Step1 (Stefanie Anderson) is a music producer, turntablist, live electronic music performer, music educator, and entrepreneur based in San Francisco’s Bay Area. Since 2016, she’s run the Sequence One music production school with her business partner Lenny Kiser. As a music maker and performer, Stefanie’s personal practice is built around the trifecta of beat-making, finger drumming, and turntablism, skills which are all on full display in the impressive new ‘Scratch, Sample and Push’ live performance video routine she recently created for Ableton. Below, Stefanie talks about putting together the routine, and how Melodics helped her developed her finger drumming skills. She also explains her thoughts on turntables in the digital production era.
Let’s talk about your new performance video. In it, you combine Ableton Push and a turntable to create a blend of real-time sampling, beat-making, finger drumming, and scratching. What was it like putting them together?
It was a learning experience. Everyone’s workflow is different, but for me, the song idea comes first. Then I figure out how I’ll adapt it for a live performance. Which parts will I play on the controller? Which parts will I play on the turntable? How will I transition between them? You’re going to run into limitations in terms of what’s possible to play live, so the original song idea inevitably evolves as it gets adapted for the stage. It’s a fun problem-solving exercise. I always learn new tricks in Ableton every time I work on a routine.
Your video included some excellent finger drumming. How did you develop your skill set from DJing to include beat production and live electronic music performance?
For me, production and finger drumming evolved simultaneously. As soon as I started making beats, I ran across YouTube videos from artists like Jeremy Ellis and AraabMusik. I knew that I wanted to learn finger drumming right away. It reminded me of turntablism: it’s tactile, fun, rhythmic, and it requires skill and technical mastery. At that time, though, there really weren’t any good resources for learning finger drumming. I found a couple of YouTube tutorials and learned how to play very rudimentary hip-hop beats, but it was hard to progress any further. Then in late 2015, the Ableton newsletter landed in my inbox, and it had an announcement about Melodics. I signed up immediately!
How did using Melodics change things for you? Melodics was a game changer for me. After a couple of weeks of daily practice, I was able to play the ‘Amen Brother’ breakbeat. I was so excited. As a crate digger who loves all the classic breaks, it was satisfying and motivating to learn that drum pattern. I just kept going from there, unlocking as many levels as I could. Last year, I made it to Level 18, but I’m stuck there because I’ve been working on other things. I wouldn’t have advanced to my current skill level without Melodics, so it’s still so crazy to me that my ‘Keep It Real’ lessons are available in the Melodics app. I also think that finger drumming made me a better producer, which is why I said the skills evolved simultaneously. With practice, my drum vocabulary expanded, and eventually, my patterns became more complex and interesting.
Before this interview, you told me that you view the turntable as a controller and as a tool in your production arsenal. Could you expand on your thinking here? The traditional view of a turntable is that it’s a record player. You don’t create anything with it; you use it to play someone else’s music. But for the turntablist, the turntable has always been an instrument. Here’s what I mean: With scratching, essentially you’re isolating and manipulating certain sounds. Most people associate scratching with vocals, but turntablists can scratch any musical material – drums, horns, strings, pads, chords, you name it. You can even use the turntable’s pitch control to transpose a sound while you’re scratching it. What other piece of hardware lets you isolate, manipulate, and transpose audio content? A sampler. That’s why I think of the turntable as a controller or instrument. It’s just another way to work with audio in a music production environment. For me, the real benefit of using a turntable is that it adds a unique element to my live performances, and it lets me combine my love of beat-making with my love of scratching.
Whether you’re talking about theatrical live performance, EDM studio sessions, film and television soundtrack/sound design work, musical education programs, or her Akylla duo project with Saratonin, Sherry St. Germain is an accomplished and assured achiever. Based in Las Vegas, Nevada, she’s a classically trained multi-instrumentalist, producer, and singer/songwriter who has – among other accomplishments – collaborated with Steve Aoki, Excision, Stafford Bros, Revolvr, and Genesis, performed on a flying piano for Cirque Du Soleil, and written music for male stripper comedy Magic Mike.
In conversation with Melodics, Sherry expands on her thoughts around the power of daily practice, improvisation, musical simplicity, and taking the time to share what you’ve learned with others.
You can also play the Sherry St. Germain and Akylla Melodics lessons by following the links below.
How much time do you spend playing music? If I’m not playing, I’m producing, or teaching, or performing, so I’m kind of always in a music mode. I’m the type of person who leaves the studio and then goes home to the studio. I was raised in music. There are a lot of people that I teach on the side; I don’t even charge them, I teach them cause it helps me. I had a lot of teachers, who helped me on the side. When you teach something, you become a master at it. That’s the last stage, like in martial arts. I think that whole statement “those who can, do; those who can’t, teach” is bullshit. When you do teach you explain things, you break them down in layman’s terms, which is a different type of thinking. When I teach something, I learn as well, which is really really nice.
What would you suggest to someone who wants to make music part of their daily life?
