0:00:02 > 0:00:04In these films, you'll be meeting children who've decided
0:00:04 > 0:00:08to have a go at something they've never done before.
0:00:08 > 0:00:10Composing music.
0:00:10 > 0:00:13- Recording.- And five composers,
0:00:13 > 0:00:17each with their own unique style,
0:00:17 > 0:00:22will be sharing their top tips with them and with you.
0:00:22 > 0:00:24My name is Kid Carpet.
0:00:24 > 0:00:29I've been making music and playing in bands since I was 11 years old.
0:00:29 > 0:00:32Now, I'm on a musical mission to get kids like you
0:00:32 > 0:00:35composing music for the very first time.
0:00:41 > 0:00:44To help me do that, I'm going to need some backup.
0:00:46 > 0:00:51Meet Katie, Anthony, Mena, Owen and Sarannah.
0:00:51 > 0:00:54- Hi, guys.- Hi!- Now then.
0:00:54 > 0:00:56I know you're really excited about composing music today,
0:00:56 > 0:00:59but before we get into that,
0:00:59 > 0:01:02does anybody know what a composer actually does?
0:01:02 > 0:01:04Is it someone that makes music?
0:01:04 > 0:01:07- Like actually writes it and writes the tune?- You're right.
0:01:07 > 0:01:10A composer is someone who creates and writes music,
0:01:10 > 0:01:12often for a performance.
0:01:12 > 0:01:16- And does anybody play a musical instrument?- No, I don't.- Perfect.
0:01:16 > 0:01:19That's just what I'm looking for because in the next few hours,
0:01:19 > 0:01:23I'm going to show you all that you can compose music.
0:01:23 > 0:01:26Let's go. OK, so they know what a composer does.
0:01:26 > 0:01:29Now they're going to meet one.
0:01:29 > 0:01:32Pippa Murphy, has worked with artists and performers
0:01:32 > 0:01:35all over the world and today, she's ours.
0:01:35 > 0:01:37I've brought you here to the graffiti wall
0:01:37 > 0:01:39to get a little bit of inspiration.
0:01:39 > 0:01:42Sometimes it's really good to have a look at something to
0:01:42 > 0:01:44get you started with your composition.
0:01:44 > 0:01:48What I'd like you to do, is I'd like you to choose a colour from the wall.
0:01:48 > 0:01:50Do you want to have a look around now?
0:01:53 > 0:01:56So, you've all chosen your colours, yeah? OK.
0:01:56 > 0:01:59What we're going to do is we're going to create a little pulse
0:01:59 > 0:02:00to keep us going through this one.
0:02:00 > 0:02:04Can you all use your two fingers here. Just a little clap.
0:02:08 > 0:02:11And we're going to say our colours. Here we go.
0:02:11 > 0:02:18- One, two, three, four, silver. - Orange.- Aqua.- Gold.- Lime green.
0:02:18 > 0:02:20Turquoise.
0:02:20 > 0:02:25Right, so what I want you to do, is to take your colour
0:02:25 > 0:02:27and change it into a rhythmic pattern.
0:02:27 > 0:02:34- Here we are. Silver.- Orange. - Aqua, Aqua.- G...g...gold.
0:02:34 > 0:02:36Green, green, lime, lime, green, green, lime.
0:02:36 > 0:02:38Turquoise, turquoise, turquoise.
0:02:38 > 0:02:41All these rhythmic patterns that you've composed,
0:02:41 > 0:02:42we're going to put together.
0:02:42 > 0:02:45Here we go. One, two, three, four.
0:02:45 > 0:02:47THEY ALL SHOUT
0:02:55 > 0:02:59Now what we're going to do, is we're going to drop the words
0:02:59 > 0:03:02and keep the rhythmic pattern with our clapping.
0:03:02 > 0:03:06OK? One, two, three, four.
0:03:15 > 0:03:18Now we've got the basis for our composition,
0:03:18 > 0:03:20the rhythmic patterns there,
0:03:20 > 0:03:23how can we improve? What should we do next?
0:03:23 > 0:03:27Maybe we could add different vocal sounds and noises.
0:03:27 > 0:03:31Have you got any ideas of sounds you can come with?
0:03:31 > 0:03:33HE MAKES BEAT NOISES
0:03:38 > 0:03:41Brilliant. It is so exhausting. That's great.
