PART 1: INSTRUMENT INVENTION and IMPROV, due Mon. Nov. 17
Each student will invent something that:

a) Moves as a result of human action (exercise bike, something attached to gears, umbrella, anything that contains mechanical components that move as a result of human input)

b) Makes at least three sounds and can be played in tandem with other students' sounds

c) Can change speed, duration, and sound level

During class, 3 sections of TMP Time will collaborate together to create "sound ensembles."
Students will be divided into groups of 5 and together will create a "score" to play for the other students

Try to think both visually and aurally for this assignment. How does the ACT or gesture of "playing" your object/invention inform the meaning of the sounds? For example, if your instrument requires you to crank, cut, scratch, polish, push or pull something, how does this effect the audience's perception of the sound? Does the object change over time? Does it decay, shrink, expand, move, repeat, or make marks?

If you want to emulate traditional musical instruments, think about what range or role your "instrument" will play. For example, a typical orchestra or band has various sections including: percussion, strings, horns, woodwinds, etc. Is there a part of the aural spectrum that you are interested in (high or low notes, rhythm, etc.)

PART 2: SOUND TRANSFORMATION, due Mon. Nov. 24

• Use non-musical sounds to do one of the following:
  
  1) create a sound portrait of a place or person (purely an audio piece to listen to)
  
  2) transform an object (audio is embedded in, accompanies the object, or is made by the object)
  
  2) transform a specific site/place (audio is developed for a specific context, transforms the context or the context transforms the audio)
  
  
• The submitted final project can be: an audio file, video, installation, sculpture, performance using sound, musical instrument and performance (no actual musical instruments allowed!), or some other customized form (see me). If the audio is edited digitally, submit an AIFF audio file.
  
  
• We will be using and learning a range of tools for creating and editing sound. These include the use of flash recorders, contact microphones, Final Cut Express, and ordinary microphones. Use whatever tools make sense for your project. In-class exercises with these