Start out playing for five minutes a day. If you can do five minutes a day then eventually five will turn into ten mins, and ten mins will turn into fifteen minutes. You can use it as a way to learn and share. Often, I’ll decode a song and its chord changes, because I want to learn it. Afterward, I’ll show it to my friends, and I’ll try to perform alchemy with it. The majority of the people I work with on production in the DJ world, don’t know a lot of theory, so they will ask me if things are in key, and I’ll advise them on works and doesn’t. Sometimes just making sense of a song musically is a good way to practice and stay inspired. When I’m doing production work for Film and TV, they send me songs to learn, but they don’t want you to rip them off, they want you to make something with the same energy. You have to think about what makes a song appealing by dissecting it. This has been really good practice for me as well, learning which chord changes resonate with people. That’s been a good way to practice as well.
Any other tips?
Sometimes I practice by playing along to mixes online. I’ll pick a different mix, chill hip-hop, house music, whatever, and play along. That way, every day you are gonna be stimulated with something new. When you learn something new every day, you get happier. Happiness releases endorphins which you associate with learning, and you want to do it more. Why I like playing along to mixes is it’s a way to find cool things you can learn. If you love house music, practice to house music, if you love trap music, practice to trap music. Do the things you love, and you will only get better.
How important is improvisation to what you do? I’m doing it all the time. I think every day is kind of an improvisation. You always end up having to wing it. I prepare as much as I can, but a lot of it is improvised, which stems from being excited when you hear stuff. Something inspires me, I want to do something like it, and you end up off in a completely different direction. Music makes you use both sides of your brain.
Speaking of using both sides of your brain, what’s your take on finger drumming? I think it’s dope. I love finger drumming. It’s so good for technique cause it helps with piano. It helps with everything. It’s so great for hand-eye coordination, and it makes you better at rhythm in general. I think finger drumming and piano go hand in hand. Melodics has finger drums, keys, and v-drums, and all of those are going to help you in whatever you do. They all rely on elements of rhythm, and keys even though they aren’t rhythm, they have a rhythmic sense to them.
When you’re in a band, even if you’re the best drummer in the world and you do all the fanciest shit, nine times out of ten no one will want to play with you. They want someone who can groove and keep time. People don’t even care about the fancy stuff half the time; they just want the meat and potatoes. John Bonham [from Led Zeppelin] wasn’t a crazy drummer as far as soloing goes, but when you listen to his groove, it’s everything. You can’t help but move to it.
Without a doubt, music gives back what you put into it. There is no substitute for time spent ‘shedding’ on your instrument. There is no shortcut to either technical proficiency or (more importantly), conviction and ‘a voice’ in your playing. It is a humbling and never-ending journey.
Practice is cumulative, and muscle memory is built through repetition over time. For this reason, I often tell beginner musicians that 5 minutes a day will be much more beneficial than two hours once a week. As your playing and understanding grow, your practice sessions may demand more time, or become more conceptual than mechanical. You might also find that the breakthroughs happen after an hour or so of banging your head against the wall. But this is down the track. For now, regular time on the instrument (or program as our modern landscape may have it), and building the habit of practice are what will get you the best results.
Everyone learns differently. One aspect of effectively practicing and internalising pieces of music, musical techniques, and musical vocabulary is developing an understanding of how you learn.
These concepts quickly become quite cerebral, so in the spirit of this piece (as I’ll soon explain), let’s focus on something immediately tangible.
How do you learn a passage of music you find technically difficult?
If I had a one-word answer, it might be ‘microscopically’.
The process explained below for guitar is used in all Melodics lessons. The pieces are deconstructed into steps, so you can gradually rebuild from the foundational elements up to the full parts. Remember, if anything feels too hard at any stage, repeat it, slow it down (use the tools in Practice Mode), and zoom in.
Let’s use Link Wray’s seminal tune ‘Rumble’ as an example (which a fledgling guitar player may find some aspects of challenging):
The first 8 bars of this 12 bar blues are pretty easy. To me (and for simplicity’s sake), the tune is a slow blues shuffle in 4/4. I think the sheet music has it as 12/8. You strum a Dsus2 on beats 3 and 4 before the downbeat, then strum an E ‘on the one’ and let it ring for a bar and a half. Then repeat. Then do the same thing but go to an A. Then the same returning to the E. Provided you know these chords, this will take about ten seconds to learn. If this is confusing at all, have a listen to the link and it will become clear.
In bars 9-12, there’s a B7 chord which is likely less familiar than the first 3, followed by a 2/4 bar (which feels natural enough it won’t catch you off guard), followed by a descending E minor pentatonic scale using the open strings. Again, use the recording for reference.
Most people starting out on guitar don’t find playing chords especially difficult, but changing between them in time is another story. My fairly amateur keys playing can attest to this being a cross-instrumental issue. Even if it seems counterintuitive now, most people will play a song from the start and trainwreck it at the same place over and over. And wonder why that part always goes wrong.
Let’s assume the first 8 bars of this song have become pretty solid after a bit of practice. But when you practice, you are you still playing the song from the beginning every time and falling off the rails in the same place every time. In this case, Bar 9. Surely it would make sense to isolate the challenging aspect, and focus your energy there if that is what is causing you problems? Here’s where we can start zooming in.
