MUSPR 380 | Creating a Sample Library
Unit Title: Creating a Sample Library
Credit Value: 10
Context
The creation of samples is a skill that can not only enhance the creation of one’s own music and make it unique to themselves as a producer, but can also become a viable source of income when released as sample packs.
The ability to plan for and execute the creation of a sample resource, to meet the needs of a specific single piece of work, a series of musical works or as means to generate income through the creation of a library of related or unrelated sounds for commercial use, is a valuable tool for the composer/producer in increasing their capacity to develop their wider professional portfolio.
Aims/Purpose
This unit has 1 aim:
This unit aims to enable learners to develop skills that will assist in the creation of samples and provide a foundation in identifying a means by which revenue may generated from the samples.
The purpose of this unit is to provide opportunities for learners to develop a range of techniques for creating samples and to identify and evaluate appropriate means to release them.
Additionally, learners will through engagement with learning in this area, enhance their recording skills and their knowledge of the creative process, developing and refining their capacity to record instruments and incorporate samples effectively into their own compositions.
Skills Development
Learning in this area will support the development of the following specialist and transferable skills:
Specialist Knowledge and Skills
Identifying and understanding sample criteria, format and type
Identifying and understanding copyright and legal requirements for releasing samples Sample categories
Recording skills, relevant to a variety of contexts Production skills, relative to context
Synthesis and editing skills Listening skills
Practical understanding of technical language Knowledge of a range of musical genres and styles
Personal Learning and Thinking Skills (PLTS) Independent Enquirers
Learners explore and investigate the subject through group work, discussions and working through industry relevant composing practices.
Creative Thinkers
Learners explore through self-analysis, problem solving audition and target setting processes both individually and collectively.
Reflective Learners
Learners can reflect on their progress through consistent feedback, peer assessment and develop their skills by developing their skills in sampling.
Team Workers
Learners will benefit from developing their theoretical application in groups and through consistent feedback and peer assessment, learning from others whilst sharing their own development.
Self-Managers
Learners can work independently and collectively on their sampling skills further developing their skills with self-directed applications based on feedback and group work.
Effective Participators
Learners will be able to explore sampling in a subjective manner, expressing opinions and developing coping strategies that can be applied practically to the material sometimes with immediate results.
Functional Skills @ Level 2
English Speaking, listening & communication; Writing; Reading
ICT Using ICT; Finding & selecting information; Developing, presenting & communicating information
Employability Skills
Presentation and discourse
Action-planning
Decision-making
Problem-solving
Time Management
Commercial Awareness
Communication (verbal, non-verbal, written)
Language
IT
Motivation
Determination
Striving for Excellence
Creative Thinking
Own Skills Awareness
Study Skills
Adopting objective reasoning
Critical thinking and Analysis
Assimilating and synthesizing information
Research skills
Reading (textbooks articles)
Contextual Awareness
Listening and Note taking
Planning essays and assignments
Creative Thinking
Problem solving
Time Management
Presentation and discourse
Learning Outcomes
The learner will be able to:
1.Understand copyright and legal considerations in relation to sample libraries and research a current library available on the market.
2.Demonstrate skills to create an original sample library and evaluate the results own development.
Unit Content
Using the learning outcomes as the main point of reference, a scheme of work for this unit will include opportunities for learners to develop the following:
Knowledge of Context
Understanding process and production, e.g. workflow, recording, sequencing, pre- and post-production,formats for submitting musical work
Understanding the industry, e.g. copyright, royalties, contracts Practical understanding of appropriate technical language
Practical understanding of the breadth of potential usage of samples and sample libraries Assessing and working to client briefs
Methods for processing and responding to feedback
Assessing and utilising broader data, e.g. on client/audience expectation, target demographic and musical genre, to inform the process
Use of a Digital Audio Workstation (DAW)
Accepted presentational formats
Recording Skills and Techniques
Planning to record sound sources Using a DAW to record audio Microphone placement
Practical understanding of the demands of recording on location, in a variety of contexts Editing recorded audio
Post production
Sequencing Skills and Techniques
Creation of sounds using a synthesizer
Editing Patches
Using Digital effects
Trim & Crop of audio
Bouncing to relevant formats
Analytical Skills
The ability to analyse and assess own skills and personal aims
The ability to assess and evaluate own work and develop strategies for improving own performance when composing music
The ability to assess own skills base and development needs
The capacity to respond positively to tutor comments and evaluations The ability to assess and utilise peer evaluation
The capacity to assess and act upon Health & Safety considerations
Organisational Skills
The capacity to plan and prepare effectively for music composition activity
The means to access the personal musical and peripheral equipment required for composing music, relevant to them
Time management skills – working to a given time frame, working to deadlines
Suggested Delivery Ideas
Delivery should be a mixture of classroom-based and location based work. Classroom sessions will normally focus on developing theoretical knowledge or be research-oriented. These will be enriched with practical workshop style musical and technical development sessions, with tutor support.
