Yes, it’s that gift-y time of year again, which naturally means among lovers of music technology, thoughts turn to gear wishes and dreams of new hardware. We’ve asked in the past what readers want in their stockings and presents – and, just as interestingly, what they’d give to others. And you’ve come up with fascinating ideas.

This year, I’ll frame the question a bit differently: what, beyond the usual suspects, would you love to have? Books or music collections? Handmade or boutique items? Unique tools and toys that’d help you be creative? And what would you give to others – perhaps out of the gifts you’ve given yourself this year? (Music lessons, for instance?)

We’ll again pull together those ideas for next week. And we’re also looking through the best music of the year. Given the lavish presentation music itself often now has – far from disposable digital downloads, gorgeous vinyl records and limited-edition prints and books and design objects – I imagine those two questions might well merge.

Nor does this has to be raw consumerism: the best gifts, to me, can start a life-long love of music or be an object that embodies a connection to another person. If ever we, the music tech press, may just encourage endless throwaway purchases, I think it’s also our obligation as journalists to find the tools (free or pricey) that will make you musically productive and that you’ll value over a long time. (If you think that we lack that motivation, by the way, you’ve never been buried under a stack of review hardware. Ahem.)

But before I open my own mouth, I’d love to hear what you’re thinking – or what gap we might fill. Fire away.

And if this seems like “filler,” on the contrary, I know from past experience sometimes it’s what gets written in comments that I enjoy the most.

Presenting artists from around Earth to viewers around Earth, a center in Beijing has found a way to do live performance for a sleepless world without waking the neighbors.

Let me start out by saying this: if you read CDM from China, say hello. We’re in the wrong language, we have no translation, and I seriously doubt our Texas data center is delivering this site with any speed (until we upgrade to an international CDN), but the only reason I still run CDM is in order to reach people, and to hear from a wider world that knows things I don’t, and imagines things I can’t. And if you’re not in China, we still get very nice, high-quality video streaming. Think about that for a second: we’re on a planet that has a circumference between poles of about 24,860 miles (40,000 km), and we can share video and recording as if we’re in the same room. That’s pretty ridiculous; almost more impressive than recording itself. (I had similar thoughts a few years ago, somewhere in the jetlag going from New York to its nearly-furthest point on the globe, Perth, Australia.)

Shan Studios is a platform for artist conversations, residency, audiovisual performance, and learning. If you’re in Beijing, China, this center is forging connections between European audiovisual practice and China — and it’s a place where you can go to learn tools like Ableton Live, SuperCollider, and Max/MSP/Jitter. But if you’re anywhere else in the world, tonight/today you can watch a performance of audiovisuals. (That’s 11:59p Beijing time, 4:59p London time, 11:59a New York time).

The best part of this: by broadcasting to the Web but being silent in person, the performance won’t disturb the neighbors.

Using an array of webcams, DIY synthesizers, medical equipment, projectors, busted radios, and many unconventional instruments, the performers will create a completely immersive audiovisual experience in the Shanstudios sound laboratory. But the actual performance space will be silent – as to not wake the neighbors and simultaneously experiment with the best distortion box ever created (the Internet!) – all sounds will be processed digitally and virtually. The event is entirely exploratory and will hopefully lead to greater investigation of the Internet as a viable medium for other such experimental performances.

Shan Studios is the brainchild of multimedia artist Sheng Jie (gogoj), who returned from studying in France with artists and education to share with young people in China.

That pattern is very familiar. In fact, it’s hard to imagine where we’d be now without international exchange. First, research centers exchanged knowledge and technology – think, for instance, American Miller Puckette visiting Paris’ IRCAM to go on to create what would become Max/MSP, but also investigations spanning Brazil, Japan, Australia, and so on. With more democratized access to technology (read: s*** gets cheaper), that’s gone beyond any centralized locations to knowledge and artistic ideas that cross all six populated continents.

Whereas this was once one-directional – even in the US, aspiring artists often headed to Europe – now I think the compass could spin in all directions.

Anyway, I should be quiet so you can go watch the video:

http://www.livestream.com/gigonline (something interesting happening there already, and I think they’re just warming up)

http://shan-studio.com/?lang=en [English Shan Studio info]

Side note: if anyone is interested in making a Mandarin-native site companion to CDM, do get in touch. We’re not, ahem, sponsored by Intel, but I can see what we can do. Hell, I’d be pleased to have one page, or content in English that does a better job of what’s going on on the other side(s) of the globe.

