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LEARN LOGIC PRO X
 
Digital Audio Workstations, DAW,  make it possible to create a wide variety of musical compositions. Regardless of manufacturer, the DAW will allow the musician to create new sounds, modify those sounds. mix them through the use of automation, FX plug-ins, and layering, as master the final output for distribution. 
 
DAW's often contain pre-recorded audio loops in a wide variety of genres.  These loops can be copied, modified, and layered together to create an interesting composition.  Looping is a great place to start the compositional process prior to learning how to create your own unique sounds. 
 

ADVICE:

 

  • Read  Don't skim.  

  • Just explore the software for the first class or two, refrain from trying to compose a song right away.

  • You can work with a partner if you like, just let the instructor know.

  • To learn all the tools, I have created a list below that can guide your study.  If you turn on the information-tool in logic you will get pop-ups to help you along the way.

  • Take notes as you learn.  This is very important and will be monitored closely to ensure that you are learning and retaining new information.

  • A quiz on the major functions is created to provide you with important feedback on how you are learning.

 

 

ASSIGNMENT
Learn the basics of Logic Pro

USE THIS LIST AS A GUIDE FOR YOUR FIRST STUDY:

  • Open a new project file in Logic Pro

  • Create an audio track

  • Drag  (blue) Audio Loops into the arrange window to create a basic groove

  • Loop audio files

  • Option-drag loops to loop them

  • Use the pointer tool to loop regions – drag the top right corner

  • Check the loop box in the inspector window to loop a region.

  • Locate and use Playback Control – Transport Bar

  • Name all Windows and Tracks

  • Turn on the Quick Help tool

  • Use all Toolbar functions and Cursor functions, Secondary Cursor usage

  • Use  Key commands – create a list of common key commands

  • Alter track volume control – volume, mute, solo

  • Save Projects – Bouncing to MP3

 

  • Use cycle mode to playback sections repeatedly

  • Locate and manipulate Snap to Grid settings

  • Identify all tools in the drop-down. I.e., Pointer scissors, fade, etc. 

  • Change Tempo of your song with Global tracks window automation

  • Use the Automation tool

  • Import external Audio into the project - a file I downloaded from the internet.

Here is a pathway for your exploration if you need it.  Be sure you have a decent working knowledge of these tools.   Go out on your own, or follow this sequence.

 

1.  The cursors.

2. Inside the Global Tracks button, there are several tools here that can really help.

3.  What are the functions for these four windows?

4.  Explore the different tools that are inside the inspector track window.  Can you define the function of each?

5. Automation

Here is a video I created to help you understand automation.

 

I used quicktime and selected New Screen Recording.  Try it sometime... it can be useful.

6. Cross fading lets one audio region smoothly merge into another.  There are a few ways to do this:

Cross Fade

 

When loops or samples are put together, if you are not careful, you will hear a slight clicking sound.  To avoid this you should get in the habit of using a cross fade at the intersection of two loops.  Use the Fade tool, zoom in, and then add drag the mouse across the edit point to create the cross fade.  Be sure to zoom in so that the cross fade is not too big.

MORE RESOURCES TO HELP YOU

How do you go about finding the answers?  Is there a help menu?  Youtube? Online articles? Here is a cool tool, click on the graphic below.

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VIDEO RESOURCES

ASK AUDIO RESOURCE
 
As your instructor about access
ASSIGNMENT 2
 Create an original song using Logic Sofware. 
This song will serve as a benchmark of your work at the start of the semester.  It will be posted on the benchmark playlist anonymously, for others to review and discuss.
 

ADVICE FROM FORMER STUDENTS:

 

"Don't get lost just experimenting, use the list Freebern provided. It will help you learn things in the right order.  Once you know the basic tools, the song creation will be much easier and more fun."   - J.M. '17

 

NEVER CREATED A SONG BEFORE?

  1. Remember, it does not have to be perfect

  2. Pick a style in the loops window

  3. Find loops with the same speed or BPM.

  4. Start with a bass loop or a drum loop first, then layer parts together.

  5. Work in sets of 8 measures... the ruler at the top is VERY important.

  6. Listen carefully to your song as it develops... does it loop too long?  Do you lose interest?  If so, add a sound effect of some type to add color.

  7. When you can't figure out how to do something, research it first, ask a neighbor, or raise your hand. 

  8. After you get one groove or section completed, start the second one, then take the first one and paste it at the end to tie it together.

  9. Remember, it does not have to be perfect

  10. When done, Select all tracks, Command A, then use Command B to Bounce it to MP3.

 

 

WHEN YOU ARE  DONE?
Load your file into this box account and get the embed code to post into your eNotebook tool. 
Be sure to make a screenshot of your file as well.  The screenshot can be shared in your eNotebook as well. 
 
 
To load your file, login
bbamusic@burrburton.org
PW: 182.........  ask the instructor
This is a set of songs that students created.  Their benchmarks.
 