Learners will need to spend time generating and developing ideas. They will also need opportunities to spend time working on their own, experimenting with setting up and recording a range of sound sources etc in a variety of contexts, as trial runs.
The tutor may set smaller groups activities to form small teams who may collaborate in the generation of ideas and eventually peer review each individual’s samples and sample libraries.
Wherever possible, tutors should focus delivery towards the practical, reinforcing the theoretical elements.
In order to provide an appropriate and effective learning environment, tutors may wish to consider the following approaches:
Tutor demonstration Guest speaker/Producer
Viewing, discussing and analysing a range of existing samples/sample libraries Setting up Field Trips/Visits
Technique practice session
Using available technology – using a DAW to create and realise samples Workshops
Trial runs
Peer reviews of work Video Analysis Group work
Analysis workgroups
For learners to engage in effective sample library creation there will need to be a diverse range of activities for the learner to participate in, based on their capacity and needs, as mapped against the brief.
Tutors should encourage learners to work together in the initial stages in a collaborative or peer-reviewingcapacity to develop their abilities and self-confidence.
Learners can be encourage to engage in a number of activities to support the creation compositional content, these can be tutor led, independent and group based activities as outlined below:
Reviewing existing sample libraries and their usage Peer reviewing others work
Researching genre and stylistic approach of different a range of producers/composers in a range of styles/genres
Creating samples in response to specific musical examples and briefs Researching sample types and formats
Using a DAW and the relevant software to create samples Explore other technologies involved in music production Sound manipulation, sound sources and sample usage Experimental sampling techniques, free of theoretical basis
Sound association based on timbre, tonal characteristics, harmonic characteristics etc.
Various quizzes on diverse subjects such as sample types/formats, contextual knowledge, stylistic approaches etc.
Summative Assessment Methods
Preparation for the assessment of learning around understanding the copyright and legal implications of creating samples/a sample library, and creating the case study of an existing body of work should incorporate discussions and peer reviews in order to develop ideas and ground opinion. Submitted work may then take the form of written evaluative reports, audio or video recordings of a presentation or as responses to tutor-set questionnaires.
The original sample library will need to be submitted as a whole body of work and in conjunction with a promo sheet that meets the criteria outlined in the assessment framework. A DAW will need to be employed to process this. Tutors will need to be aware of this in order to provide appropriate opportunities for this undertaking.
In evaluating the success of the sample library in meeting the intended aim, learners should elicit feedback from the tutor and from their peers. This should then be used to inform their own assessment of the success of the project and of their own personal development. Submissions may take the form of an evaluative report, an audio or video recording of a presentation or as responses to a tutor-set questionnaire.
Recommended Evidence
Evaluative report/audio or video presentation/responses to a detailed questionnaire (1.1)
Evaluative report/audio or video presentation/responses to a detailed questionnaire (1.2)
A sample library containing at least 32 original samples, underpinned by a detailed explanation of intent (2.1)
Evaluative report/audio or video presentation/responses to a detailed questionnaire (2.2)
Links to other areas of the MUSPRA qualifications
Knowledge and skills developed in this area may be utilised to underpin activities relating to:
Composing and arranging in a range of applications
Developing remixing skills
Developing mixing skills
Music sequencing and production work
Creating compositional resources
Developing techniques for recording
Developing a practical understanding of synthesis
Links to National Occupational Standards
This unit is derived from elements of the following NOS for Music Practitioners:
Map to the NOS for Music Composers, Performers and Music Technologists
Grading Criteria
Unclassified
A learner not on course to achieve this unit might evidence a significant number of the following:
1.Little or no understanding of the copyright and legal implications of sample creation.