Some psychedelic HPRIZM sounds to get you through your weekend:
PROJECT-Xmp3 by HPRIZM

And it’s worth revisiting Anti-Pop Consortium’s podcast for our friends at XLR8R Magazine:
http://www.xlr8r.com/podcast/2010/10/anti-pop-consortium

What’s a bit unique about this event is that it couples digital music with visual art (with, you know, actual paint) and teaching. NYU’s Hip-Hop Education Center” is a collaborator, teaching people young and old the craft of hip-hop music.

Invisible Instructions Exhibition + Micro-festival Site
Dubspot Blog Post

Psychedelic solstice Tuesday, anyone?

Want to see hundreds of pieces of music kit from keyboards to oscilloscopes, plus some 1500 mini-Theremin toys for students, coupled with US-wide education to help introduce young people to science? That’s the idea behind a grant proposal by the Moog Foundation. The Foundation’s MoogLab teaches science through sound – a worthy cause. Not only was Bob Moog’s life in electronic music ignited by discovering the Theremin, but many of today’s generation of scientists and thinkers were raised on electronic sound kits a few short decades ago. Without the same exposure to science and sound, young boys and girls may not get on the same path.

If you like the idea, the project needs votes. Michael Gallant (formerly an editor Keyboard Magazine, still a contributor) writes with this update:

We are up for earning a $250K grant to take electronic music instruments into schools to teach under-served kids science via the Moog Foundation’s MoogLab program. The catch is that we’re ranked #92 now by public vote and we need to be #1 or #2 by the end of December in order to win the funding.

Voting is daily; that is, vote early, vote often. Voting every day in December gives the project you want better chances.

More information:
http://www.refresheverything.com/bobmoogfoundation

The Refresh Everything grant aside, I’d love to hear more discussion of how to bring electronics and sound to young people around the world – your ideas are certainly welcome.

Now that digital technology allows rapid creation of new interfaces for music and sound, the question of how to represent those elements visually has new life. But whether digital or not, practitioners of music have long been interested in applying further descriptions to music, from the Baroque Doctrine of Affectations to the involuntary association of color in Synesthesia.

Applying colors to the notes of a musical scale is one particularly common idea, but the late master composer/orchestrator Arthur Lange had a different idea: why not give colors to range? Building on ideas from orchestrators Francois Auguste Geveart and Rimsky-Korsakov, he applied colors to registers of tone across each instrument. This way, it’s possible to see, in livid color, how ranges are applied in orchestrations, even down to unisons and harmonic density.

Lange wasn’t just any composer/orchestrator: he was a four-time Academy Award nominee, head of MGM’s Music Department, a Tin Pan Alley mainstay, a bandstand and studio regular from the 1920s, and an orchestrator on everything from 20s dance band numbers to MGM’s “The Maltese Falcon.” Seeing his creative and more-than-a-bit idiosyncratic approach says a lot about the ingenuity of America’s musical Renaissance at the time.

Here’s the twist: aside from suggesting how color might be represented in digital systems, the Spectrotone Chart could even be applied to audio equalization in music production, as EQ and orchestration are closely coupled. (Tin Pan Alley’s orchestrator with a pen could be today’s mastering engineer on Cubase.)

I know some of this only by coincidence: Alexander Publishing, a major music and educational publishing house, has decided to re-release Lange’s self-titled “Spectrotone Chart” with training materials as a US$20 download. As they are selling it, Alexander doesn’t want to give away all its secrets, but here’s the basic system. Range is divided by adjective and color:

White = Brilliant
Yellow = Bright
Green = Pleasant
Blue = Rich
Orange = Golden
Red = Glowing
Brown = Warm
Purple = Mellow
Grey = Dull
Black = Indefinite

These sections are then, as illustrated in these excerpt images, applied to frequency and instrumental range, with various applications for using the resulting color system to understand orchestration and harmony.

What might this have to do with recording and EQ? From the press materials at Alexander Publishing:

The Spectrotone Chart is organized by the 88 keys of the piano with each key numbered, from the bottom A being 1 to the highest C being 88. Because of its application to mixing and EQ, Alexander Publishing added below each piano key its Hz frequency. Similar to many EQ charts, above the piano keyboard are the colorized tone colors within each instrument’s range.

With the Spectrotone Chart, an engineer sees the range of the EQ’ing along with the tone colors being affected. “For arrangers and composers not trained in recording engineering, the Spectrotone Chart helps them understand EQ from an orchestration perspective,” explained Peter Alexander, author of the Professional Orchestration™ series and How Ravel Orchestrated: Mother Goose Suite.

If you’re interested in exploring Lange’s system, $19.95 buys you a digital download with the chart (as an 18″x24″ poster, scalable to Letter, A4, and the like), plus two detailed “training guides” for how to use it.

