top of page

Muqtasid's Love for Science

Ihtesham's musical journey originated by learning to play Tabla (a percussion instrument) when he was 8 years old, in Grade 3. Even after spending 10 years from that point onwards, learning/promoting music, he feels freshly energized by the sound and sight of musical notes. He has relished every moment of the last 10 years of learning diverse instruments, studying multiple music-based courses run by academic institutions and even online, attending summer camps and professional programs, producing music research assets and composing and producing musical scores. Additionally, what has been even more fulfilling is to promote and teach music to younger and peer minds.


He aspires to continue immersing music further as an integral part of his life and pursue a fulfilling everlasting professional career in this field. The following sections include more details about his 10-year musical voyage.

Share Physics Knowledge on Quora

Teaching Physics on schoolhouse platform

Summer camps

MYP Project

Design Project

Princeton Visit

YouTube channels

Learning Musical Instruments and Software Tools

​

Tabla


Ihtesham initiated his music journey when he was in Grade 3, when his parents introduced him to Tabla (Indian Classical Percussion instrument). Because he had a sense of tempo and rhythm, his Tabla teacher always encouraged him to keep working on his musical intelligence and enhance his skillset. He got several opportunities to play Tabla and other percussion instruments like Congo, Bongo and Cajon in school musical societies and major school event celebrations.

​

​

 

​

​

​

​

​

​

​

​

​

​

Drums


He started learning Drums in Grade 6 and attended my Trinity Grade 1 Drums exam, in 2017. He attended the Drums Grade 2 Trinity College exam in 2019. Next month (Feb/March 2020), he also attempted Trinity Grade 3.

​

​

​

​

​

​

​

​

​

​

​

​

​

 

 

​

 
 
 
Guitar

Ihtesham learnt the Guitar, from 2019 onwards, to develop a greater understanding of stringed instruments and musical ideas, and received a few accreditations.

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

 

Piano


In August 2021, he attended one-on-one piano lessons at GMI (Global Music Institute). These sessions involved utilising and relearning techniques that were self-taught by him. 

​

​

​

​

​

​

​

​

​

​

​

​

​

​

Digital Auto Workstation Tools


Ableton and Logic 

Ihtesham first encountered Ableton Live 11 when he had to work on a mixing and sound design course in 2021, which is when he learned the basics of production and using a DAW.

 

Subsequently, he learned how to use Logic on his high school computer for his music learning across grades 11 and 12. This included a wide variety of projects such as vocal harmonies, orchestral compositions and alternative pop production. 

​

By November 2022, for the Music Production and Technology course, Ihtesham learnt Ableton Live 11 more thoroughly and became fluent with the DAW. He went on to use the software to fully produce, mix and master his EP on Spotify, 'Cadence' under the artist name 'Ihtesham.'

​

​
image.png

Learning Musical Concepts through Courses, Summer Camps, Music Colleges

Ihtesham attended several courses and summer camps focused on reading, composing and understanding Music.

​

Udemy course – How to Read Music Fast

 

 

 

 

 

 

 

 

 

 

 

 

 

​
 

Stanford University summer camp

Ihtesham attended a summer camp at Stanford University, called “Why Music Matters”. This was an interesting course where music was showcased in a completely new light. Themes within music, roles instruments play, and breaking boundaries within contemporary music were just some of the discussed concepts. Due to COVID restrictions during the year 2020, this course was converted to an online mode but conducted during the US timezone. As Ihtesham was in India, he used to wake up at 4 AM every day to join these sessions, despite having his final 9th-grade IB examinations during those days, sometimes, 2 hours right after the session ended.

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

He received very positive evaluation from his coach Ms Michiko, for my participation during the course. Also during Stanford university summer camp, I was selected (based on audition) to perform playing drums in a talent show.

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

 
 
Berklee college of Music course - Introduction to Music Theory


​

​

​

​

​

​

​

​

​

​

​

​

​

Udemy Course in Music Composition

​
 

​

​

​

​

 

 

 

 

 

 

 

​

Summer Certificate Program from GMI


Before joining Global Music Institute (GMI) Music Production and Technology diploma, Ihtesham also utilized time during Summer Vacation in year 2021, to finish a Summer Certification, from GMI. This course covered sound design and mixing, and essentially introduced Ihtesham to Ableton as a DAW.