0:03:46 > 0:03:48Once he's caught his breath,
0:03:48 > 0:03:51it's time for Anthony to add his sounds to the rhythm.
0:03:56 > 0:03:59This is sounding great.
0:04:02 > 0:04:05Now we've got our two layers of composition,
0:04:05 > 0:04:06shall we add a third one?
0:04:06 > 0:04:09- Yes.- What do you think that should be? What could that be?
0:04:09 > 0:04:13- It could be like singing a few phrases.- Singing a few phrases.
0:04:13 > 0:04:17- Absolutely. Has anyone got a phrase? - I don't know if it will go.
0:04:17 > 0:04:21- Ooh, ah, ooh. - Brilliant, let's start again.
0:04:21 > 0:04:23You just do it and we'll just copy whatever you do.
0:04:23 > 0:04:29Try it a few times, because it's quite tricky to come up with it.
0:04:29 > 0:04:34- Ooh, ooh, ooh.- Ooh, ooh, ooh.
0:04:34 > 0:04:38- Brilliant.- La, la, la.- Brilliant.
0:04:38 > 0:04:41La, la, la.
0:04:42 > 0:04:47- Ey.- Ey.- Ey.- Ey.
0:04:47 > 0:04:50- Ey.- Ey.
0:04:50 > 0:04:53- Ooh, ooh, ooh. - Ooh, ooh, ooh.
0:04:53 > 0:04:59- Ey.- Ey.- Ey.- Ey.
0:04:59 > 0:05:03What we're going to do now, is we're going to put our rhythm,
0:05:03 > 0:05:06our percussion and melody together to create our composition.
0:05:06 > 0:05:09I know the perfect place where it's going to sound amazing.
0:05:09 > 0:05:13- So good, we're going to record it. - Yes!
0:05:13 > 0:05:16Record it? I can definitely help with that.
0:05:16 > 0:05:19And there will be great acoustics in here.
0:05:19 > 0:05:21One, two, three, four.
0:05:21 > 0:05:25CLAPPING
0:05:32 > 0:05:34It was quite easy to decide what to put in.
0:05:34 > 0:05:38It was just a bit harder deciding where to put it.
0:05:41 > 0:05:43The thing I enjoyed about the composing,
0:05:43 > 0:05:46is just you could say anything.
0:05:46 > 0:05:50You could take anything that you saw and make it into a piece of music.
0:05:53 > 0:05:58I'm really happy with the music we did because it sounded really nice
0:05:58 > 0:06:01with everyone doing different things and doing what they were good at.
0:06:02 > 0:06:07The sounds which were the most fun to make were the beatbox sounds.
0:06:07 > 0:06:10The best bit about making the music
0:06:10 > 0:06:12was putting it all together at the end and performing it.
0:06:19 > 0:06:21Yeah!
0:06:24 > 0:06:28One, two, three, four.
0:06:31 > 0:06:34Musical compositions can be made in all sorts of different ways.
0:06:34 > 0:06:37It's not always as you might imagine,
0:06:37 > 0:06:40with guitars, bass, pianos and all that stuff.
0:06:48 > 0:06:51I'm here to meet a load of kids and they're getting into
0:06:51 > 0:06:54playing music just by banging on these old plastic barrels.
0:07:00 > 0:07:04They're being led by Katie and Finlay, members of Trash,
0:07:04 > 0:07:09a musical group that plays instruments made out of...trash.
0:07:09 > 0:07:13Are you ready? And, one, two, three, four.
0:07:13 > 0:07:15That sounded great, guys. Well done.
0:07:15 > 0:07:17Where do all these drums come from?
0:07:17 > 0:07:19Some are old water barrels which we've cleaned out
0:07:19 > 0:07:22so they're now safe to use and now they're drums.
0:07:22 > 0:07:26If I take some of these budding musicians on a bit of a raid
0:07:26 > 0:07:27to go and find some materials
0:07:27 > 0:07:30to make some musical instruments out of,
0:07:30 > 0:07:32do you think you might be able to help compose a piece of music
0:07:32 > 0:07:38- out of what they find? - Absolutely. That's what we do.
0:07:40 > 0:07:43OK, so what you're looking for is anything that might make
0:07:43 > 0:07:45a really interesting sound
0:07:45 > 0:07:48and remember you might have to put a couple of items together
0:07:48 > 0:07:51to make the sound work more effectively. OK?