But I’m also interested in how color might be applied to new musical interfaces and interface design, and how you use color to think about your music generally. After all, as MGM themselves demonstrated, a world in Technicolor is somehow more vivid, if a bit riskier. Just ask Dorothy.

Ask a machine to emulate human creativity, and at the very least, you’re guaranteed to learn something. Modeling creative rules and intuitive algorithms as generative code is itself an eminently human activity – think of it as interactive theory. And where the computer fails to sound like a human, you learn something, too.

Improv-Visor is an artificially-intelligent jazz improviser tool, but it’s quite a lot more. It can be used to make lead sheets, to experiment with jazz harmonies and solos, and – by asking human students to fill in their own parts – a teaching tool. It continues some of the legacy of Band-in-a-Box, but it seems to be more in keeping with current-generation software, it supports more platforms, and it’s free and open source. (Yes, it even runs on Linux.)

Rendered in low-fidelity, unaltered General MIDI soft synth sounds, I’m not sure you’ll be tossing your Bill Evans records in favor of the computer’s attempt. But looking past the superficial quality of the sounds to the musical content, the software is pretty impressive. And because it’s a multi-purpose jazz tool and do-everything lead sheet utility, I could see all sorts of uses.

Franz Keller, CDM reader and son of the developer Robert Keller, forwards a description from his father. There’s actually a bit to wrap your head around as far as how this might be used, so I welcome some constructive comments. I think the tool looks great, though; it’d be interesting to hear this integrated with more traditional jazz songwriting and practice workflows.

Impro-Visor, by Prof. Bob Keller and students at Harvey Mudd College

Impro-Visor (“Improvisation Advisor”) is a software tool designed by musician and computer scientist Bob Keller to help jazz musicians work out, hear, and record solo ideas, including studying the work of others. It provides a notation capability for lead sheets that consist of a single melody line and chord changes. Melody content can be entered by a point-and-click interface, typed text, or a MIDI keyboard. Chord progressions are entered by typing the chord names or loading from an existing text file. Using the point-and-click interface, notes are sounded with the corresponding chord background as they are entered. Visual feedback is provided by an optional coloring scheme: chord tones show as black, color tones or tensions show as green, chromatic approach tones show as blue, and everything else shows as red.

A typical use of Impro-Visor is to ask students to compose a solo of one or more choruses over a tune being studied. By working out lines for the solo, a better understanding of both the tune and of line construction is acquired. In addition to the visual and audio feedback described above, there are various ways of getting suggestions for ideas, such as using scales, cells, licks, idioms, and quotes. These are part of Impro-Visor’s vocabulary and are automatically transposed to the chord of the moment. The user can then tweak the melodies as desired or choose alternatives. Ideas can be saved in the vocabulary for later reference. In one use, students submit their solos to the instructor, who then collects them and projects and plays them in the
classroom, for mutual critique.

Another feature of Impro-Visor is the ability to generate brand new licks over a chord progression selected by the user. Lick generation is based on a specific “grammar”, and different grammars can be used to get different styles. Grammars can also be used in conjunction with Impro-Visor’s play-along capabilities to support trading fours or eights with the user playing in real time. Looping over the entire chorus or a small segment is supported. The accompaniment is generated automatically from the chord changes, and various styles can be specified. Grammars can be learned by Impro-Visor from a set of one or more transcribed solos that have been entered as leadsheets. A large collection of chord changes for standard tunes is available in leadsheet form from the Impro-Visor user group. Users can also create new styles, enter voicings using a keyboard interface, etc.

Reference links:

main page: https://www.cs.hmc.edu/~keller/jazz/improvisor/

user group: http://launch.groups.yahoo.com/group/impro-visor/

solo samples: http://www.cs.hmc.edu/~keller/jazz/improvisor/Solos/index.html

tutorial (translates to many languages):
http://www.cs.hmc.edu/~keller/jazz/improvisor/ImproVisorTutorial4.htm

wikipedia description: http://en.wikipedia.org/wiki/Impro-Visor

Could busking – street music performance – be a tool for social change? It’s an idea I’ve heard artists mull before. Here’s one opportunity to do just that next month, in April, in support of building badly-needed school facilities in southern Zambia. And yes, digital musicians can participate, thanks to terrific, affordable, battery-powered amplification.

I do hope this could launch a discussion, though, on how to organize this kind of action, and how to make busking work for good.