 

​

​

​

​

​

​

​

​

​

​

​

​

 

​

​

​

​

Attended Career Counseling sessions with Mr Tarun Balani, - founder GMI

"Music is one of the vastest fields, including areas such as composing, orchestrating, songwriting, sound design etc. I am immensely passionate about music and hope to pursue it as a field of study in college and beyond. Therefore, I am in the process of looking for worthy colleges that best suit my interests. A strong profile is required to get accepted into the best possible colleges. Hence, I intended to gain guidance from an expert. Last summer, I attended a course on sound design and audio mixing offered by Global Music Institute - GMI, Noida (more details captured here).

Later that year, I also got guidance from Dhruva Kalyanram (a Berklee Alumni), who suggested that I should talk to Tarun Balani, the founder of GMI. I worked on contacting Tarun, and later we met over multiple sessions, during which he established an understanding of my current musical capabilities and future ambitions, to guide me accordingly. This blog captures my overall experience of having these interactions with Tarun."

​

​

​

​

​

​

​

​

​

​

​

Session 1

For the first session, the main goal was to get a basic understanding of my profile across. I concisely explained to Tarun my overall musical journey, which includes learning the tabla, drums (and other percussion instruments), the guitar, and the piano.

I have not decided what genre of music I want to study yet; I am considering pursuing composition or scoring for visual media as a course option. Hence, the most crucial advice I received was that I do not need to finalize a single major right now. The better approach would be to keep my options open and explore what I enjoy learning as part of the first few semesters of graduation. To do this, I could focus on internships and attend a semester at GMI. Furthermore, I was advised that focusing on a single instrument (piano, for me) is essential. To target admission to colleges such as Berklee College of Music, mastering the entry audition is crucial, which can only be attained by being proficient in your main instrument.

 

Session 2

The main goal for the second session was for Tarun to understand my musicality and taste in music. Hence, during this entire session, I demonstrated my current level on the piano, guitar, and drums, which helped him to understand my skill level and what instrument I enjoyed playing the most. The feedback I got was that I can play the piano with the most amount of feel, possibly because I love understanding and experiencing harmony the most out of all the elements of music. Furthermore, I shared my music taste and details like 'my current favourite track' or 'all-time favourite artists'. I shared with Tarun, that artists like Jacob Collier and Charlie Puth are my current favourites because I can resonate with their music style. My all-time favourite would be Hans Zimmer because he has scored some of my favourite movies that I watched growing up. Adding on to this discussion, Tarun showed me several styles of music blended and experimented on, like jazz, electronic, and film scores by different artists, as those are the genres I am most interested in. It helped me recognize the options as a producer, composer, or performer.

​

Session 3

The third session consisted of two parts. Because the piano is my primary instrument, we spent about an hour learning various piano techniques. One of the first things I learned was about Hanon’s piano exercises. These are a set of piano exercises that set up basic piano playing techniques. These skills will be of great help once I start taking piano lessons. Apart from such techniques, I also learnt music theory concepts such as the 7-9-3-5 voicing, which is a new and interesting way of playing a chord. After this session, I understood how to approach practising the piano, as I have been self-taught till now.

After spending this time, Tarun advised me on how to approach my learning during and after the summer break. For the summer break, I should start with basic piano technique exercises. After the summer break, I could attend an offline GMI course and school in parallel. Even though the courses are not made for school students, Tarun mentioned that there can be an exception so that I can attend GMI a few days a week so that my schooling does not get affected.

Overall, these sessions were tremendously helpful. This guidance has enabled me to lay the foundation for my music learning and understanding of how to approach it before college.

​

​

Attended Masterclasses and Sessions conducted by Professional musicians

 

Since I want to pursue music as a career and aspire to study at a reputed Music college for graduation and further levels, I visited the Global Music Institute (GMI), a contemporary music institute partnered with other world-renowned colleges like Berklee, JMC Australia etc. During my visit on June 30 & 31, 2022, I attended an orientation consisting of a fun introduction from every student and faculty presentation, which gave me a general idea about their musicality and personality. Moreover, I attended a session by Anhad & Tanner - A music duo that experiments with the fusion of Indian classical and electronic themes. In the session, they broke down their song “Naina” by exhibiting the Logic session and describing their process of making the song. Overall, this session was beneficial as I could get an exciting outlook on how to approach producing, mixing, and recording as an aspiring musician.