First things first, you need to get the B7 chord sounding good on its own. Zooming in further, I would make sure the left-hand fingers are in the correct position, then play the notes of this chord (arpeggiate it) one at a time with my right hand. If any of them are choked or aren’t speaking properly, something in the left-hand needs to adjust. Until they all sound cleanly, things can’t progress. Maybe working on just the B7 is the practice on this tune for today.
Once that chord is under control, the change to it from Dsus is next. I would zoom out slightly and focus on just looping the D to the B7 back and forth. First without time just to get the muscle memory happening, and then in the correct rhythm for the song. You can make these exercises musical. I would set a metronome to a similar tempo as the tune (or initially slower if necessary), and make a 2 bar loop. Part of the reason I chose this song as an example is that it is slow and simple. On something more uptempo or complex, I would always start practicing with a metronome well below the true tempo.
Once this feels good, zoom out again. Now might be a good time to play the tune from the start to bar 10, and put your new part in context.
Finally, we have our minor pentatonic run. Like many parts, this sounds cool so difficulty is assumed. It’s actually very simple. However, it will almost certainly trip you up if it isn’t looked at in isolation first. Zoom back in. Use the same process. Play just the descending E- pentatonic scale a few times. Do it in halves if you need to. Then introduce time. You can either keep the metronome in 4/4 and play them as a triplet feel, or move the metronome over to divisions of 3. Either way, start slow! I can’t emphasize enough that the slower and smaller you make parts, the easier they get, and the more solid your understanding and foundation of that music will be. With that in mind, maybe just getting that run under your fingers so it sounds badass and confident is today’s practice. Maybe you work on it just for 5 minutes.
Assuming this lick is sounding good, zoom out a bit. Using the same process, put the last 4 bars together. Once that feels good, include the Dsus2 chords which lead into bar 9. Once this is all grooving and locked in, I think you’re ready to play the whole tune and rock it.
From personal experience of learning to play things way beyond my skill level, I believe anyone can learn to play anything if they have the patience to break the pieces down into tangible amounts. Even the most intricate music can be attainable by zooming in and working on a few notes or a chord change at a time. It’s the patience to do so, and the focus involved which is the true skill.
Abraham Kunin is a producer, songwriter, session guitarist, and recording engineer. He has toured internationally with a wide spectrum of bands, theatrical productions, and festival stages. abrahamkunin.com
My best piece of advice for performing, is that the first time you play a piece in front of people, it shouldn’t matter.
The first time you perform a song in its entirety that you’ve been learning shouldn’t be for a high stakes performance such as for an exam or competition. That is too much pressure. The first time you play in your live electronic duo shouldn’t be to a packed room of 150 people who have all paid $20. Playing to 20 people who you know and will smile encouragingly when you blast them with a slightly too loud hi-hat is a better idea. The packed room can wait.
The actual setup
I had a Piano exam around the age of 11 that was going to be on a Grand Piano. Up until that stage I had only ever played on upright pianos, and my wise piano teacher knew that the position of where the music sits on a Grand piano is higher. This could have caused extra stress and nerves for the real exam. A few weeks before the exam, I spent a few hours playing on the actual Grand Piano I was going to be examined on and was able to adjust to the much higher music location. When I arrived for the real exam, it was one variation I didn’t need to worry about. I passed the exam.
Now this is looking at the context of a performance where it is relatively straightforward, where it is just a Piano player checking that they can see the music and touch the pedals. Or perhaps it is a trumpet player ensuring they’re warmed up, in tune and have put in valve oil. Basic operational checks, like a Guitarist ensuring their strings are not rusty and the loose input jack is fixed. When you add any technical aspects, such as guitar pedals or amp variables, your preparation for performance should look like your real deal performance. I’ve have had students who haven’t used a fuzz or wah pedal enough to be totally confident, and then it adds another layer of nerves when they use it in their performance. Practice your instrument with the same setup as you will perform. This includes those who plug controllers into laptops.
There was a national competition I attended and one of the band members used a laptop, USB audio card and a hardware sampler/controller. The band walked on stage but couldn’t get the sound to work on the laptop and they spent 10 minutes trying. The musician hadn’t used the USB audio card much, and so didn’t realise that when you close a laptop, it defaults to the internal soundcard (I jumped on stage and rectified the problem). This problem not only delayed the competition, but more importantly the musician was visibly upset when they went to play. Technical setups such as modular synths, laptops or anything with more than 2 or 3 electronic sound sources require a higher level of confidence in their use to reduce nerves. Being consistent in how and where things are plugged in is less important than 15 years ago as USB and Laptops are becoming less temperamental. However, focusing on reducing the variables and thus things that could go wrong onstage will lower stress and anxiety. Then you can just focus on your performance, not the gear. (Note: updating software the day before performance is not a good idea. What happens if a little tweak of a menu location happens and you can’t find that parameter?)
Knowing your part.
Do I get nervous? Not if I know what I’m doing.
After playing music for over 30 years, I still get nervous, but I now know why. It’s down to two reasons:
I haven’t practiced my part enough and so I am only 80% confident I’ll get it right.
It’s that 20% of doubt that creeps in and affects my playing. If I can play my part totally correct at least 20 times in a row, then I know I’ll be fine. This applies for me playing in a Symphony Orchestra, busking on the street with friends, or DJing that great mix.
