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PRE-CONFERENCE ON AUDIO EDUCATION. 2006 June 28-29 Piteå Sweden. Session 4. Assessing Student Recordings and Projects. 3 courses chosen in a curriculum of 2 years duration: *Recording techniques 1 (first course) *Recording seminar (part of a course)

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Pre conference on audio education

  • 2006

  • June 28-29

  • Piteå Sweden

Session 4
Session 4

  • Assessing Student Recordings and Projects

3 cases of assessment
3 Cases of Assessment:

  • Recording Techn. 1 - Assessment of a recording is made by one student, (respondent/opponent), in front of the student group

  • Recording seminar - Assessment is made by the whole student group and teacher

  • Live mixing 5.1 for broadcast - Assessment of the work of 2 students is made by a jury composed of a teacher and a mixing engineer from the broadcast domain

  • Recording Techn. 1(Case 1)

  • The student learns the basics of microphones and stereo techniques and has to produce a recording project with documentation of 1 piece/song where he/she makes use of 1 or several microphone-arrays for stereo. Panning of mono mics is not allowed.

  • Recording Techn. 1

  • Items to consider for the recording project:

    -Choice of stereo technique

    -Stereo width

    -Stereo depth

    -Spatial impression

    -Mono compatibility

    -Musical and Spectral balance

    -Distance direct / reflected sound

  • Recording Techn. 1

    -Technical problems: distorsion, noise, hum

    -Acoustical problems in the room: fans, bad isolation, reverberation

    -Content and layout of the documentation

  • -First general impression

  • -Remarks and comments on the recording

  • -Artistical and /or technical intentions achieved or not

  • Recording Techn. 1

  • The recording, accompanied by the documentation, is given to the opponent in due time before presentation.

  • Assessment of the recording is made in front of the class by the opponent who can ask questions to the respondent.

  • Recording Seminar (Case 2)

    Assessment is made by the whole student group and teacher

    Extremely simple procedure:

    -Each student presents 1 recording made within these 2 years,(instrument, style, microphones, rec.situation live or studio over-dubs are items in the presentation)

    -After listening, the student group assesses briefly

    -The role of the teacher less pronounced

    -Could be done often, as little preparation is needed

  • Live mixing 5.1 for broadcast (Case 3)

  • Assessment of the work of 2 students at the time, is made by a jury composed of a teacher and a mixing engineer from the broadcast domain

  • -In a simulated live situation, an acceptable 5.1 mix and a downmix have to be made, live to tape

  • -Musical and technical balance, sound generates from 5 speakers, LFE optional, envelopment, use of public mics in the mix.

  • -Ability to organise the mixing with co-pilot

  • Live mixing 5.1 for broadcast

  • Content of the course:

  • -History

  • -Psychoacoustics (HRTF)

  • -Bass Management

  • -Listening to 5.1 recordings

  • -Listening comparison of 2 different speakersystems

  • Live mixing 5.1 for broadcast

  • -Microphone arrays (OCT, Hamasaki square..)

  • -Mixing techniques/Philosophy,Teamwork at the console

  • -Observation exercise, students observe each other during 5.1 mix that has to be done within a time interval. Work under stress.

  • Live mixing 5.1 for broadcast

  • Examination consists of simulated live situation before a jury.

  • -Track sheet, preset and track display already set.

  • -10 minutes preparation. After that a tune is played 3 times during 20 minutes then the rehearsal is ended. The player (MX2424) is started by jury.

  • -A break for 1 hour, then the tune is mixed live to tape with its downmix to stereo

  • -Gear: DM2000, DA-98 and MX2424

  • -Assessment is made afterwards by the jury

  • Remarks on the 3 ”case studies”:

  • -Students are asking for assessment from the teacher in the beginning

  • -Important to the progress, whatever is the method

  • ”You listen to your recording with new ears when you are not alone”

  • -Easy to repeat (case 2 rec. seminar)

  • -Hard to take critics in front of others (case 1 &2)

  • -Don’t forget the importance of encouragement,

  • A jury can be crucial!

Things to bear in mind
Things to bear in mind: being assessed by a jury:

  • -Ways and methods of assessment?

  • -Do we unconsciously or consciously influence the sound ideal?

  • Is that good or bad?

  • -What is high quality? What do we mean?

  • -Master and disciple? Is that good for learning?

  • -Who is assessing? Teacher or other?

  • -What is best for the student?

  • Thank you! being assessed by a jury:

  • Let us proceed to the next speaker…