0:07:51 > 0:07:56Helping me today are Sean and Elise, Dan and Rosie. Let's go in.
0:08:01 > 0:08:03Rosie gets stuck in straightaway.
0:08:05 > 0:08:10It doesn't take very long to find her first trash style instrument.
0:08:28 > 0:08:31Most of the time, it's a matter of combining a couple of things
0:08:31 > 0:08:33to make your instrument.
0:08:36 > 0:08:40Other times, it's just pick up and blow.
0:08:49 > 0:08:52They're finding some really useful sounding materials.
0:08:52 > 0:08:54It's going to be interesting to see
0:08:54 > 0:08:58if they actually can compose a piece of music from scratch.
0:09:01 > 0:09:04As soon as we get back, our composers' first task
0:09:04 > 0:09:07is to sort out their trash instruments...
0:09:09 > 0:09:12..before they can start practising.
0:09:13 > 0:09:16What have you got there, Sean? Whoa!
0:09:18 > 0:09:21How are you making that sound
0:09:21 > 0:09:23because you're not taking the cap right off?
0:09:23 > 0:09:25You take it off a little bit
0:09:25 > 0:09:27and slam it back down and it makes a good popping sound.
0:09:27 > 0:09:30Can I help?
0:09:37 > 0:09:39Let's see what you can do with that.
0:09:40 > 0:09:44Look at this. They've been going just a few minutes
0:09:44 > 0:09:47and already we've got a melody on a colander,
0:09:47 > 0:09:49some rhythm in a balloon
0:09:49 > 0:09:53and a box full of foam or something, I don't know.
0:09:54 > 0:09:58But yes, they're making a funky piece of music.
0:09:58 > 0:10:02It's Elise that's emerging as the leader of the trash band.
0:10:02 > 0:10:06She's got some great ideas for how they could end their composition.
0:10:06 > 0:10:08We could all cut off at different bits.
0:10:08 > 0:10:10Dan cut off, Sean will cut off and then Rosie will cut off
0:10:10 > 0:10:14and I'll cut off and then you'll get quieter.
0:10:14 > 0:10:19- OK, do you think you're ready to show us and direct us with that?- Yes.
0:10:19 > 0:10:22- Excellent.- One, two, three, four.
0:10:28 > 0:10:31You tell them, Elise.
0:10:34 > 0:10:37I'm really pleased with the music we made today
0:10:37 > 0:10:39and how they all went together.
0:10:41 > 0:10:42I'm really impressed.
0:10:42 > 0:10:45Now you've seen how it's done, why not give it a go?
0:10:45 > 0:10:47You don't need to play a proper instrument
0:10:47 > 0:10:49to make music out of scraps.
0:10:49 > 0:10:51It's really easy to do.
0:10:56 > 0:10:59Hi there, it's Keith Carpet here.
0:11:03 > 0:11:07I've come to a school in Edinburgh where a seriously talented composer
0:11:07 > 0:11:09is going to show us how to make music
0:11:09 > 0:11:11from something called found sound.
0:11:11 > 0:11:13What's all that about?
0:11:13 > 0:11:17I'm a composer but I don't work with pianos or violins.
0:11:17 > 0:11:20I just work with sounds that are all around me.
0:11:20 > 0:11:23SCRAPING
0:11:24 > 0:11:30Meet composer, Jules Rawlinson. Jules finds sounds everywhere.
0:11:32 > 0:11:37Sounds that he digitally records to make unique
0:11:37 > 0:11:40and wonderful compositions.
0:11:48 > 0:11:53That's a piece of music that I made using recorded found sounds.
0:11:53 > 0:11:58It's now time for Jake and Sarah, Jordan, Nathan, Eilidh
0:11:58 > 0:12:02and Sarah to get to work and start recording.
0:12:02 > 0:12:05So, the first thing we have to do is check the sound.
0:12:05 > 0:12:09Hold the microphone in. If you want to bounce the ball.
0:12:11 > 0:12:14- Check this out, right? - That sounds really cool.
0:12:14 > 0:12:17They're bouncing a ball, recording the sound
0:12:17 > 0:12:19and what's it going to be? I don't know.
0:12:19 > 0:12:23A bass drum or some kind of percussion hit or something?
0:12:24 > 0:12:25Recording.
0:12:31 > 0:12:35Cool sound, guys. Nice squeaky, rusty sound.