 Click some files and listen to them.
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GETTING CREDIT FOR THIS UNIT

 

After all the work has been completed, you will need to meet with your instructor to share out your knowledge.

 

1. Create one song or "sound event"  2-3 minutes in length.  Post it on the box folder located above and in your eNotebook/Jimdo site.

 

 

2. Post your notes in your eNotebook

 

 

 

3. BEFORE YOU MOVE ON, Take this QUIZ to see what you know about Logic.  You will most likely have many gaps in your learning.  Find the questions that you do not know and research solutions.  

 

Had experience with logic before?  Want to push yourself?  Try this quiz.  It was for an older version but still can teach you some new concepts. 

 

4.  Copy the self-reflection sheet below and annotate your results.  Post to your eNotebook.

 

 

 

 Lastly:  Remember that at the end of this unit you will need to set up an appointment with your instructor to provide evidence that you know this material.   

 

 

 

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Self Reflective Practice

GUIDED REFLECTION FOR UNIT 2

 

Please copy these questions and post them into your Unit 2 eNotebook.  Answer them.

 

 

To ensure that you have a strong foundation before moving forward, assess yourself on the major skills and understandings presented in this unit.

If you have a gap in your knowledge, go back and address it before moving forward. You can retake an post this assessment at any time.  

 

 

Scoring:

1 = I have yet to understand this concept or skill
2 = I have some understanding of the concept, but need am not yet proficient
3 = I have a solid understanding of the material and consider myself proficient.
4 = I have gone way beyond the expectations and am close to mastery.  I could teach this to others I am so amazing.

 

Please note:  All 3's is the standard expectation for this course.  4's should be reserved for when you go beyond what is expected. 
 

Rate how well you understand each of the following concepts:

 

CONTENT SKILLS AND UNDERSTANDINGS

Put a number in front of each learning target.  The number should represent the level you are at, it is not a grade.

 

LEVEL 1: DAW

I can establish a basic understanding of the workflow used in Logic Pro X

Names for all Windows and Tracks

Locate Preferences – Set audio Card

Turn on the Quick Help tool

Locate and use Playback Control – Transport Bar

Tool bar functions and Cursor functions, Secondary Cursor usage

Key commands – create a list of common key commands

Naming Tracks, Reorder, color tracks, change icons

Drag (blue) Audio Loops into the arrange window to create a basic groove

Use the pointer tool to loop regions – drag top right corner

Option-drag loops to loop them

Alter track volume control – volume, mute, solo

Saving Projects – Bouncing to MP3

 

LEVEL 1 Loops

Sort apple loops by BPM, Key, and Genre in the Loop window

Preview loops in the loop window

Drag and Drop audio loops into the arrange window, creating new tracks

Loop your loops

 

LEVEL 2: Loops

Create separate tracks for each instrument type the audio loop represents.

Change the pitch of apple loops by setting the global key for my song

Align loops to the timeline/measures

Loop regions in three different ways, inspector window, point tool, opt. drag.

 

STUDY SKILLS and TOOLS

 I can make a screen shot of my logic project

 I can make a folder on my desktop to store all my work.

 I can clean off my desktop at the end of class

 I take notes on new material

 I can create a Jimdo eNotebook

 I can format, alter and add content to the eNotebook

 I can create a Box.com account to store my audio files

 I can get the embed code from the audio file in Box.com and embed the code into my eNotebook to create an audio player with my file in it.

 I can embed pictures, screenshots, and text.

 

LAB HABITS​​

I remember to log out of websites

I know to close all software at the end of class

I store headphones in appropriate location

I know to ask permission to add software or alter computer

I know to ask permission to leave the room

I know to ask to bring food or drink into lab

I know to ask to use a cell phone 

I have respect for the learning environment - not distracting others

I remain on task in the classroom for the full duration of the period.

 

PREPARATION

I Can

  • Follow basic instructions on how to be prepared for learning.

  • Bring necessary materials to class

  • Arrive to class on time

 

PARTICIPATION

I Can 

  •  Do what I am told- Engage in classroom learning when prompted

  •  Demonstrate respect and engagement through proper body language

  •  Manage distractions (Phone, friends, etc.)

 

PERSEVERANCE

I Can

  • Try; Remain engaged in learning when answers are not easily found

  • Identify where learning might be difficult for me; aware of my limitations

  • Identify when I want to give up

 

REFLECTION

I Can

  • Respond verbally or in written form to basic questions related to my performance

  • Offer simple solutions that can improve my own performance

 

READ THIS!

Review your answers carefully.  What evidence is available for your teacher to assess your work?  Is your eNotebook packed full of great evidence?  What areas do you still need to improve?  Go back and learn or tweak anything that may still be a challenge for you.  When you are ready to move on, find your instructor to engage in a 1-1 dialogue on how you completed this unit.  Defend your work and get feedback.  - Thanks

 

 

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