2.Little or no understanding of the knowledge and understanding required in creating a sample library. Any case study presented will be poorly researched and contain significant inaccuracies. Presentation skills may also be poor.
3.Little or no capacity to create a complete sample library, as defined. The majority of samples will be poorly produced. A significant number of samples may be categorized incorrectly or unjustifiably.
4.Little or no understanding of realistic strengths and areas for development. Little or no understanding of their personal progress creating a sample library or in setting realistic targets for on-going improvement.
Pass
To achieve a pass, all learners must:
1.Demonstrate basic but accurate knowledge and understanding of the copyright and legal implications of creating samples and a sample library.
2.Demonstrate skills to research and present a case study of an existing sample library. Any omissions or inaccuracies will be minor and will not impact on the success of the overall piece of work.
3.Evidence skills to create a sample library as defined. All samples should be well produced, presented in appropriate formats and accurately categorised. Any faults in the production or presentation of the samples will be minor and will not detract too heavily from the success of the overall work. The library will be underpinned by the production of a promo sheet outlining the intention of the sample library, category and sample names, file types and formats, genres and sub-genres covered and producers and artists associated with the library.
4.Evidence skills to evaluate strengths and areas for development realistically and demonstrate a basic understanding of their progress and in target setting relative to on-going improvement.
Merit
To achieve a merit, learners should:
1.Demonstrate thorough, accurate knowledge and understanding of the copyright and legal implications of creating samples and a sample library.
2.Demonstrate skills to research and present a detailed case study of an existing sample library. Omissions and/or inaccuracies will be few and minor and will not impact on the success of the overall piece of work.
4.Evidence skills to evaluate strengths and areas for development realistically and accurately, demonstrating a sound understanding of their progress and in target setting relative to on-goingimprovement and personal development.
Distinction
To achieve a distinction, learners should:
1.Demonstrate a high degree of insight and clarity in their knowledge and understanding of the copyright and legal implications of creating samples and a sample library.
2.Demonstrate high level research and presentation skills in the realisation of a comprehensive case study of an existing sample library.
3.Evidence high level skills to create a sample library as defined. The work will show a high degree of independent thought and creativity throughout. All samples will be faultlessly produced, presented in appropriate formats and accurately categorised. The library will be underpinned by the production of a promo sheet that fulfills the defined criteria with a high degree of clarity and insight.
4.Evidence high level skills to evaluate strengths and areas for development, demonstrating a sophisticated understanding of their progress and in target setting relative to on-going improvement and personal development.
Credit Value 10
QCF Level 3
Assessment Framework
Learning Outcomes
Through completion of this unit, the learner will be able to:
1.Understand copyright and legal considerations in relation to sample libraries and research a current library available on the market.
2.Demonstrate skills to create an original sample library and evaluate the results.
Assessment Requirements
The learner can:
1.1Discuss sample libraries with reference to:
a.types
b.copyright
c.formats (e.g. CD, DVD, online etc.)
d.free and fee-based libraries
1.2Produce a case study of an existing sample library, discussing:
a.intention of sample library or pack
b.sample and file types included
c.genre and sub-genres covered
d.artists/producers involved
e.artwork and style
f.cost and pricing
2.1Create an original sample library to include four samples in each of the following categories:
a.ambient;
b.environmental/found sound;
c.industrial;
d.vocals;
e.Recorded instruments;
f.percussive instruments;
g.synthesizer sounds;
h.FX.
The sample library will also include a PDF promo sheet outlining the intention of the sample library, category and sample names, file types and formats, genres and sub-genres covered and producers and artists associated with the library.
2.2Evaluate the success of the sample library created in relation to the intended aim outlined in 2.1, highlighting strengths and areas for development.
