic notes on the ukulele last time, however, this time I learnt how to play more complex notes such as D, G and G7. These notes provide a challenge for me to overcome as I need to be able to swap from notes like D to G and G7 immediately without interrupting my strumming pattern. Adding on, maintaining the strumming pattern was a crucial part of my process due to the ever-changing notes and the necessity of the singing and strumming being in time. This is evidently heard during the second half of the song as since the strumming pattern has switched to a longer one, the singing was now not in sync. To correct this problem, I was compelled to tinker around with the strumming patterns to make the timings match.
Garageband editing – digital instrument, drum use…
As stated above, I was tinkering with the strumming pattern to adjust it as it wasn’t in sync with the singing. Even though I tried my best to manage, alas, my attempts were futile as I wasn’t able to successfully match the timings. As I begin to sink into the dark black hole of feeling desperate and forlorn, I was able to find my way back on to the track by using Garageband to cut and trim two sections of my recordings and stick them together as to shorten my strumming but still maintaining the steady pattern. Additionally, using the electronic piano to my advantage by creating a filler for the more barren sections of my recording helps to contradict the increase in volume by using the drums.
Time management for your project…
As for managing my tasks and putting my priorities in order, I think that I obtained success in most areas, including optimising the opportunities for in-class recording, setting and achieving all the deadlines, both my own and yours, and also arranging time slots to come in at lunch to re-record and improve on previous sections of the song. The one major factor of my planning that I missed out on is that I underestimated the amount of time it would take to find a more suitable drum track to go along with the more mellow and soft song I recorded. This would have a significant impact on the whole time management plan as I had saved choosing a drum track to the end, which I could then compare a variety of selections instead of choosing a track then forming my recording around it.
Independent learning… (responsibility of getting things done on time)
Again, as mentioned above, I managed to meet all the deadlines and optimise each learning session to be able to succeed in my recording. I also used the provided links on the “it’s uke to me” document to help facilitate my piano recording and maximise my ability to use the electronic piano. What also helped is the fact that I also reached out to my friends to ask for assistance when I ran into problems on the Garageband software as the students of the previous rotation held a comprehensive selection of information on this specific area of expertise.