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The Songwriter’s Notebook – First Answers: Favorite Songs

4/9/2022

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Let's take a look at my first request to pick out a favorite song.

Understanding why any piece of art resonates with us is a lifelong journey that bears repeated introspection.

I never set out to compose a song that was considered a “favorite” but in the eyes of some, I wrote a few of those.

Don’t diminish the possibility that you might eventually write someone else’s favorite song.  – and you better start thinking about what makes a song a “favorite”.

What makes a song a favorite song?

The words? The melody? The harmony? Some combination of all those three? The emotional content that makes it stand out from other songs you know?

Whatever it is, it's important to know what we like and what resonates with us.

Understanding that simple concept will give an idea of how we want our songs to come across.

It's vital to remember that for musicians, the technical aspects of melody, lyrics, and chords might hold the key to a song's specialness.

To the general public, it always boils down to an emotional response to the sum of a song’s parts.

There are many musicians who say that when they hear a song, the words mean very little to them. A note of caution here: to the average listener, lyrics mean a hell of a lot and if you want your songs to resonate with them, you better come to grips that most people I have a real love relationship with the words to their favorite songs.

Let's take a moment to look at the reflective and expressive elements of a favorite song.

Do you like the song because the way it sounds when you listen to it or how it feels when you perform it?

Any level of performance is going to engage your ego so you've got to be mindful about that. Just because you feel really great about yourself when you perform a song it's not enough to make it a great song but it does make for a powerful vehicle to enhance your self-image, which is not an entirely bad thing.

Onward to nuts and bolts.

If knowing all the intricacies about the harmonies and melodies of a song pushes it into a favorite category for you, good for you.

Sadly, though, that complexity means nothing to the average listener.

Lyrics are another matter. Case in point: Dylan's “Tangled Up In Blue” which contains fairly pedestrian harmonies but absurdly complex lyrical ideas.

All this talk about favorites is to eliminate the idea that our own work will often be derivative of our favorites.

If you like songs with complex lyrics, you'll be drawn to creating that type of work.

If your standard I-IV-V harmonic progression is all you need in a favorite song, that might just work for you too.

The question next is have you perform this song before? Do you sing it? Do you play it? Do you do both? When you perform it, if you are primarily a singer, do you care about the harmonies or are you totally focused on the melody?

If melody is your thing, that will probably be a component that you'll want to focus on at the beginning of your song writing journey.

It's a good idea to remember to focus on our strengths and build on them while we are constantly trying to improve our weaknesses.
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Final words: Never lose sight that the emotional power of a song didn’t just happen; it was created by the songwriter – and that’s you.
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Songwriter’s Notebook – First Questions

4/9/2022

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​The word “songwriting” includes the word “writing”.

Let’s take a look at that skill, that is, of writing.

Think of one of your favorite songs that you didn’t compose. Pick one that you feel you have the most theoretical knowledge of.

If you were required to be in a room with no piano, guitar or internet/computer/printer access and told to “write down” that song, could you do it?

If you are a little iffy on your abilities to document this favorite song, pick a different song, maybe a folk song from your childhood. Make it easy and try again. Can you accurately write it down?

What would your final product look like?

Would you use manuscript paper? Pencil? Pen?

How neat will it look?

If you use manuscript paper, would your product resemble a three stave vocal/piano rendition, similar to sheet music?

Would it look like a lead sheet with a melody line, lyrics under the notes, and chord names above the notes?

Would you have a hard time documenting the song without a piano, guitar, or electric technology as a reference tool to find melody notes and chords?

OK. Enough with hypotheticals. Try doing this for real.

How did you do?
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We’ll explore your answers and what they reveal in the next post: Songwriter’s Notebook – First Answers.
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​Songwriter’s Notebook – First Words

4/9/2022

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These posts will delve into ideas that I have been kicking around for several decades about songwriting.

I’ve written several hundred songs and feel that it is one of my strengths.

Just like playing guitar, performing piano in public, and singing while accompanying myself, I have had no formal or informal instruction in songwriting.

I guess that makes me extremely qualified or extremely unqualified to write on this topic. That’s up to you.

What I am able to do in these areas is the result of my combined educational experiences as well as striving to constantly pay attention to staying in the musical moment and documenting those moments in music and words.

There is no one way to write a song.

That said, there are some universal questions we can ask ourselves to inform the decisions we will make in the process of creating a song.

Along with those queries, there are simple exercises and etudes that can get the ball rolling.
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Let’s get started!

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Things I Miss From My Music Room Days - Number 37

4/9/2022

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The Power or the Gift

4/6/2022

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Sometimes . . .

4/5/2022

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Things I Miss From My Music Room Days - Number 40

4/4/2022

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​So You Want to Play Guitar: Standing Still - Part One

4/4/2022

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Before we get into talking about guitar mobility again, let's talk about standing still and playing guitar.

The thing about standing still with a guitar in front of your class is it gives you the chance to set up a microphone that's plugged into a PA.

If your guitar is a combination acoustic/electric, it would be plugged into the same PA system.

The beauty of this set-up is that you can really modulate your voice on a downward emotional level. You don't have to project your voice three feet beyond the back of the room with your voice. You let the amplifying system do that work for you. That allows your voice to come down to a whisper and, as we say in the trade, “eat the mic”. That means move your body so that your head is so close to the mic that your lips are occasionally bumping into the mic grill.

One of the easiest ways to deescalate excess energy in a class is by using a microphone, speaking softly, and turning up the PA so that the sound fills the room.

When it comes to singing with that microphone in the classroom, you can once again eat the mic and sing very softly or move back a few inches and use a little bit more power in your voice.

The beautiful thing about speaking and singing into a microphone in a classroom is that it gives the appearance that if you have sufficiently separated your speakers, your voice sounds like it is coming from everywhere, not just from where you're standing. Kids are not used to that sound in a classroom and will respond positively.

When I took my first job in a public school, I was visiting a district elementary school one day, walking down a hallway past the gym doorways, and saw a physical education teacher sitting hunched over on a folding chair on a stage with about fifty kids in front of him on the gym floor playing a game.

Mr. Savage was easily fifty years old with a head of white hair. He lazily held a microphone and was quietly giving directions to his class the sound filled the entire gym. He barely moved in that chair but had total control of the room with a vocal volume that was barely over a whisper. His emotions were superbly in control and sounded like his sound system was the same as the Wizard of Oz’s. It was amazing.

It was in that moment I saw for the first time the hidden power of using a microphone to control the emotions and behaviors of a class, especially a large class.

Up to that point, I had rarely used a microphone in the classroom because my music room at my last teaching gig was so small but from that day on, I started plotting and planning to use a mic in my public school classrooms and chorus rehearsal rooms as often as possible.

So, yes, having a guitar around your neck gives you a lot of flexibility in covering the floor plan of your classroom. But to stand behind a mic, strum a guitar convincingly, sing or give commentary over your accompaniment, is a skill that will captivate your students and put you on an entirely new teaching level.

It doesn’t matter if you’re in a cover band playing a wedding reception or in a school music room – people feed off of your confidence, preparation, and presentation. It will take time to master these skills but they are well worth the effort. You’ll know when it’s working . . . .

Especially when you are wearing your guitar, standing behind the mic, and casually ask your chorus during break, “Say, how many of you would like to be able to sing into a microphone while playing guitar . . .  like I do?” and all one-hundred kids shoot their hands up into the air.
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You, that mic, and that guitar are giving them a dream to aim for.
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    Boyd Holmes, the Writer
    musician, composer, educator, and consultant


    An unapologetic blog for unrelenting music educators.

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