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Matrix Sequencers

"A sequencer is a program in a computer or stand-alone keyboard unit that puts together a sound sequence from a series (or sequence) of Musical Instrument Digital Interface ( MIDI ) events (operations)" (What Is It?, 2014). A matrix sequencer arranges prerecorded sound samples into a matrix of on-off "buttons." The sounds are lined up along a rhythmic continum (usually divided into 16th notes for 1 to 4 measures). Some matrix sequencers are set up in a large grid while others are set up in a circular fashion. Simple apps present one sound sample, often limited to pitch and rhythm choices (pitch along the vertical axis and rhythm along the horizontal axis). Other apps allow for multiple timbres so that users can create intricate, textured loops. The term "step sequencer" is also applied to similar apps, with this term being used most often with drum machines. Click on the links below to explore:
 

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Example Creation

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My Minimalist Work

Example Experience 1: Rhythmic

For Rhythmic-Based Matrix Sequencers: My Beat!
 

Guiding Questions:  

  • How do hip-hop producers create beats using sequencers? 

  • How do hip-hop producers create a sense of unity and varity in altering the beats?

  • How do hip-hop producers play with texture?

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Potential Process:

  1. Students will explore hip-hop beats from music that they are familiar with. Teachers should do some cursiory research into popular hip-hop or R&B songs by exploring iTunes and Billboard charts. Though some of the pieces may include lyrics or topics that are inappropriate for school, the teacher can easily find portions of these works that highlight the beat without including the "problematic" lyrical content. 
     

  2. The class will make up a basic list or mind-map of common sounds and strategies used by hip-hop beat makers/producers. 
     

  3. The teacher will make use of a matrix sequencer app to build a beat in class. The teacher will ask students to come up to create a beat using the strategies identified by the class. 
     

  4. Students will work either alone or with a partner to create their own beat. They will share their work with another person or another group for some feedback.
     

  5. The individual or partners will edit their work, if needed, based on peer feedback. They will find a way to save their work for future class periods (possibly drawing the sequence on a blank screen shot). Student create 2-3 other patterns, attempting to make two patterns that are similar and complimentary and another pattern that contrasts the others. 
     

  6. Once students have created their patterns, they should decide the order of their pattenrs and record their final work. They can add lyrics to the beats to create their own hip-hop songs, or the patterns may be used as backgrounds for class songs or improvisation. 
     

  7. Students will share their works with the class and the recordings will be kepts for their portfolios. 

 

Example Experience 2: Melodic

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For Melodic-Based Matrix Sequencers: My Minimalist Piece
 

Guiding Questions:  

  • How do Minimalist composers create unity and variety in their works?

  • How do Minimalist composers use silence?

  • How can I use strategies of Minimalist composers to create my own new piece?
     

Potential Process:

  1. Students will explore Minimalist (or minimalist-inspired) music of composers like Philip Glass, Zoe Keating, and Steve Reich. The teacher will ask students to consider how musical matieral is changed and how the composers use silence in their works. 
     

  2. The teacher will make use of a matrix sequencer app to build a melodic line with the class. The teacher will ask students to come up and make 1 or 2 changes to the line (either affecting the pitch or rhythm). 
     

  3. Students will work either alone or with a partner to create their own line. They will share their work with another person or another group for feedback.
     

  4. The individual or partners will edit their work, if needed, based on peer feedback. They will find a way to save their melodic line for future work (possibly drawing the sequence on a blank screen shot, like this "My Matrix Melody" paper). They will explore ways to slowly change their works, discuss strategies, and come up with a final version (which they may want to record in some way). 
     

  5. The individual or partners will then plan a basic strategy for morphing the original matrix pattern into the final pattern over a span of 1-2 minutes. They will practice their process, though it can be somewhat improvisational at the end. 
     

  6. Students will share their works and record them (some applications will require doing a screen and audio recording). 

 

 

   

Suggested Apps:

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