​

​

​

​

​

​

​

​

​

​

​

​

I attended a session by Joey Van Leeuwen on Carnatic music concepts in fusion music at GMI (Global Music Institute). Even though I usually enjoy studying or experimenting with harmony more than rhythm, this session particularly interested me because of the advanced rhythm-related concepts I got a glimpse of. I gained heavy insight into how complex and vast Indian rhythms can get. Apart from these learnings, there was a jam session with a few students towards the end, which was particularly fun to witness. Overall, the session excited me about Indian classical music and inspired me to experiment with rhythm more.

​

​

​

​

​

​

​

​

​

​

​

Discussions with US Colleges about Undergrad Music education and curriculum

To understand more about undergraduate music education and curriculum, at a very early stage, I set up one-to-one discussions with many US colleges and discussed the curriculum they offered, so that I could build my profile accordingly. Following are the proceedings and takeaways from a few of these discussions.

​

Northwest University
Digipen University
Washington University
Cornish College of Arts
University of Puget Sound

​

​

​

Ihtesham-Tarun.JPG

Stage Performances and Recognition/Awards

​

Ihtesham started performing on stage, in school organized events, at an early stage.

​

​

​

​

​

​

​

​

​

​

​

​

​

In Middle School, he planned and executed on the overall “Background Music” of the Play which younger school children enacted to external audience during a school function. His younger brother Muqtasid Baig was an actor in the same play.

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

As Ihtesham progressed to High School, his participation in School organized events increased significantly, since he became formal member of the school band. Following are a few snippets from the actual stage performances plus backstage preparation.

​

​

​

​

​

​

​

​

​

​

​

​

​

Refer the YouTube video above, Ihtesham's Performance begins at timestamp - “2:32:46”

​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
 
 
 
 
​
Music related awards received in Middle as well as High School
​

Merit in Music was awarded to him in Middle School (Grade 8)

 

 

 

​

​

​

​

​

​

​

​

​

 

​

​

​

​

​

​

Arts Excellence Award in High School (Grade 12th)

 

 

 

 

 

 

 

​

​

​

 

​

​

​

​

​

​

​

​

 

​

image083.jpg
image039.png

Studying Music at Academic and Professional levels

​

IB MYP project related to studying effect of music on human mind   


More details are available here.

 

AS and A Level Music - Cambridge Board


In high school, Ihtesham pursued AS and A levels of Music subject, with a curriculum prescribed by the Cambridge Board. 

​

Music Production and Technology Diploma from GMI


Based on suggestion from Music Veteran, Mr Tarun Balani, the real game changer in Ihtesham's Music education journey was to take admission in Global Music Institute (GMI) diploma course, called Music Production and Technology. Ihtesham pursued this diploma course in parallel to managing his studies in high school. As a total exception, Ihtesham was inducted in GMI as their youngest entrant, as most of their students are already graduates and aspiring to start working in the industry after finishing this diploma. 

​

https://globalmusicinstitute.in/1-year-professional-diploma-mpt/ 

​

As a part of this course, Ihtesham studied subjects like Scoring for visual media, Recording techniques, mixing and Mastering and Music theory. He worked on projects such as scoring for a game, and a film scene, recording 'Skyfall' by Adele and 'Movie' by 'Tom Misch' on various instruments and creating a well-balanced mix for them on Ableton, writing a research paper on the album 'Mylo Xyloto' by 'Coldplay' and write and produce a song that fits within the sonic space of the record.

​

Ihtesham scored a 3.6 GPA at the end of his course completion. Also, he has received a very strong Letter Of Recommendation (LOR) from GMI which he would love to present to undergraduate course colleges, as a part of his application.

​​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

Producing Research Assets in Music

While working on AS and A Level grades in High school and during the Music Production and Technology course at Global Music Institute (GMI), Ihtesham has worked on producing many research-based assets. A few of these are listed below:

​

Investigation – Interstellar Background Score

This is a detailed report on Ihtesham's research on “How did Hans Zimmer utilize and manipulate music elements to depict love, time and space for the score of Interstellar”

Research Report available here 

Reference Track List available here

 

Review and Analysis of Song - ‘Two’ from Atlas: Enneagram by Sleeping at Last

The song "Two" by Sleeping at Last along with the context it sets within enneagrams was explored.

