Music Education NZ Aotearoa Conference Songwriting Workshop with: Louis Baker
A little bit about me …
Musical family Everyone plays something (Piano, Guitar, Voice) Earliest musical memories In the lounge with mum and dad, listening to Jimi Hendrix – Electric Ladyland on LP at age 5 in Coromandel St, Newtown. I felt fascinated. Captivated. Also a LOT of: Joni Mitchell, Al Green, Michael Jackson, Jeff Buckley, Chopin, Miles Davis, The Beatles, Cannonball Adderley Wellington College I was obsessed with guitar. Maintained Excellence marks through NCEA Music. Played for 2 hours before school, and then all night when I got home. Listening, learning, transcribing off record, imitating etc What led me to me to singing and songwriting? Brother-in-law committing suicide / first guitar teacher 1. Constant encouragement from whanau 2. Jazz School NZSM I wanted to work on learning the Jazz language, technical proficiency, and make networks and relationships in the Wellington music community Career shift When I met my manager, Cushla Aston. She has taught me about drive, strategy, time management, and the music business. Love of music Because of it’s healing qualities and the way it connects people
MY RESPECT TO YOU I am a full-time Singer Songwriter & Artist, NOT a secondary school music teacher!! All of YOU are the real heroes and rock stars here so my genuine thanks go out to YOU !!
Exercises and Tools Why We Write The Four Pillars of Songwriting Analysis of Pop Song Structure/s (Active Listening) Analysis of Lyric: Rhyme Examples Analysis of Melody: Repetition Object Writing (Pat Pattison: Berklee Technique)
Why do we Write Songs? • To share sentient experience • To express ourselves • To convey a message • Enjoyment • Communication NOTE: Art is Subjective – Reflection of Culture & Society (Know the rules before you break them) Ex. with students – Write down 5 Reasons WHY we write songs
What Makes a Great Song? • Relatable • Conveys a strong message • Something that draws you in • It describes the thing you couldn’t communicate, or understand yourself • Dynamic • Memorable • Involves Repetition and a Good ‘Hook’
Things to Ask Yourself When Songwriting • What is my intention? • What is the message of the song? • What makes me feel alive? • What makes me feel sad, happy etc
The Four Pillars of Songwriting Lyrics Melody Chords Structure
The Basics - Helpful Tips Lyrics - Reading → Writing, Message, The Senses – (Sight Sound Smell Taste Touch), Relevance, Title of Song, Write a list of concepts, Know your destination, ‘Writing Ramble’ ie. Object Writing (Exercise soon) Melody - Listening → Playing, Trust your intuition and let it flow, learn your favourite melodies on your own instrument/s, understanding repetition (Exercise soon), music analysis (Exercise soon) Chords – Transcribe favourite chord progressions, learn your favourite songs and the way they work harmonically, learn songs from other genres to understand the relationship and commonality Structure – Study the greats, understanding basic pop structure, songwriting analysis
Pop Songwriting Structure Intro Verse 1 Chorus 1 Verse 2 Chorus 2 Bridge / Middle 8 Double Chorus Outro
Song Analysis Now Listening To : ‘Shape Of You’ – Ed Sheeran Exercise – ‘Song Analysis’ (Active Listening) Estimated Time: 15mins 1. Identify: Structure 2. Identify: Instrumentation, Harmony, Rhythm, Tonality etc
Pop Songwriting Structure Intro Verse 1 Pre Ch Chorus 1 Verse 2 Pre Ch Chorus 2 Bridge / Middle 8 Double Chorus Outro
Pop Songwriting Structure Intro Verse 1 Pre Ch Chorus 1 Post Ch Verse 2 Pre Ch Chorus 2 Post Ch Bridge / Middle 8 Double Chorus / Outro
Lyrics: Using Rhyme Common Rhyme: ‘AAAA’ eg. Yesterday – (Lennon / McCartney) A Yesterday A All my troubles seemed so far away A Now it looks as though they’re here to stay A I believe in yesterday
Other Rhyme Examples AAAB eg. Rainbow – Louis Baker (Chorus) A We’ve come through the darkest shades of blue A To a new and brighter point of view A Who knows where this rainbow will take us to B As long as we’re together Other Rhyme Examples: AABA, ABCB, ABABB, ABCA Ex. With Students: Pick any pop song and analyse this in class, Taking it in part ie. Verse 1 → Chorus 1 etc
Melody: Using Repetition AABC eg. Easy Love – Lauv (Chorus) A I could be somewhere, chilling on a beach A I could be with someone, making me happy B But that would be too easy, love C And I don't want no easy love A I could put my phone down, just pick up my keys A (or A1) I could let you go and, we could let it be B But that would be too easy, love C And I don't want no easy love
Object Writing Exercise Key Points: (Pat Pattison Exercise – Berklee University) 1. 10min: Every morning 2. Why? Easy access to your sense memory 3. See, Hear, Taste, Touch, Smell, Body Response (ie. Breathing, Aches, Pains) Motion (ie. Dizziness, Falling) 4. Starting Word eg. ‘ Feather’ (Note: Free association, staying close to your senses ie. It’s only a ‘launching point’) 5. Songwriting is a Practice! The more we exercise this part of our brain, the quicker and stronger our ideas will be.
Object Writing Exercise Key Points: (Pat Pattison Exercise – Berklee University) 1. Write for 10mins 2. Don’t stop, keep the ball rolling! 3. Go to wherever it takes you! 4. Be Creative - Use writing tools: Personification, Simile, Metaphor etc
Object Writing ‘Launch Word’ = ‘Tree’
Question & Answer
Thank you for having me!!! You can find me here - www.louisbaker.co.nz
Recommend
More recommend