Ben Matthews, founder of the charity, writes:

LearnAsOne,a UK-based charity dedicated to funding schools in Africa, announces the launch of its first annual BuskAsOne, a week of busking events around the world from 19-25 April 2010. The charity is hoping to raise £22,800 to help build schools in rural Zambia.

The busk is open to any musician, singer or instrumentalist, so if any readers of Creative Digital Music would be interested in joining in with BuskAsOne, they should register at www.learnasone.org/busk where they will find all the tips and guidance they need for a safe, hassle-free busk.

In July, the LearnAsOne team will return to Zambia and share stories, photos and videos from the schools to show it supporters exactly how the funds they raised are spent.

The communities that LearnAsOne work with are extremely dedicated. They are happy to make tens of thousands of bricks by hand and contribute labour for free to give their children the opportunity to go to school. But they can’t afford raw materials such as cement, roofing sheets and windows. This is where the busking money comes in. £22,800 will allow LearnAsOne to fund four new buildings – two new classrooms and two teacher’s houses. This will secure the education of 60 children every year.

The video at top features an orphaned eight-year old young woman who must walk 14 km every day to attend her school.

I had some follow-up questions for Ben:

Why the connection with music specifically?
At LearnAsOne we try to come up with fundraising ideas that allow people to take part in things they enjoy and also raise money to fund schools at the same time. There’s WalkAsOne, a series of sponsored walks for people who are active. BakeAsOne, a month of cakes sales, for those who like their baking. And BuskAsOne, for musicians.

What do you think the role of musicians can be in this case?
The main role is to help raise funds to build new classrooms and teachers’ houses at Simakakata in southern Zambia. But there is also another way musicians can help. We believe that everyone who donates has the right to see their money in action, so we use our website to share stories, photos and videos from every community we work. By displaying a poster while they are busking, or mentioning our website on their blog, MySpace or twitter feed musicians can ensure donors see the difference their spare change will make in Zambia.

Is there some sense that this kind of support for schools can eventually lead to self-sufficient school construction funding in places like Zambia?
Self-sufficient school construction is unfortunately just a dream at the moment. The Zambian government simply doesn’t have enough budget to construct all the schools the country needs, which is why many communities rely on the support of NGOs such as LearnAsOne.

Our aim is to fund schools in a sustainable way. We only work with resourceful communities who can prove they really want a school. At Simakakata they had made 60,000 bricks by hand before we first met them, and the community are happy to provide labour for free. But they simply cannot afford the raw materials such as cement, windows and roofing sheets. That’s where the busking money comes in.

After the construction is completed the school will become self-sufficient in many ways. If there are proper classrooms and teachers’ houses the government will provide trained teachers for free. And as the teachers arrive the government is more likely to provide the school with text books they need. Our goal is simply to provide the infrastructure the school requires and then move on to help another community. And then another.

More on Busking?

I discussed some of this project with our friend and artist Onyx Ashanti, who has himself reflected on ideas for how busking could work as aid. He noted that you may need to do some more research here, like working out how to get charity status or get around noise ordinances. (Here in NYC, for instance, you can’t just go out on the street right away, though it’d be interesting to combine this with established outdoor performance events.)

There are also questions of how to establish financial accountability.

This is a great start, though; I hope it inspires some conversations about the role of busking, ways in which street performance can be de-marginalized throughout the world, and ways in which that art can better support artists and other causes. And if you do decide to participate in this event, let us know. Electronic music has deep ties to street performance, from the roots of many or our musical idioms to the one man band tradition. It’s about time to re-forge that connection.

Sibelius today gets the biggest upgrade I’ve seen from the tool in a long time, with major improvements to the way the notation package lays out musical objects on the score, and ReWire support so you can integrate it with your host of choice.

This is an especially meaningful upgrade to me, as I’ve spent a lot of time with Sibelius since its first Mac release about a decade ago, both composing and teaching with it. In case you missed it Friday, I just spoke about some tips that can help with working in both education and composing:

Five Sibelius 5 Notation Tips, for Education and Experimentation with Scores

A couple of the recent upgrades, while nice enough, were not necessarily “must-haves” – a natural part of any upgrade cycle. But this to me looks different.