I don’t know what’s happening around me. This is because I am not totally confident of what is happening on stage with the other members of my band. For example, knowing the exact cues that the drummer will give when she is finishing her solo for me to start mine. In one of my bands, I do quite a bit of the signalling to move to the different sections, solos and improvised sections. It took a solid year of practicing what those signals were, including what to do when the others can’t see my raised eyebrows in low-light gigs, or when I’m wearing a cap and sunglasses! Once we felt secure in communicating with each other, then we all felt less-nervous and anxiety levels dropped.
There is a fine line between a performance having that spontaneousness from feeding off the crowd and each other, and the song collapsing due to key transitions being missed because the band members just didn’t know what was happening.
Playing in front of people
So if you’ve taken care of the above points, then all you’ve got to do is play in front of people.
When I’m working with individuals or bands in preparation for a competition that is judged on a single live performance, I ensure that they’ve performed their full set, as close to how it will be in the end, at least three times. I advise the first time be to 3 or 4 trusted friends and their teacher. The second time is in a more public space, but still controlled and with an encouraging crowd (students younger than them are usually good audience fodder). The third performance should be a high-stakes performance, such as a lunchtime concert, or assembly slot, but without the judging aside from the crowd clapping after each song. The important thing with this last performance, is to try and recreate all aspects of the performance. This includes walking on stage, talking to the crowd, changing guitars, changing synth patches and using stage monitors or in-ear monitors. At my school, we bring in a similar P.A sound system that the final competition will have, to give the students that experience of subs kicking in, the overall volume, and also to hear what it sounds like to have foldbacks, and FOH bouncing back off a wall. They have lights in their eyes, smoke machines, and are at one end of a big hall.
I know that performing three times is not ideal, but it is a good place to start in reducing nerves, anxiety and a fear of performance.
And remember, don’t make the first proper performance actually matter.
Martin Emo DJs and plays in 2 ½ bands on the Trumpet, Surdo, and in a Live Electronic Duo. He is currently studying a Masters in E-Learning at Victoria University, Wellington, NZ and is the National Facilitator for Te Kete Ipurangi Te Hāpori o Ngā Toi (Musicnet), an Examination Contractor for the New Zealand Qualifications Authority and a Music Technology mentor for EDnet and Midnight Music.
It’s getting close to February! You’ve changed your diet (no foods starting with B), decided to learn Esperanto, vowed to run 5 miles a day, and make it to grade 20 in Melodics.
Great! But you’re still stuck on grade 6.
When you begin it’s normal to see rapid improvements. When that stops it’s natural to feel you’ve hit your limit of ability when in reality you’ve just hit a plateau. How do you move beyond your plateau? The answer is to challenge yourself in a new way.
Some examples of this could be taking lessons from an easier grade and…
emphasising your weak hand / fingers
speeding up lesson patterns as fast as you can
You can also think about the specific skills you’re finding hard. It could that you’re struggling with finger independence, endurance or syncopation. To work out what you might be finding difficult in each lesson, check out the tags for each lesson when in lesson list view.
A good way to work on these skills is to use the “Browse by” button to sort by tag to show the full list of lessons relating to that skill – then you can go back and practice this on some easier grade lessons and slowly work your way back.
It might seem like going backwards, but in the long run it’ll help your progress.
Moving past the plateau isn’t just about practicing more, it’s about practicing the right thing.
Set yourself a challenge this week and let us know how you go!
Melodics uses the principles of a method of learning called ‘Deep Practice.’ It’s the process of slowing things down, zooming-in with focus, and deliberately building a great result step-by-step. These ideas draw heavily from the research of Anders Ericsson and Daniel Coyle and although they’re often applied to sport and athletic training, they work just as well for building muscle memory and developing musical skills.
Here’s how Deep Practice works within a Melodics lesson:
1: Pick a lesson and listen to it as a whole. It’s important to get familiar with the music you’ll be performing using preview mode and then orientate yourself to the finger placements.
2: Divide the song into small steps or components and practice and memorize these separately. Then, link them together in progressively larger groupings. You’ll notice that in the early grades we do a lot of the dividing into steps for you. As the grades increase and the steps become more difficult, you might find it useful to divide them up even further using practice mode and setting loops.
3: Play with time, first slowing the action down and then speeding it up. Slowing down helps you to focus more closely on errors, creating a higher degree of precision. Use features in practice mode such as auto-bpm or wait-mode to build up your muscle memory and reflexes. Be patient with yourself, this can take a while!
4: Pick a part of the song you want to master, reach for it then evaluate the gap between your target and the goal and start again. You can track your progress each session and see how you’re progressing. Detecting mistakes is essential for making progress. This error-focused element of deep practice makes it a struggle, a process of ‘brain stretching’ which is likely to be slightly frustrating but which leads to growth.
5: Keep practicing like this every day. This is the crucial part that so many people forget but even a small amount (5 minutes) of this deliberate and focused practice every day will lead to better results than large infrequent practice sessions that don’t have a structure and focus.
Give it a go and let us know how you get on.
To learn more about the ideas and research on this subject, check out the following books: Anders Ericsson ‘Peak’ and Daniel Coyle ‘The Talent Code’.
