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Looper's Delight
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On Sun, Nov 10, 2013 at 10:54 AM, Michael Peters <mp@mpeters.de> wrote: > who has done livelooping workshops and can contribute some experience and > ideas? A few weeks ago I did one at the University's highest jazz program. In general I followed the same schedule Fabio lined out. A useful experience I can share here is that today's students do not know anything at all about IRCAM, Terry Reilly or even Steve Reich. This forced me to use more time that I had planned to line out the history; pointing out the line from the late 50's tape music techniques (Musique Concrete) to today's modest Roland pedals. I may be a helpful introduction pointing out the two major approaches: (1) looping as a real-time multi tracking method and (2) looping as a way to execute all the classic tape music techniques in real-time. With this overall perspective the students can much faster comprehend the rest and get creative. What distinguishes "a workshop" from "a speech", "a lecture" or "a seminar" is that in a workshop everyone gets to participate in some hands-on activity. A good practice I've used in previous workshops is to gather students (with their instruments) sitting in a circle round a mic (+ plus line-in facility) feeding a looper. I've found Mobius on a laptop optimal for this when projecting the Mobius GUI screen to a big cinema display. That way everyone can see a real-time graphical representation of what we're doing when going Record, Reverse, Instant Multiply x 3, Next Loop, Next Track etc etc. I repeat in short, from the previous theory block, what all commands do and let the students carry out the action with their own instruments. A nice way is to let the "ad a sound" turn rotate the circle around. In case drummers or very rhythm theory interested students are present it may be a good idea to use the last ten minutes to go deeply into this. Doing things like recording two parallel loops and then explore all kinds of poly rhythm relationships by applying Instant Multiply/Divide x 1/2/3/4 to one of the two loops. One may also go into advanced scripting or whatever these deep students care for. This way you stay free from the risk that deep students may alienate other students too early by asking complex questions; you can just say "let's cover that in the last part" and take a note. Less deeply interested students can leave if they want when you get to that last part. I wrote a PDF with illustrations and hyper links on last month's seminar but unfortunately, for this, only in Swedish. Some day I will translate it to English but at the moment I can't see a time window for that. Greetings from Sweden Per Boysen www.perboysen.com http://www.youtube.com/perboysen