Once the Soundtrap version of Espresso was complete, we moved on to producing the instructional videos. The goal was to create a resource that could demonstrate the step-by-step construction of a girlie pop track using accessible tools. We knew the videos had to be clear and useful for classroom settings, but we were working with limited equipment and a tight schedule.
We set up in the university library. There was no recording studio available, and we didn’t have external microphones. Everything was recorded using our laptops. We used Zoom to screen record while building the track in Soundtrap, relying on built-in mics and screen share. It wasn’t a high-end production, but the setup allowed us to capture everything we needed with minimal friction.
Planning the Content
The video content was built around the Soundtrap version of Espresso that we had already reconstructed from Logic. That version was designed using Kuhn and Hein’s Project Formula, which gave us a clear structure to follow. The formula requires a musical concept, a technological concept, and a compelling hook. In our case, we focused on beat construction, bass groove, and harmonic layering using the genre conventions of girlie pop.
We broke the track into three sections. Each one focused on a core production idea:
- Building a beat
- Programming a bassline
- Creating harmonic layers and texture
This sequence mapped directly onto how we had originally constructed the Soundtrap track. The videos weren’t just walkthroughs. They were designed to model the creative process in a way that students could follow and then adapt in their own projects.
Recording Method
We kept the videos short and to the point. Each one runs for about five to seven minutes. The intention was to give teachers and students a modular set of resources that could be paused, rewound, or used alongside classroom activities.
During the recordings, I worked directly in Soundtrap while Michelle and I talked through the key steps using the script we had developed. We stuck closely to the structure but kept the delivery conversational. We weren’t aiming for perfection. The focus was on clarity, accuracy, and a realistic view of how digital production unfolds.
Reflections and Improvements
Working with limited resources didn’t stop us from producing something practical and usable. In fact, it helped keep the process focused. The videos reflect the same principles as the Soundtrap track itself. They are built on accessible tools, structured around a clear pedagogical framework, and made to support creative learning.
If we had more time and equipment, we would improve the sound quality with external microphones and possibly add on-screen labels to highlight key terms or steps. Even so, the outcome was effective. The videos demonstrate that professional thinking and creative music technology pedagogy can be communicated clearly without relying on expensive production setups.
The process was efficient, grounded in classroom reality, and directly connected to the educational aims of the project.
Petar Jovanov 