Stro Elliot is the master of the pads. Recently named as an official member of The Roots, he’s continuing his amazing run of form from the last year – leading the way for pad drummers with his signature style of performance.
We were lucky enough to witness a masterclass from Stro in Berlin, at the Ableton Loop Conference. Not only did he show off his crazy fast fingers, he also broke down some of his technique and his unique performance setup.
Here’s a few pieces of wisdom from the maeSTRO.
Breaking down the 🥁 break
Since samplers arrived on the scene, producers have been creatively chopping up breaks and loops. Rather than just playing a loop, breaking it up into the individual hits gives you a palette of sounds to work with to make it your own. Stro maps these hits across his Ableton Push controller mirroring how he sets up a normal kit with variations of kicks, snares, hats, ghost hits, and vocal chops across the pads.
See how he works with breaks in the short video below to create his own pattern.
Keeping an organic feel to the kit 🌱
Stro arranges all his kits in a specific way, based on how he plays. He plays most of the beat on his right hand, leaving the left hand to add accents, play ghost hits and add complexity. Whether it’s adding the 1/16 note hi hat, or a roll to the pattern, having the extra hits available for the left hand lets him add variety.
Watch how Stro arranges his kit, and why it helps him in the short video below.
Feel like practicing now? As a subscriber, you can play Stro Elliot’s lessons in Melodics + lessons from loads of other great artists 😎
If you want to give pad drumming a try, download Melodics and try out our free lessons today.
We never said it would be easy! Getting those 3 stars can be a struggle, so we’ve put together a guide to the best way to tackle a lesson in Melodics. The aim is that by following this guide, you will not only be able to three star the lesson, you’ll be able to play it freestyle without any assistance from Melodics.
You might want to apply this to each step in the lesson – or just the tricky ones!
Step 1: Select your lesson
It may seem obvious, but take a moment to think about why you pick a lesson. Is it in a genre you want to learn? Do you like the sound of the lesson? Are you working toward building a particular skill or technique? The key is to have an outcome to work towards, it will help you to stay motivated! Part 2: Check out the pad layout.
The first stage of the lesson will be in the preplay screen. Start by playing each pad, and work out what sample is on each pad. Switch between the pad labels and finger allocation [screenshot] to see which fingers to use on each pad. Bear in mind that if you’re playing a low grade lesson, the finger allocations might be designed so that you can play other parts later in the higher grade version.
Part 3: Preview the beat.
Hit the preview button [little Screen shot], and have a listen. Get a feel for the groove, watch the pads lighting up, and familiarise yourself with the basic pattern. Now your ready for your first attempt. Hit the Play button [little screen shot]
Part 4. Figure Out The Pattern.
Welcome to the Play screen. Step four is all about figuring out the pattern of the lesson. Don’t worry about getting through the whole thing on the first pass, just spend some time figuring out the arrangement. Before you start, hit each pad, and watch which line lights up. This will give you a visual reference and help you to associate each pad with the track in the play screen. Start, and make the first attempt to play along. Restart often!
Part 5. Using Practice Mode
By now you should have the basic feel for the beat – but actually playing it is another story. This is where practice mode comes in. Switch to practice mode [screen shot], and play through a few times with the tempo turned right down. If there is a particularly tricky part, you might want to set a loop to concentrate on that part.
When you feel like you’re starting to get it, turn on Auto BPM. This will ramp up the BPM each time you “pass” the arrangement.
At this point, it’s largely about just putting in the reps. If you’re not getting it, dont sweat it too much. Each time you play through it, you’re building muscle memory. You might find that when you come back to practice the next day, your first pass is much better!
Pro Tip: Combine Loop and Auto BPM. Each time you pass the loop, the BPM will increase, so you’ll get there faster with a smaller loop than playing the entire arrangement.
Part 6: Back to perform mode.
By this stage, you should be reasonably comfortable, and getting 1 star at least some of the time. Time to switch it up!
Stop looking at the screen.
Look down at the pads, focus on your fingers. Some hardware has pad lighting, so you get feedback directly under your fingers. Again, this stage is all about reps.
Part 7. A little less help.
Getting it? But can you play the beat without the help of Melodics? Next up, go back to the Preplay screen, and drop out the Metronome and the Guide Notes [screenshot]. Now you’re just playing along to the backing track. Again, try looking away from the screen, and just play to the backing track, and clock up some reps.
Part 8. Back to preplay.
Go back to the preplay screen, so you have the samples on the pads, and absolutely no assistance from Melodics. Can you still play it? If not, go back a step, and get some more reps in.
Part 9. The true test.
Time for the ultimate test – load up some similar samples into your music production platform of choice, and record yourself playing the same pattern. How does it sound?
If you’re a Melodics subscriber, or if you’ve referred a friend via Melodics, you’ve probably received a set of the samples used in the Melodics lessons. Put these to the test – see if you can recreate the beat playing it live in your production software or sampler.
Extra For Experts: Finish your track
So there you have it, 9 steps to get you mastering more lessons in Melodics. Treat these tips as your framework to getting better, but remember there is no substitute to putting in the reps. The more attempts you take the faster your skills will develop. Happy practicing.
