Introducing Panning to Improve Sequencing Technique

Introducing Panning to Improve Sequencing Technique

Pete Pauliks
[email protected]
Wallenpaupack Area High School

TI:ME Technology Areas Addressed:

Sequencing

Level:

High School

Equipment:

Sequencing Program that allows panning. Stereo signal/output device. (stereo headphones, speakers)

Duration:

30 Minutes

Prior Knowledge and Skills:

Students have some experience sequencing simple arrangements.

NAfME Standards of 1994 Addressed:

NAfME Standards of 1994: Composing and Arranging Music within specified guidelines.

NAfME 2014: Creating 

NAfME Standards of 1994: Listening to, analyzing and describing music.
NAfME Standards of 1994: Evaluating music and music performances.

NAfME 2014: Responding 

Materials:

[MIDI] Finale, Papageno [2:12] (K.Phillips)
(from www.prs.net – Mozart Page)
Full Recording of Mozart’s Papageno,Papagena.

Objectives:

Students will create an arrangement of Mozart’s Papageno that allows the listener to “follow the movement” of both Papageno and Papagena. They will create the illusion of a cat and mouse game by panning the two tracks from Left to right throughout the piece.

Procedures:

1. Opening activity includes listening to recording of Mozart’s Papageno / Papagena.
2. Discuss the playfullness of this piece of music.
3. Discuss surround sound. What does it do for the listener? Introduce Panning.
4. Discuss a typical orchestral seating chart. Discuss how the listener (audience member) may hear the Double Bass more from their right ear, as the Double Bass section typically is found Stage Left. Consider the impact panning can have on an orchestral sequence, where placement of the instruments is considered.
5. Demonstrate panning in your sequencing program. Listen to the Mozart MIDI file, Pagageno, from the classical midi archives.
6. Allow students to create the illusion of a chase utilizing the panning tool. (Papageno follows Papagena, or vice versa)

Evaluation:

Students will demonstrate an understanding of Panning Technique by playing their arrangements for the class.

Follow Up:

Students may cut and paste midi sequence to allow a different outcome of the Papageno/Pagagena chase. They may experiment with timbres as the playfullness of the melodic line increases.
ALSO…Sequence a short 4 part arrangement utilizing panning. Play for the class and emplore them to identify the seating chart for the “musicians”.

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