Here’s what’s new in Sibelius 6:

• Magnetic Layout: Sibelius has always been “magnetic” in that it automatically reflows objects and page layout to keep everything looking “tidy” as its English creators would say. It’s also always been fast at the task. The problem is, a lot of objects have still required lots of manual tweaking. Sibelius users, you know what I’m talking about: hours spent fine-tuning dynamics and text indications, rehearsal marks, and the like. Basically, all the objects that we’ren’t magnetic now are. (see above)
• Magnetic Layout implementation: In addition to the more intelligent objects and space optimization, you’ll see clever collision avoidance, and red-colored collision highlighting when a collision is unavoidable. It also looks like there are nice new guides for, say, making a forte, piano, and hairpin descrescendo all line up, something that required painful manual tweaks previously.
• Versions and comments: Scores now track and manage revisions, and you can create comments on the score. Theoretically, this is for collaboration and teaching, though I imagine it’ll be useful even to a solo composer as a score is developed – enough so that you may start to haul your laptop to rehearsals instead of just paper.
• ReWire: Sibelius will now act as a ReWire client, so you can record the output of the notation software itself (see the new instruments), or simply sync Sibelius to an existing project. Avid is naturally talking all about Pro Tools, but because the integration is with ReWire and not just Pro Tools, Ableton Live, SONAR, Logic, DP, and the like all become possible, too. I’ve never much liked the notation facilities in standard DAWs, so that’s good news – and this should be huge for the composer just wanting to record a quick mock-up with virtual instruments as well as someone doing film score.
• Notation improvements: Slurs have always been reasonably elegant and automatic in Sibelius, but when it comes to manually overriding those controls, they’ve been more challenging. Sibelius 6 includes (appropriately enough) six handles for controlling slurs. There are also optional stemlets when beaming across rests (hugely helpful for people who write complex, cough, rhythms in their music), automatic feathered beams (instead of the hack we’ve been using), and smarter articulation placement. There are new jazz repeat bars, and cautionary accidentals are finally added automatically. These are minor things, but quite frankly, it’s little details like that that often make the biggest day-to-day difference. (The cautionary accidentals alone might be worth an upgrade.)
• New integrated instruments: Profiting from Sibelius’ acquisition by Avid (formerly its Digidesign unit), Sibelius now acquires the lovely virtual instruments from the AIR team who have been doing soft synths for Pro Tools. There’s a new player, plus M-Audio’s General MIDI sound player. This replaces a previous player from Native Instruments. I love NI, but the NI player in Sibelius often wasn’t quite plug-and-play, and this promises to be an improvement. (See additional notes below.)

There are other features, as well. Keyboard and Fretboard windows provide visual feedback to those just learning musical notation. (The guitar fretboard is handy, too, for keyboardists like me who need to think through what a guitarist would do with our music – it was an early feature of Sibelius’ entry-level guitar product G7.) Classroom Control allows educators to monitor students, send and receive scores, and monitor changes, which could help with file exchange or even administering exams in Sibelius.

One feature may be especially revolutionary for certain user applications. Live Tempo finally allows you to tap in a conductor track so you can control tempo fluctuations manually. This is more sophisticated than the (useful) similar feature in Finale – it integrates with Sibelius’ existing fluid tempo functionality, allows subdivision of beats and other musical possibilities, and can be recorded and played back and edited by section.

All in all, this is a very significant upgrade. I’m still disappointed that Sibelius – and mainstream notation in general – remains so inflexible for lots of alternative notations, and that seems not to improve in this release. But as I noted in my tips from last week, there are workarounds, and for sheer usability and saving time, these improvements all look welcome. I’m also pleased with the subtle notation changes – these are little things, but I think it refines the quality of score you can produce and saves time. We expect review copies soon, so stay tuned.

Q&A on Slurs, New Instruments

CDM asked Daniel Spreadbury of Sibelius to talk to us about some of the specifics of the new instruments from AIR and the slurs.

CDM: As I understand it, the sounds have been ported to the new instrument engine, built by AIR. What does this mean for bringing scores you’ve produced in earlier versions of Sibelius into Sibelius 6 for playback?

D S: When you open a score that was created in Sibelius 5 that used the old version of Sibelius Sounds Essentials played back by Kontakt Player 2, Sibelius 6 will silently update the score to use the new version of Sibelius Sounds Essentials played back by the Sibelius Player.

99 times out of 100 this will be an improvement on the playback you heard inSibelius 5. Although the updated Essentials library excludes a set of GM sounds (now provided by a separate virtual GM module, which can nevertheless be used simultaneously with the Sibelius Player if desired), and some sounds from old providers (e.g. recorder, handbells, piano, harp) have been replaced with alternatives from Garritan, Tapspace or AIR, there are many new and improved sounds that better complement each other than the sounds with Sibelius 5. For example, Essentials for Sibelius 5 contained only a solo violin sound from GPO and the other solo strings came from the GM set, so ensembles like e.g. string quartets didn’t sound great. In Sibelius 6, we have licensed further solo string sounds from GPO, so a string quartet will sound substantially better. And we’ve tried to do this across the board, for all the common genres of music.