Over the last few weeks we have made a couple of significant changes to how content is structured in Melodics. We regraded every lesson to move from 10 lesson grades to 20 – and we’ve overhauled all the tags used to classify lessons.
These new tags are a way to navigate the main components and skills required for each lesson. They are broken up into three categories; Rhythm, Technique and Lesson Style. Using these tags, you can separate your training into these areas and work on developing each of these important skills.
Let’s say you want to strengthen your hand independence. All you need to do, is go to the lessons screen and filter by the tag ‘hand independence’. This will give you a list of lessons that we recommend you should play to build that particular skill. The lessons are filtered from easiest to hardest, which will allow you build your skills up gradually.
Go to the lessons screen in the app. On the left hand panel click the top dropdown menu and select ‘Tags’
Once clicked a list of our new tags will be produced on the left hand panel.
Select a tag – For this example we have selected ‘Basic Independence’.
Once selected all our lessons that have been tagged with ‘Basic Independence’ will be filtered on the lessons list to the right. These lists will be shown from lowest grade to highest.
Tagging is particularly useful it you want to work backwards from a really challenging lesson. Say for example you wanted to learn to play Spinscott’s Jungle Break Fundamentals Vol. 1, grade 19 lesson. This lesson has the tags Endurance, Discrete and Fast. To build up the skills you need to master this lesson, you can find lower grade lessons that have the same tags, and work on building up these skills. In this case, start by filtering by the ‘Discrete’ tag. This will give you a list of lessons that require you to play rhythms consisting of individual hits, where usually no pads are played simultaneously. Justin Aswell’s Daily Warm Up’s – 16th Note Accent, grade 8 also has the tag ‘Endurance’ so this would be a good lesson to start with. When you’ve got that down, play Buddy Peace’s Desert Burner lessons from grade 9 to 11. Spinscott’s DnB Roller, grade 12 introduces the ‘Fast’ tag. You’ll notice when you get above grade 15 all the lessons tagged ‘Discrete’ belong to Spinscott. This shows you that his finger drumming style is fundamental to the ‘Discrete’ skill. If you want to play like Spinscott then that is a tag worth filtering by.
Here’s another example. Want to learn to play Soul Shaker, grade 16 by Beats by J Black? That lesson uses the tags Syncopation, Finger Independence and Swing. Using the tagging system, you can see that a good way to work towards this would be to play these lessons, starting with the first, and working your way up through progressively harder and harder lessons – Broken Boogie – Drums, grade 7, From Home to Work and Back – Drums, grade 8, Sovereignty, grade 8, Caxixi, grade 10, Island Breeze – Drums, grade 10, The Umm – Drums, grade 13… Soul Shaker, grade 16.
Below are all the new tags in Melodics, a definition of each one, and a example of a lesson that uses this tag.
Both hands have two or more fingers simultaneously operating on different time signatures or note divisions.
Bass Kleph – Pad Fever Grade 17
Playing a whole song through different sections. Often features multiple instruments and switching between parts.
Oddkidout – Amore Grade 8
A basic beat or rhythm, usually straight ¼ and playable with one finger. No more than two pads.
In early March Stro Elliot was kind enough to come into Melodics HQ while on tour down under. In just one afternoon Stro created a new Melodics lesson from scratch named ‘Eggs on Toast’ and even spared some time to do an interview with us. The conversation was full of amazing insights as Stro delved into his life as a musician and his unique approach to music production.
Tell us the story of how listening to Pete Rock growing up turned you into a finger drummer by accident?
When I started making and listening to beats I assumed that producers played all their drums at once. I thought this particularly when listening to how Pete Rock’s music sounded. He had such a loose feel, it sounded like a drummer was playing the drums even though I knew they were samples. So I’m listening to what he is doing and I’m assuming that he sat there and played through the whole track. Like a drummer would on a drum kit but on pads. So I taught myself how to play drums on pads. This is the way that many people see me play drums on pads now during my live shows. I later saw a video of him (Pete Rock) in the studio and watched him program drums one finger at a time, one sound at a time. I then realised how he really did it and was like ‘you have got to be kidding me’.
Fast forward to a show I had the honour of doing with him about a month or two ago. When I met him we did the set and he watched me perform and he said “yo that is really bugged out the way you play the drums with your fingers”. I then told him the story. He said “oh that is really crazy, but now you have this great tool that is in your favour and you can use”. So all in all it was a headache in the beginning but at the end of the day I guess it was all worth it.
That is pretty incredible how you went from listening to Pete Rock to performing with him. Who are some other heroes of yours, that you have had the honour of working with?
I was in a hip hop group called The Procussions and we had a chance to open for a lot of our heroes. A Tribe Called Quest being one of them as well as Redman, Methodman, De la Soul, The Roots. We almost checked off everyone in terms of people we wanted to open for. In the last year or two I have had the honour of getting to meet these people and have spent a considerable amount of time with them. Working with The Roots in the studio for a week and Electric Lady out in New York. Meeting the guys from De La Soul, Jazzy Jeff and a few others. It has been a real blessing to be able to collaborate and pick the brains of some of my heroes.