0:12:35 > 0:12:37- Get a good level on there? - It's fine.
0:12:37 > 0:12:40- Sound good on the headphones? - Great.- OK, cool.
0:12:40 > 0:12:43Now the team is using a hydrophone,
0:12:43 > 0:12:46designed to safely record sounds in the water.
0:12:47 > 0:12:50Sounds like it's fizzing and bubbling.
0:12:53 > 0:12:55And stop.
0:12:57 > 0:13:03- Did that sound good?- Falling stones and bench stamp. Recording.
0:13:06 > 0:13:09So that's a bench stamp.
0:13:11 > 0:13:13They've even got the headteacher.
0:13:16 > 0:13:18So it looks like everyone's finished recording
0:13:18 > 0:13:20their fantastic found sounds.
0:13:20 > 0:13:22I wonder what they've got.
0:13:22 > 0:13:24- Eilidh, did you have a favourite sound?- Bubbling.
0:13:24 > 0:13:26I did the headteacher coughing.
0:13:26 > 0:13:28So the next thing we have to do,
0:13:28 > 0:13:31is copy the sounds to the computer and then we can start.
0:13:31 > 0:13:36Jules transfers the digital sound files from the recorders,
0:13:36 > 0:13:40so they can begin editing the sounds and arranging music.
0:13:40 > 0:13:43We should really start up a beat. Maybe use that ball bouncing.
0:13:43 > 0:13:46That's a great suggestion.
0:13:46 > 0:13:49What we'll do is we'll copy it across into our session.
0:13:49 > 0:13:52BALL BOUNCES
0:13:55 > 0:13:59- Is that the sound that you meant? - Yes.- That's a really good one.
0:13:59 > 0:14:04What about the headteacher? The headteacher's cough.
0:14:04 > 0:14:06We can do that.
0:14:06 > 0:14:09- OK. That one?- Yes. - Let's copy that across then.
0:14:12 > 0:14:16You can search for free audio recording software on the internet.
0:14:16 > 0:14:21Make sure it's from a trusted source before you download it.
0:14:21 > 0:14:23COUGHING
0:14:23 > 0:14:31- Do you like that?- We could use the spray to go along with the beat.
0:14:31 > 0:14:32Let's see how it sounds.
0:14:32 > 0:14:34SPRAY SOUNDS
0:14:34 > 0:14:38- Yes.- Yes, that's good, isn't it?
0:14:38 > 0:14:41So, we'll start our beat playing and then we can choose
0:14:41 > 0:14:42where we want to put it.
0:14:42 > 0:14:45Maybe somebody can click their fingers
0:14:45 > 0:14:47and we'll know where it should go in the beat.
0:14:53 > 0:14:54Where do you think it should go?
0:14:54 > 0:14:57Maybe put it in after the second beat.
0:14:57 > 0:15:01That's a really good place to put it.
0:15:01 > 0:15:05RHYTHMIC COUGHING
0:15:05 > 0:15:08You could put one here too.
0:15:08 > 0:15:11RHYTHMIC COUGHING
0:15:14 > 0:15:18This is sounding really interesting. Let's take a look, come on.
0:15:19 > 0:15:23It's sounding great, guys. Loving this.
0:15:23 > 0:15:26What's making this diggida-biggida-biggida-boom
0:15:26 > 0:15:28- kind of a sound?- The railings.
0:15:28 > 0:15:31The railings just out there? OK. What else is in there?
0:15:31 > 0:15:34There's a boom bass drum thing going on.
0:15:34 > 0:15:37- That was a bouncing ball. - Bouncing the ball in the playground.
0:15:37 > 0:15:41- The feet scuffing on the gravel. - Scuffing their feet on the gravel.
0:15:41 > 0:15:46- The headteacher coughing. - That was good fun recording that.
0:15:46 > 0:15:49Can we do something with the headteacher's cough?
0:15:49 > 0:15:51Turn it into an instrument? Make it go...
0:15:51 > 0:15:54- CHANGES PITCH - Can we do that?
0:15:54 > 0:15:57Yeah. COUGHS AT DIFFERENT PITCHES
0:15:57 > 0:16:01Yeah, that is completely it. I can't wait to hear this finished.
0:16:01 > 0:16:04So what I'm doing is using the keyboard to play
0:16:04 > 0:16:06the cough at different pitches.
0:16:06 > 0:16:08I think we need another sound in there.
