1.  Theorizing Sound “In the Cloud” Presentation, MTSMA 2012 Conference University of Delaware

2. SoundCloud  SoundCloud homepage (www.soundcloud.com)www.soundcloud.com  A free cloud computing application (premium membership subscriptions available with additional features)  Primarily used by musicians (some amateur, some professional), record labels, and record sellers to demo songs.  Up to 120 minutes of sound recordings may be stored for free.

3. Personal SoundCloud page

4. SoundCloud is easy to use  Users can upload sound files in a variety of formats: MP3, WAV,  If one doesn’t have the tech capabilities or ‘savvy’ to record using a software such as Audacity, there is an onsite recording function.  One can simply record using their computer or smartphone’s microphone direct to the site.

5. Record directly to SoundCloud

6. SoundCloud is Social  There is also a social media component to SoundCloud.  Users can ‘follow’ other users.  One can link sound examples to other social media platforms (Facebook, Twitter, Tumblr, even MySpace) or send them via email.  On a blog or other website, you can embed a “widget” that contains a sound file or set of sound files. You can also embed a Dropbox to receive soundfiles.

7. Share via social media platforms

8. SoundCloud log in screen

9. Privacy features  Instructor login via email/password.  I’ve created dedicated emails and pages for each of my classes that use SoundCloud.  Tracks can be sent to individual class participants or entire groups via email or link can be posted to class blog, Blackboard, etc.  One can make assignments public so that those from other theory programs can share them.  Or, they can be kept as private class communications.  Tracks can be stream only, embeddable, or downloadable.

10. Project 1: Ear training  Posting dictation assignments online (test form delivered via Dropbox, Blackboard, etc.)  Context listening assignments (played by instructor or other public domain material) placed online via SoundCloud.  Students can upload answer sheet to DropBox, Blackboard, etc. for assessment.  Examples: Theory 1 – review intervals, triads; triad inversions.  Theory 3 – Seventh chords; seventh chord inversions

11. Project 1: more assignments Chord identification; chord resolutions Chord progressions One voice and two voice melodic dictation Outer voices to be harmonized by students Melody or bass line to be harmonized Rhythmic dictation

12. Project 2: Sight singing  Students create their own SoundCloud page  Upload assigned melodies as “private tracks.”  Extra assessment tool in advance of lab meetings  Encourages students to become familiar with recording and cloud computing applications

13. Project 2: other applications  Keyboard harmony realizations  Rhythm drills  Original melodies composed by students  Solfege drills  Doesn’t replace lab meetings but provides an extra check up during week.

14. Project 3: Listening assignments  Despite deep catalog, some pieces may not be available via NML, Alexander Database, etc.  Archival recordings that aren’t released.  Recordings of original pieces created in class or performed by students and/or instructor.  These can be uploaded as stream only private tracks to observe fair use policies.

15. Project 4  Now that students have created their own website, have them create compositions to upload.  These can be based on topics being cover in theory/aural skills classes.  Examples: Theory 1 – create and upload an eight measure melody that implies a perfect authentic cadence. Harmonize in 4 voices for homework.  Theory 3 – create a 16 measure melody that modulates from I-V.

16. Project 4 extensions  Compose a melody in a pop or MT style. Notate in lead sheet style (with chord changes)  Sing or play an improvisation over a given bass line or harmonic pattern  Ornament a given melody using non-chord tones discussed in class

17. Project goals  Further instruction and assessment of aural skills and context listening  Providing listening assignments for theory homework  Encouraging students to become comfortable with cloud computing, recording, & editing sound files. Can dovetail with music notation instruction and keyboard harmony.  Fostering creative activities such as composition and improvisation as an integral component of theory and aural skills classroom.

18. Composition majors  Of course, SoundCloud is also ideal tool for composition majors.  My students can now share ‘works in progress’ with me and their peers for feedback.  Social media factor encourages productivity and listening to a wide range of repertoire.

19. Composers sharing tracks

20. The win/win factor  Students will create their own SoundCloud page and be encouraged to upload original material.  Reinforces “ownership” of one’s one music and its distribution: conversation about intellectual property.  Useful tool for students’ portfolio projects, audition tapes, archiving of recitals, performances, etc.

21. Unexpected benefits  Several students have expressed to me that it has been helpful to have the SoundCloud assignments: they are less nervous for in person hearings and dictations because of opportunity to practice  A few students have started to share extracurricular songs they are writing. One now wants to add composing to their course of study.

22. Questions?  www.soundcloud.com/cbcarey www.soundcloud.com/cbcarey  ccarey@rider.edu ccarey@rider.edu  Class pages (some content private; some public):  http://soundcloud.com/music110 http://soundcloud.com/music110  http://soundcloud.com/music210-1 http://soundcloud.com/music210-1  Blogs: www.sequenza21.com/carey, www.fileunder.tumblr.comwww.sequenza21.com/careywww.fileunder.tumblr.com