Has spending time with your heroes become a new normal for you?
I don’t know if it is normal. I tell my friends that I have known for years, that there are these moments when you are around people who you revere and you forget that they are super heroes. I have a couple friends at home, that I will spend time with. We’ll hang out, watch sports, go out to eat and it’s not until I’m in the studio with them or a show, that I remember that oh yeah this guy is Superman. I’ve been hanging around Clark Kent all day, but I forget that he can fly and can see through walls.
Do you think that learning to play live gives you a better understanding of how to make beats than sequencing?
I don’t know if it gives me more of an understanding than it does inspiration and ideas. The same way a live band will improvise a song they play a million times live, I will do the same when performing in a live set. You know I may have created some piece of music, but when I’m performing it, I might get a different idea. Like this would have been cool if I did this in the original recording. So it gives me ideas if I want to go back and change some things if I haven’t released the track, or provide ideas of things I can apply the the next time I make something with a similar feel. So whether it be a little fill in here or a little switch up there, I can now apply this to the track I’m making. That way I think it’s more about being inspired and motivated to expand on what I’ve already done.
So through playing live you are able to generate a catalogue of ideas in your mind faster that can be applied to future tracks?
How does finger drumming affect your workflow in the studio?
For me it definitely enables me to get the idea out faster. You don’t have to stop every four bars or every eight bars. You can kind of just do what I call have a ‘jam session with yourself’. I will play around and be like okay that’s a cool sequence or chord structure, lets add a bass line to it, then I will just have a jam to it (on the pads), until something feels right or good over that track. Otherwise it would take me longer as I would have to sit there with a kick, a snare, a hi hat and if I do not like it I would have to repeat that process. As opposed to being able to play to it, until something feels good.
When I watched you ‘jam with yourself’ I saw the Ableton Session had three minutes worth of MIDI from you playing drums. From there is it a matter of going through what you played and taking the best four to eight bars?
Yeah exactly that. I will find a section that fits. Sometimes it will not be exact but it will be close. Then it will a matter of me replaying it or physically drawing or shifting things around until it feels the way I want it to feel. Technology.
I read in a past interview that you know how to play piano, guitar, trumpet & drums. Is that true?
The first instrument I was actually taught to play was the trumpet. Which was in middle school. This was because it was less noisy than drums for my parents. However my parents probably regretted that as trumpet is not very quiet either. I played it for 4-5 years. My father being in the military meant we moved to Germany for a while. Due to moving around a lot I did not have all my papers at the school. So they had no record of the instruments I played previously. So when the teacher asked me what I played I said ‘drums’. I figured this would be my chance to finally play the drums. By the time he figured out that I played trumpet he gave me the choice between drums or trumpet. At first I chose trumpet but eventually went back to drumming after more of the other students left. After this my mother bought me a keyboard when I was 16. I was self taught with that instrument. I learned primarily through first learning a few chords and then learning by ear. I liked Jazz Fusion stuff and early soul, from their I would analyse the songs I liked and pick apart the chords that I wanted to play. The guitar I was given by Granddad at around the same time. I spent a summer with him in the Midwest and found his guitar in the basement, he never used it but said it was a gift from a friend. I kept picking away at it, but it only had three strings. So to this day, what I know on Guitar is very basic. But I feel like I can thumb around on the guitar enough to get the idea out if needed. As a kid that was what I was into, I just wanted to get my hands on anything that made noise. Anything music related.
What influenced your passion for music at a young age? Was it a certain moment or person?
There was just something about music. I come from a family that is not musical. No one in my family played anything or sang. There are members of my family who are tone deaf, and can’t dance. So I was definitely the odd ball that came out of nowhere. However my parents knew I liked music and continued to play music as I grew up. But it was probably not until I was much older that they realised how serious I was about it. I’ve always felt like, without getting too deep that there must be a God because there is no reason for me to have this strong a desire to make music without anyone in my family playing music. I’ve always found this interesting as most of the musicians I’ve met come from pretty musical backgrounds, either their parents played or had a group friends they came up with that played.
So you have a big interest in music, you are learning a lot of different instruments. What happens next?
Because I was such an introvert as a kid, my parents and family did not recognise my passion for music until a lot later. I didn’t share it with anyone. They knew I liked it and would ask them for instruments, however they didn’t initially realise it was something that I would want to turn into a career. It was not until high school that I got active about it and found other people to play with and started doing things in talent shows. Those opportunities came from people I met at school or summer jobs. We would get together and jam, which kind of set a trend for me to find people that were artistic or created music and try to create a vibe from that standpoint.
So how long was it until you went from playing music at high school to touring with The Procussions?
It did take a minute. It was about three years until I met the initial members of Procussions. We had met before that but it was more of a hobby. They knew I messed around but it was not something we started to take serious until about 98/99. We came up with the name and started doing shows together and that has snowballed into a career.
And you have been on that trajectory since?