0:16:08 > 0:16:11Something to work with the melody.
0:16:11 > 0:16:13We could use the squeaky gate.
0:16:13 > 0:16:17The squeaky gate might be a really good one. Yeah.
0:16:17 > 0:16:20GATE SQUEAKS
0:16:21 > 0:16:26With some fish tank bubbles laid down, it's time to put melody
0:16:26 > 0:16:30and rhythm together and what you get is a kicking dance track.
0:16:30 > 0:16:33Anybody could do this if they wanted to,
0:16:33 > 0:16:36but they'd need something that can record noise.
0:16:36 > 0:16:39You can use something like a mobile phone
0:16:39 > 0:16:42or if you have a digital camera that can record sound.
0:16:43 > 0:16:46I'd like to try it in my home.
0:16:47 > 0:16:51It is really fun to put all of those sounds together.
0:16:51 > 0:16:55I love the final track, it's really cool.
0:17:03 > 0:17:06I'm here on the banks of the Tyne with a famous composer
0:17:06 > 0:17:10and also a bunch of kids who are about to compose
0:17:10 > 0:17:13their own piece of music for the very first time.
0:17:18 > 0:17:23John Kefala-Kerr's work involves collaborating
0:17:23 > 0:17:27with all sorts of musicians and today is no exception.
0:17:27 > 0:17:31He is keen to find out what Emily, Nathan, Rachel,
0:17:31 > 0:17:35Maddy and Macy, Alex and Paul can come up with,
0:17:35 > 0:17:37especially since none of them
0:17:37 > 0:17:40have ever tried to compose a piece of music before.
0:17:40 > 0:17:42And there's another challenge.
0:17:42 > 0:17:45Guys, listen up. Listen up.
0:17:45 > 0:17:49So we're working towards making a composition,
0:17:49 > 0:17:52working towards some kind of shape.
0:17:52 > 0:17:55What I haven't told you though is that by the end
0:17:55 > 0:17:58of this afternoon, we will be playing the piece.
0:17:58 > 0:18:00Yes!
0:18:00 > 0:18:04But first, it's down to the river to soak up some inspiration.
0:18:04 > 0:18:07The waves on the water, when it's closer to the shore,
0:18:07 > 0:18:12they're quite small and gentle but as you go further away,
0:18:12 > 0:18:16- they get larger and more choppy. - What about the object in front of us?
0:18:18 > 0:18:23I think we should start with more of a simple melody, to start with.
0:18:23 > 0:18:28And then like build it up to make it like an arch of the bridge.
0:18:28 > 0:18:34That's quite a complex lattice-work of girders and metalwork.
0:18:34 > 0:18:39Can you picture a musical... A way of doing that musically?
0:18:41 > 0:18:46SHE PLAYS FRENCH HORN
0:18:48 > 0:18:52It's got a really interesting shape to it. Tell us about it.
0:18:52 > 0:18:57I was thinking about the smoothness of the river,
0:18:57 > 0:19:00how relaxing and calm it is and shape it round that really.
0:19:00 > 0:19:05I think Emily's little melody sounds more like the arch of the bridge
0:19:05 > 0:19:09because it starts like quietly and then it gets louder
0:19:09 > 0:19:11and then it sort of fades away.
0:19:11 > 0:19:14I like the heavy sound and everything it represents,
0:19:14 > 0:19:16the heavy metal of the bridge.
0:19:26 > 0:19:30It sort of just came out really, but...
0:19:30 > 0:19:35Maddy's come up with a simple melody she hopes will work really well.
0:19:35 > 0:19:38Nathan is learning the chord structure.
0:19:38 > 0:19:41- Then B, then F.- B Flat Major.
0:19:41 > 0:19:45He in turn works with Emily, the French horn player,
0:19:45 > 0:19:50as they both layer in their sounds to complement the piano melody.
0:19:53 > 0:19:57They're really just improvising with the melody
0:19:57 > 0:20:00and playing about to see what works.
0:20:00 > 0:20:06OK? What I want to do is let the room have the first word.
0:20:08 > 0:20:10OK.
0:20:10 > 0:20:13The children use a single sound, or a chord...
0:20:17 > 0:20:20..to fill the silence of the room.
0:20:22 > 0:20:27And then together, they use that to build a multilayered sound.