For that one time in 100 when the original library would sound better, provided users still have Sibelius 5 installed, they will be able to choose to use the Kontakt Player 2 version of the library by choosing ‘Sibelius Essentials (32 sounds, Kontakt)’ from the Configuration menu in Play > Playback Devices.

CDM: Slurs with more manual control handles are something we had seen previously in Sibelius’ rival, Finale. Can you describe what’s different about Sibelius’ implementation?

Sibelius’s slurs have a number of advantages, including the power to copy and paste a tweaked slur and have its tweaks reliably reproduced when pasted elsewhere, the ability to tweak multiple selected slurs simultaneously via the Properties window, reliable keyboard editing of the position of each handle and control point, and so on. Sibelius 6 also implements the standard slur positioning rules (i.e. slur below when all stems point up, but slur above if any stem points down; in two voices, slurs go above stem up notes and below stem down notes, etc.) but retains the ability to simply flip slurs by hitting X. Slurs are also now properly editable on both sides of a system or page break.

Sibelius’s method of editing slurs (including multiple slurs simultaneously) and copying slurs while retaining these edits, together with the fact that creating, extending and retracting slurs is in general simpler in Sibelius, gives slurs inSibelius 6 the edge.

Ed. note: Based on my experience with previous releases of both programs, this sounds about right – now I just need to pick something to compose this summer so I can give Sibelius 6 a try! –PK

If you have more questions about the new release, ask them here, and we’ll have a look as the new release comes out or pass along technical specifics to the folks at Sibelius.

Creating digital music is about more than audio. Notation remains an essential way to communicate among musicians. Notation is deep and complex, so there’s plenty to talk about. As a long-time Sibelius user, though I want to discuss some core techniques that I find open up a lot of other possibilities, techniques to which I continually return. I happen to be sharing this at a discussion at the City University of New York Graduate Center today, so the timing seems right.

Teachers and experimental, avant-garde composers have something in common: you often need to convince notation software to behave in a way that’s contrary to the expected norm.

To save you time, notation software generally assumes that all music has bars, and that those bars go from left to right with everything visible. This is especially true in Sibelius, which is able to perform as quickly as it does because everything you see on a score is relative to a position in a bar, rather than being set up arbitrarily as you would in a page layout program.

That works much of the time, but what if you have music that isn’t in a time signature? What if you’re transcribing early music or world music that doesn’t operate in 4/4? What if you’re making a quiz in which you don’t need bars, or want to have a blank space for students to fill in answers?

Updated: Just days after this feature, Sibelius announces Sibelius 6. Relevant to this story, this means at least some of the manual hacks for things like beaming across bars and feathered beams will now be automatic! Neat! I’ll have to do new tips for Sibelius 6 when it arrives.

Technique 1: Staves and Instrument Types

Oddly enough, the answer to all of these questions is basically the same: change the way the staff is displayed. You’ll still need to account for bars behind the scenes, but once you learn how to handle Sibelius’ staff options, this isn’t so difficult. This step is a bit confusing for those of us (hand raised) who have been using Sibelius since 1.0, as Sibelius 5 changed the name of this option from Staff Type Change to Instrument Change. (The latter makes more sense in conventional music, even though the former will make more sense for this tip.) But the technique is basically the same.

To insert a new instrument type, right-click (or ctrl-click on Mac, or choose Create) and select Other > Instrument Change.

Select Choose from > All Instruments and Family > Others (for the most generic type).

You’ll see some useful options already. In addition to choosing different numbers of lines, there’s an option that entirely hides a staff — “No instrument(hidden)” – and options that show just barlines or just bar rests.

Try selecting the “No instrument (bar rests shown)” option, then click in the score where you want the change to happen. You’ll see a blue rectangle around the barline at which the change is inserted. Clicking this barline in the center will allow you to select the change itself. Once selected, you can drag it left and right to change the point at which the change occurs, or press Delete to remove it. (That’s important for hiding portions of staves, as you’ll need to be able to select them even when hidden!)

You can imagine lots of possibilities for using this simple technique. For quizzes, for instance, you might simply hide the portion in which you want a student to fill in an answer. Or you can use those hidden bars to help space out a quiz. Or you can use some hidden bars to provide space for a graphical notation in a contemporary / experimental score.

For all of those applications, though, you may need some different variations.

To create your own instrument type, choose House Style > Edit Instruments.

Choose Ensembles > All Instruments, then Families in ensemble > Others to get the generic types.