Absolutely that has been my whole life every since. I have never really had a Plan B for myself. Much to the worry of my mother. She is very happy and proud of what I am doing now but there was a period where her and my father did worry. No one wants to have the Bohemian kid that bounces from couch to couch and any doesn’t have any sure income and that whole scenario. But I think for myself knowing that I had no Plan B, forced me to find a way to make it work. This was the reason why I connected so much with another member of the group (The Procussions) Mr Jay, who is doing the same thing now and has many different outlets. I think we were the two people in the group that did not plan for anything else. This made me take things more serious and be grateful for the opportunities that have come my way.
Did you ever doubt?
Yeah. There was a time I had really huge hair, soul patch hanging from my chin. After the group disbanded initially I was down and out. I cut my hair and got a real 9 to 5 for a minute. I worked for GUESS Jeans in Los Angeles. It was more or less a customer service type role, I answered phones and helped people with their orders. However the odd thing was I got fired during my training. I was like “who gets fired during their training. I’m learning to do the job and how could you get fired for learning”. But afterwards I had a very interesting conversation with my brother, I remember ranting and raving “I can’t believe they fired me. Here I am trying to do the right thing, trying to get my life together, getting a legitimate job, cut my hair and this happens”. Interestingly my brother was actually really mad at me he said “I don’t feel like that is what you are put here for, this is not was your calling. Everyone else can get 9 to 5’s but you are made for something more than that. So whether that means you got to work harder on the music thing or create a different circle of people around you. There needs to be something more you can do.” It turns out he was right.
Did you switch up your approach after this?
I did. It happened slowly. But the way I did it was treat my passion for music as a 9-5 job if you will. Making sure there was a certain level of productivity everyday, whether it turned into something or not. I went through the motions of making music and hitting certain targets. In relation to finding the right people, that happened more organically. I decided to go out in LA more, meeting more musicians and participating in different circles. The Procussions would eventually start working again and put out another album, but even in with that happening I would continue to be a working musician and connect with other like minded people as much as possible. They say a lot of the time in the industry that ‘who you know’ is more valuable than how talented you are, and I would say that has served me well. I’ve got a lot of opportunities based on my relationships with people and that is something I continue to do. I feel like I continue to create these opportunities to meet people who are influential but also just good people. So we can hang out outside of music as well.
What would you say to someone who has been inspired by your videos, bought a controller and are just starting?
I would be honest and tell him that the biggest thing in music for me was being a really big listener. I was nerdy in the essence I would read every line and note, I would watch people. Now days that is a lot easier than it was back in the day. There are a lot more resources with Youtube at people’s disposal to do this. So I would probably start there. Watch the people who are doing what it is that inspires you. But it is important to start from the standpoint of listening. Because as much as I would be honoured that someone would like to make music like me, it is also much more important that people develop their own style and sound. Just as I was influenced by someone and took it to a different place, I would hope this person starting out would do the same.
Today you made your first Melodics lesson. I was privileged enough to watch you make it from scratch. Can you tell us about the lesson and give some pointers on how to play the lesson?
Well it was good that I was given guidance on the tempo. Because I often feel I would struggle to be a teacher. I tend to start at Level 5 without releasing I need to teach Level 1-4 first. Initially I was like I would make something in odd meter time and just go nuts. But being given the number of 100 BPM was helpful as it gave me a vibe to start. While working through it chord wise I knew I wanted to make something that was simple to follow, but still felt good and that allowed me to be open with the drums and the way they are played. I knew going into it that if I made something a bit too muddled up, a lot can be lost in translation about what is going on with the drums and the rest of the music. With that said the overall process centered around making something in my own style that was simple but still interesting for people to play.
Could you give a brief description of the way that you layout your drums on the pads?
Well it is interesting in this particular lesson you get to see where I came from and where I am at now. In the live video you will see I have a lot tighter set up, with everything bunched together. Which came from the fact that I used to use the MPD pads from Akai that only had 16 pads. The pads were much bigger so it did not feel as tight. So with the initial part of the video the pads are arranged in this much tighter set. You know you have the kick right next to the snare, hi hat next to the snare, a clap above that and maybe what I call a snare ghost note under the snare. Now what I have found is that I have been able to open up my set up. On my live kit, you will see that I have the hi-hats on the outside of the pads. The kicks and snares are all below that as well as the toms and the cymbals and all the other bells and whistles on top. It kind of mimics the way I play the drum kit, you know having things in a open flow, even though it is me using two limbs instead of four. I like being comfortable and having a flow of feeling like I can go anywhere from the hi hat standpoint. So my set up being hi hats on the outside, kicks and snares below allows me to sort of have a natural flow with my two fingers.
Do your finger drumming skills help with other instruments when you are producing tracks in the studio?
I had an instance about a week ago. Where I was helping a friend of mine by laying down some guitar. I noticed that I did feel a little bit looser, than the previous times I had played on guitar. I remember there were a couple licks, where I was like that’s surprising, I couldn’t do that before. So maybe unconsciously there could be a benefit to me utilising my fingers more through playing with the pads. This could be potentially opening up the way I play keys as well as guitar. So there may be a connection there.
What does the rest of 2017 have install for you?
I hope there’s more music ahead in terms of creating it and playing it live. As of now that seems to be the case. I have always liked travelling and there’s already plans for more shows stateside and potentially overseas, so I am really excited to be doing that. Hopefully I will be releasing a new project by the end of 2017 as well which would be cool.
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