0:20:33 > 0:20:36John, it seems to be working well cos the kids are picking up
0:20:36 > 0:20:40different instruments, moving around and using different things.
0:20:40 > 0:20:44Yeah, and I think that sort of slightly... It's not chaotic exactly.
0:20:44 > 0:20:48It's got a mobile sense of creating stuff.
0:20:48 > 0:20:52It means that you're not too fixated on one end result
0:20:52 > 0:20:55cos it's actually too early to become fixated.
0:20:55 > 0:20:58You need to try things out, move around a bit and see what happens.
0:20:58 > 0:21:01I think also we should include the vibraphone
0:21:01 > 0:21:04cos it's got a really nice sound
0:21:04 > 0:21:09and we haven't really given it a chance to play out in this piece.
0:21:09 > 0:21:13I think that's a great idea. Rachel is going to bring that out
0:21:13 > 0:21:17and then we'll see where we end up from there.
0:21:25 > 0:21:30Great call to add the vibraphone solo to the composition.
0:21:33 > 0:21:37I think they've managed to create something really special.
0:21:37 > 0:21:38OK, everyone. Time is up.
0:21:38 > 0:21:44Are you ready to go for the final composition? One, two, three.
0:21:45 > 0:21:49THEY BEGIN PLAYING
0:22:19 > 0:22:21I've never really composed before.
0:22:21 > 0:22:26The part that I enjoyed most about the whole composing process was
0:22:26 > 0:22:30after having all the inspiration, finally turning it into a piece.
0:22:33 > 0:22:37It was very helpful to see like how the river moved and the structure
0:22:37 > 0:22:42of the bridge and how we could use that to compose the piece of music.
0:22:44 > 0:22:46It had different instruments
0:22:46 > 0:22:51and you don't know like whether the notes will clash or they'll fit.
0:22:51 > 0:22:55So I'm really pleased because it sounds really good.
0:22:55 > 0:23:00I've enjoyed most about when we went to the river, it's been really fun.
0:23:03 > 0:23:09Being able to work with friends on like one big composition
0:23:09 > 0:23:13has been really good fun.
0:23:13 > 0:23:18We've got a really nice outcome. It's just amazing.
0:23:23 > 0:23:27This is what we know today as a silent movie.
0:23:30 > 0:23:33But back in 1914, when audiences first watched Charlie Chaplin
0:23:33 > 0:23:39starring as the Tramp, they didn't watch in silence. That's because
0:23:39 > 0:23:44musicians were employed in each and every cinema to play live music.
0:23:45 > 0:23:49Their job was to watch the film
0:23:49 > 0:23:52and make up music that complemented the action.
0:23:52 > 0:23:56Mike Nolan keeps this tradition alive.
0:23:56 > 0:24:01He's been improvising music for old silent movies for 20 years.
0:24:01 > 0:24:03I'm here to pick his brains.
0:24:03 > 0:24:07What top tips would you have for someone who wants to compose music
0:24:07 > 0:24:09- for action for the first time?- OK.
0:24:09 > 0:24:11The first thing I would want to do is really
0:24:11 > 0:24:15get into the mood of the film and the mood of the character.
0:24:15 > 0:24:17Are they in a really blind panic?
0:24:17 > 0:24:21PLEASE FRANTICALLY
0:24:21 > 0:24:25I would think about where are they. Are they on a boat?
0:24:25 > 0:24:29PLAYS CALMLY
0:24:29 > 0:24:32I would also think about the speed of the action.
0:24:32 > 0:24:37Are they running away from a train? TENSE MUSIC
0:24:39 > 0:24:41Great tips. Thanks very much.
0:24:41 > 0:24:43So we've seen how music used to be played in the cinemas
0:24:43 > 0:24:46to accompany a film, but that was back then.
0:24:46 > 0:24:48This is now.
0:24:48 > 0:24:52I've made a film but it's not finished yet.
0:24:52 > 0:24:57Like the old Charlie Chaplin movie, it needs music to bring it to life.
0:24:57 > 0:25:02I'm about to meet up with composer Lauren Hayes, who I think can help.
0:25:02 > 0:25:05She specialises in using electronic sounds,
0:25:05 > 0:25:08which will be great for my futuristic setting.
0:25:08 > 0:25:14Today, Lauren is working with Sam, Catherine, Liana and Essen.