Let’s try creating a staff type that looks like a normal treble staff, but hides the barlines. Select “Unnamed (treble staff)” and choose New Instrument… to create a new instrument that will be based on that existing instrument. Sibelius will ask if you’re sure. (It can smell uncertainty. You’re sure.)

Under “Name in dialogs,” choose a useful name, like “Treble staff (barlines hidden).”

There are actually lots of powerful options here, but skip straight to “Edit Staff Type.”

Under General, you can choose the number of staff lines and what objects are shown.

Uncheck Initial barline and Barlines, and you’ll have a staff with hidden barlines.

Also make sure to uncheck “Used as default staff.”

Bar rests won’t make much sense if you don’t have bars, so click the Notes and Rests tab, and uncheck “Bar rests.” You’ll want to leave the Rhythms options, because you probably do want rhythms in this case, just not the barlines and bar rests. (Unchecking Rhythms could be useful, though, for things like plainchant.)

Again, to insert, you’ll right click, choose Other > Instrument Change, and use the blue arrow to click where you want the change to go. Here’s our result:

And yes, this can be handy for printing out blank notation paper if you’ve run out / forgot your manuscript notebook. (Been there.)

One last note: you may have noticed that you still have bar numbers. Check House Style > Engraving Rules > Bar Numbers. Other global score settings are found here, so you should get in the habit of a trip to the Engraving Rules any time you’re creating a new score or developing a new template.

Technique 2: Noteheads

Just about anything you can’t do with staff types, you can do with noteheads.

The most useful notehead, of course, is a dead notehead.

Okay, that sounded like some sort of anti-notehead bitterness. But seriously, by hiding noteheads, again, you can create all sorts of alternative notations, and because stems are still visible, musicians can more easily see where beats are. You’ll also need noteheads for percussion notations and the like.

To change notehead types, make sure the floating Properties window is visible (Window > Properties). This is useful for changing other settings, too, so it’s well worth exploring. In the dropdown, you’ll see headless noteheads (position 7).

You can also edit your own Notehead types, just as with instruments and staff types, by selecting House Style > Edit Noteheads.

One other neat trick using the Notes panel is that you can turn on and off tuplet brackets. That allows a little hack that gives you feathered beams. You’ll find instructions under Feathered beams in the manual (p. 79 in my edition).

Technique 3: Locking Layout

The problem with just hiding barlines and such is that you still have bars underneath, and they’ll continue to automatically flow as Sibelius adjusts the layout. With most scores, that’s a good thing, but with ametrical scores or quizzes or short example snippets you want to export, that’s obviously a bad thing.

The solution? It’s time to learn the keyboard shortcuts for locking your layout in place.

System breaks: Click a barline and hit the enter key. You can insert forced system breaks just like carriage returns (line breaks) in a word processor. You’ll see an icon above the score both in the line with the break, and the line immediately following.

Page breaks: Ctrl-Return / Cmd-Return breaks the page.

Special breaks: You’ll find other options in Properties > Bars, including a Special Page Break that inserts a blank page. Click a barline first, then choose from the drop-down menu in Bars.

Indentation: You can move a line left or right by clicking the left-hand side of a stave, then moving it right with the left and right arrow keys. Hold down ctrl (PC) or cmd (Mac) to move by larger increments.

Expand or contract bars: Invariably, you’ll find some of the automatic spacing doesn’t look quite right – especially in these special cases. Click a bar, then press shift-alt (shift-opt) and the left and right arrow keys to make a bar wider or narrower.

If you ever get lost with any of these steps, Layout > Reset Position restores the default.

Technique 4: Exporting Score Snippets

At a certain point, as a composer or a teacher, you don’t always want to do all of your page layout in Sibelius. Likewise, I’m surprised that people don’t more often use little snippets of scores to communicate ideas, whether it’s highlighting a specific comment on a bigger score, or using notation software to quickly communicate short bits of music. Obviously, this is useful for musical examples in essays and the like, too.

When you’re ready to export parts of a score, you have several methods in Sibelius:

The graphics-copying way. Choose Edit > Select > Select Graphic (Alt-G), and Sibelius gives you a bounding box that allows you to select a portion of your score. (If you select your bars before choosing this option, it will attempt to snap to the right area, from which you can adjust it further if you like.)

Once you have the area selected the way you like, use the standard copy shortcut (ctrl-C / cmd-C), then choose your word processing or layout app and paste. To cancel out of this mode, hit Esc.

Most of the time, this is really all you need to do, unless you’re concerned about higher-quality output. In that case…

The export way. If you need to fine-tune output options and DPI, you should instead use File > Export > Export Graphics. Here, you can select the format you like. OpenOffice isn’t listed, but choosing the Sun StarOffice(TIFF) method is your best bet. For Word, choose the explicit Word EPS setting for the highest-quality output.

