Audio and Video Software — OCN London Vocational Art and Design

The OCNLR Entry Award in Music Technology (Entry 3) is a foundational qualification designed to introduce students to the core principles of music production and recording. This course covers the basics of using digital audio workstations (DAWs), understanding audio signals, and applying simple effects. It is ideal for beginners who want to explore how music is created, edited, and mixed in a modern studio environment, providing a stepping stone to further study in music technology or related creative fields.

Throughout the award, students will engage in hands-on activities such as recording audio, editing MIDI, and mixing multiple tracks. The curriculum emphasises practical skills, including setting up microphones, using headphones, and navigating software interfaces. By the end of the course, learners should be able to produce a short piece of music or a simple recording, demonstrating an understanding of volume, panning, and basic effects like reverb or delay.

This qualification fits within the wider Art and Design subject area by linking creative expression with technical proficiency. It encourages students to think critically about sound as a medium, much like visual artists consider colour and composition. Mastery of these entry-level skills is essential for anyone pursuing careers in music production, sound engineering, or multimedia arts, and it builds confidence in using technology for artistic purposes.

• →Digital Audio Workstation (DAW): The central software used for recording, editing, and mixing audio. Students must learn to create tracks, import audio, and use basic editing tools like cut, copy, and paste.
• →Audio Signal Flow: Understanding how sound travels from a source (e.g., microphone) through cables and interfaces into the DAW, and then to speakers or headphones. This includes recognising input and output levels.
• →MIDI (Musical Instrument Digital Interface): A protocol that allows electronic instruments and computers to communicate. Students should know how to record and edit MIDI notes to trigger virtual instruments.
• →Basic Mixing: Adjusting volume levels, panning (left/right placement), and applying simple effects (e.g., reverb) to create a balanced and pleasing sound.
• →File Management: Saving projects, exporting audio files (e.g., WAV or MP3), and organising samples and recordings to avoid data loss.

• Award credit for correctly connecting and configuring at least one capture device (e.g. microphone, camera, audio interface) with minimal prompting.
• Award credit for capturing a usable sequence that contains recognisable audio and/or video content.
• Award credit for using at least two editing tools (e.g. trim, cut, fade, volume adjustment) to improve the sequence.
• Award credit for saving the project and exporting a playable file in a standard format such as WAV, MP3 or MP4.
• Award credit for playing the finished sequence back on suitable equipment and confirming it is audible/visible.
• Award credit for presenting the sequence to at least one other person and describing what it contains.
• Award credit for identifying and avoiding basic hazards such as trailing cables, high volume levels or trip hazards.

• 💡Keep a simple log or screenshot evidence of each stage: capture, edit, export and playback.
• 💡Label your files clearly with your name, the date and the version number so evidence is easy to find.
• 💡Always test your exported file on a different device before the final presentation.
• 💡Ask your assessor to observe and sign a witness statement for practical tasks that are hard to evidence on paper.
• 💡Check the assessment brief carefully to see whether you need audio, video or both, and how many sequences are required.
• 💡Allow time to practise the presentation so you can introduce your sequence confidently.
• 💡Tip 1: Always check your levels before recording. Set the input gain so the meter peaks around -6 dB to -3 dB. This leaves headroom and prevents distortion, which is a common mark-losing error.
• 💡Tip 2: Label your tracks and organise your project. Examiners look for clear, logical workflow. Use colour coding or naming conventions (e.g., 'Kick', 'Vocal') to show you can manage a session professionally.
• 💡Tip 3: When mixing, use your ears, not your eyes. Don't rely solely on visual waveforms; listen critically to how sounds blend. Pan instruments to create space, and use subtle effects to enhance, not overpower.

• Forgetting to check that the microphone or camera is actually recording before starting the performance or take.
• Saving the project file but forgetting to export a playable audio or video file.
• Editing the wrong track or clip because the correct track was not selected or soloed first.
• Leaving volume levels too high, causing clipping and distortion in the exported file.
• Using an unsuitable file format that will not play on the presentation equipment.
• Not checking that headphones or speakers are connected to the correct output before playback.
• Misconception: Louder is always better. Correction: While volume is important, clipping (distortion from too high a level) ruins sound quality. Students should aim for a healthy level without peaking into the red zone on meters.
• Misconception: Effects should be applied to the master output. Correction: Effects like reverb are usually applied to individual tracks (e.g., vocals) rather than the whole mix, to maintain clarity and control.
• Misconception: MIDI is the same as audio. Correction: MIDI data contains no sound; it is just instructions (e.g., note on/off, velocity). To hear MIDI, you must route it to a virtual instrument or hardware synth.

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