0:25:14 > 0:25:20They'll be using a games controller, a keyboard, a crackle box,
0:25:20 > 0:25:26and a microphone to make digital sounds, using Lauren's computer.
0:25:26 > 0:25:30Time to hand this job over to our composers.
0:25:30 > 0:25:33Before they start working on my film,
0:25:33 > 0:25:37they'll need to take a closer look at it to help them imagine
0:25:37 > 0:25:40what sounds will be best to tell the story.
0:25:40 > 0:25:43Let's think about the movement first.
0:25:43 > 0:25:46- What's the robot doing just now? - ALL: Walking.
0:25:46 > 0:25:50Yeah, so he's walking towards the girl. We could do robot noises.
0:25:50 > 0:25:54And then in the middle of the film, they had a kind of struggle.
0:25:54 > 0:25:56- A tug-of-war.- Exactly.
0:25:58 > 0:26:01Now we're going to have a look at it again
0:26:01 > 0:26:04and think about the kind of emotions the characters
0:26:04 > 0:26:07are feeling in the film, so if they're happy, sad, angry.
0:26:07 > 0:26:12- Let's have a look and see. Right now, what does she look like?- Happy.
0:26:12 > 0:26:16- She looks really happy. And now she looks...- Surprised.- Exactly.
0:26:16 > 0:26:22- Why do you think that is? - The robot is coming towards her.
0:26:22 > 0:26:26- And what do you think the girl is thinking.- Maybe he fancies her?
0:26:26 > 0:26:30- Like kind of, "Oh, he loves me." - Exactly.
0:26:31 > 0:26:35- Now, what's happening? - They're fighting.
0:26:35 > 0:26:38- What kind of emotion is that? - Crying.
0:26:38 > 0:26:40Yeah, the girl looks really sad.
0:26:40 > 0:26:45- The robot's got his flower, so he's feeling...?- Over the moon.- Excellent.
0:26:45 > 0:26:49So they've sorted out and agreed the emotions and actions of my film.
0:26:49 > 0:26:52Now all they have to do is start composing.
0:26:52 > 0:26:55PEACEFUL HAPPY MUSIC
0:26:58 > 0:27:02This sounds like it could be the happy music for the beginning.
0:27:02 > 0:27:06MECHANICAL ROBOT SOUNDS
0:27:08 > 0:27:11He's got it. He's watching the film and bringing the action to life.
0:27:11 > 0:27:15It's really working with the picture.
0:27:15 > 0:27:18I want that flower.
0:27:18 > 0:27:22HIGH PITCHED: Oh, I think he fancies me.
0:27:22 > 0:27:25These are great sounds.
0:27:25 > 0:27:28She's imagining what my characters would be thinking and saying.
0:27:28 > 0:27:31ELECTRONIC CRACKLES
0:27:31 > 0:27:33The movement of the robot, brilliant.
0:27:33 > 0:27:35I wondered what that box would sound like.
0:27:35 > 0:27:40Great, so now we're going to all try it together.
0:27:40 > 0:27:42This should be interesting.
0:27:42 > 0:27:45This will be the first time our musicians have played together.
0:27:45 > 0:27:48Let's go and...action.
0:27:48 > 0:27:51PEACEFUL HAPPY MUSIC
0:27:55 > 0:27:57ROBOTIC SOUNDS
0:27:57 > 0:28:01ELECTRONIC SQUEAKING
0:28:01 > 0:28:05HIGH-PITCHED SQUEAKING
0:28:05 > 0:28:10This is looking and sounding really interesting now.
0:28:10 > 0:28:14- Guys, is my film ready, complete with soundtrack?- ALL: Yes.
0:28:14 > 0:28:16OK, roll the film.
0:28:16 > 0:28:18PEACEFUL HAPPY SOUNDS
0:28:20 > 0:28:23ELECTRONIC SQUEAKING
0:28:23 > 0:28:26ROBOTIC SOUNDS
0:28:26 > 0:28:30HIGH-PITCHED SQUEAKING
0:28:34 > 0:28:37ROBOTIC SOUNDS
0:28:37 > 0:28:40TENSE RUMBLING
0:28:40 > 0:28:43HIGH-PITCHED SQUEAKING
0:28:43 > 0:28:45CONTENTED ROBOT SOUNDS
0:28:52 > 0:28:56- Fantastic, guys. Well done. - Thank you.
0:29:02 > 0:29:05Subtitles by Red Bee Media Ltd