The PDF way. If you’re on a Mac or have Adobe Acrobat Professional (or another PDF generator) installed, there’s an additional way, which is to export to PDF. I find that inserting PDFs is the best way to go for inserting later to software like InDesign. The default PDF creator on Mac is pretty good, but a full version of Acrobat is often preferable to other options.

Screencast: Sibelius has a screencast of these techniques, which you’ll find from the opening screen.

Technique 5: Making Teaching Materials

The other techniques all work for teachers and composers alike, but when you do need to teach…

Does all of this seem like a lot of work? Still not sure how you combine the layout techniques above to make something look like a quiz, flash cards, or the like? Need to teach something and running short on time?

A recent feature in Sibelius is a comprehensive, shared set of teaching materials. (If you want to share and share alike, you can also publish your own materials to the site and spread the love.)

You’ll find the site itself at:

http://www.sibeliuseducation.com/

When you open the program or choose File > Worksheet Creator, you can tap into these resources.

Choose Template, and you’ll find a number of blank templates set up by activity (manuscript paper, worksheets and handouts, matching different materials, and flashcards).

If you want still additional help, ideas, and starters, choose Type of Material > Teaching and learning materials. You’ll want to limit your search, or loading the possibilities will take a long time. But from there, you can find all kinds of additional examples. Many of these come from the UK, so be prepared for English terminology and even UK-specific projects, but they’re still quite useful even if you’re American and tend not to call things “breves.”

Pick a category, and you’ll find other layouts that can be the basis of your own work, as well as some relatively generic materials that are useful to everyone.

Here’s what you’ll see as you dig into worksheets:

Pull up an example, and you’ll find something that you may be able to use as-is, or at least a template that could be useful for adapting to your own coursework.

There’s even a Circle of Fifths ready to go. (The only change you might need to make, depending on the part of the world in which you live, is to call it the Circle of Fourths!)

Other ideas?

This is a bit of a departure for CDM, but I know lots of you out there are producing notation for various reasons. I hope this was helpful, and if anyone wants to do a similar story for Finale or another tool, I’m happy to have it. Let us know what other tips you like or if you have additional questions.

Addendum

Having just done this workshop, it’s worth noting a couple of things I discovered.

First, Sibelius I see now has an option in Preferences to account for laptops that don’t have numeric keypads, making entry much easier (though I still prefer the numeric keypad layout):

Next, I was reminded that a lot of tricks use the Beam line type, which you’ll find in the Line dialog. Any old line will do, but this will look like your other beams. This way, you can manually draw in notations that the software itself may not recognize.

And it’s worth noting that a lot of beaming tricks can be accessed in one of two places:

1. Beam display in the Staff Type House Style (there’s a checkbox buried in there for forcing “horizontal beams,” alongside the options for hiding rests and such above)

2. Beam groups and beaming rules (including the ability to beam across rests) in the Time Signature dialog.

For Finale users, most of these basic strategies will translate to your notation tool of choice. Generally, Sibelius lets you select objects directly, whereas Finale uses specialized tools, selected by toolbar icons, for each job. That also means that when you’re using Finale, you may need to select the tool before you’re presented with variables related to that type of object, whereas Sibelius consolidates those settings under House Styles.

For instance, Finale edits the staff types via an item, accessed from its staff tool, called Define Staff Types. That dialog is very similar to the Staff Type and Instrument dialog above.

Ultimately, in fact, both Sibelius and Finale have a lot of the same strengths and shortcomings once you learn them, because fundamentally they do treat scores according to regular bars and barlines. Interestingly, Finale has the abilty to have independent time signatures on different staves, but it’s almost useless, because it still puts the barlines in the same place. (That is, both tools are limited in this respect.)

Here’s the lineup:

Los Angeles May 9, Musician’s Institute, Hollywood. Bon Harris, Kevin Teasley, Gerry Basserman, Kurt Kurasaki

New York City May 9, Clinton Recording Studios. Ben Weinman, Aaron Albano, Chris Griffin, Chris Petti

Guildford, UK May 9, Academy of Contemporary Music, Guildford, Surrey A Guy Called Gerald, Alex Blanco, Gary Bromham.

Berlin, Germany May 9, Kulturbrauerei Berlin, Prenzlauer Berg Simon Grey, Philippe van Eecke, The Green Man.

Stockholm, Sweden May 9, Propellerhead Software HQ Eric Gadd, Pär Wiksten, Joachim Ekermann, Jonas Löfvenmark