Report available here

​

Project deliverable - Film scoring

This project is based on scoring a scene from the 2016 film 'Doctor Strange.'

Score with visuals available here

Description available here

​

Project - ‘Skyfall’ by ‘Adele’ - recorded, produced and mixed

For 'Skyfall' by Adele, Piano, Drums, and Vocals were recorded. These went through post-production and were mixed.

Audio File available here

Description available here

 
Project - ‘Movie’ by Tom Misch - recorded, produced and mixed​

For 'Movie' by Tom Misch, Vocals, Drums, Guitar, an Analog synth and Bass were recorded. These went through post-production and were mixed.

Audio File available here

Research Report available here

​

Business Case Scenario – How a Singer-Songwriter can work in collaboration with another emerging artist and producer

Research Report available here

          

Project deliverable - Mixing and Mastering

In this project, raw stems were mixed and mastered, based on a semester of learnt techniques. 

Final asset output (audio files plus the covering essay) available here

 
Music composition analysis of self-written song - “An unsolved puzzle” based on Studio Album "Mylo Xyloto" - by Coldplay

A song that would fit into the aesthetic of "Mylo Xyoloto" by Coldplay, was written, recorded and produced. 

Audio File available here

Description available here

​

Critical Listening and Analysis - Studio Album "Mylo Xyloto" - by British Rockband Coldplay

Research Report available here

 
Case Study on Mix Engineer - Jacob Collier

Research Report available here

 
Case Study on Music Producer - Charlie Puth

Research Report available here

​

Evangelizing Music, Internships

When Ihtesham was studying in grade 11th, he was covered in a marketing video (shown below) for the Artificial Intelligence course he studied, at an institute. As soon as the institute management team got apprised of the fact that music is his passion, they designed the video to be centered around the possibility of A.I. being used to create music. Since childhood Ihtesham has carried this image of “Ihtesham = Music” and have participated in multiple engagements to evangelize and promote Music among wider audience.

​

​

​

​

​

​

​

​

 

Working as an Intern at G.M.I.

After wrapping up his high school and Global Music Institute (G.M.I) diploma, Ihtesham joined G.M.I as an Intern, in August 2023.  In this role, his responsibilities include but not limited to the following tasks:
1. Work with the GMI marketing team to plan and write blogs, on various topics related to Music education. These assets get published on the GMI website. A recent blog that was written by Ihtesham is available here. This blog is entitled “10 Sound design techniques that will change the way you sample.” For this blog, Ihtesham discussed more advanced ways to use rather basic tools commonly used by music producers on their software to be able to completely transform sounds into something that fits their sonic palette.

Another blog where he was photographed for a covering picture is available here
2. Provide assistance during internal and external events being conducted at GMI institute premises.

​

GMI's letter of internship appointment is shown below:

​

​

​

 

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

 
 
Teaching Music through Schoolhouse platform

Multiple times, Ihtesham has worked a tutor at SchoolhouseWorld, a non-profit organization (started by the same team as Khan Academy), that lets individuals tutor others for free. He tutored students in Math in 2021, and in music in multiple series of sessions in 2022 and 2023. In 2021, for mathematics, Ihtesham tutored 10th graders on concepts such as polynomials in a series of sessions.

In 2022 and 2023, for music, Ihtesham held a series of sessions spanning 2 months both years that helped students understand music theory, production and mixing conceptually and practically. By the end of the course, the students were equipped with a level of understanding that enabled them to understand and try making a wide range of genres.
As a summary, Ihtesham was abe to reach out students from 12 countries- Bangladesh, Canada, China, Egypt, Ghana, Hong Kong, India, South Africa, Taiwan, Province of China, United Kingdom, United States of America, Uzbekistan.
33 Learners were impacted. 25 sessions hosted, overall 1230 Tutoring minutes

More details about the course, as how Ihtesham ran it for the first time, are captured below.

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

 

 

 

 

 

As the summer holidays approached, the school encouraged students to gain some experience in their fields. Hence, Ihtesham decided to conduct a music-related course. Musicians or not, everyone is connected to music in some way or the other, but most of them don’t know much about the basics of music. Therefore, he made this course to explain the basics of making a song to anyone interested. 

​

"The course includes the start-to-finish process of making a song, including the theory, the production and the audio mixing.  It was mainly targeted at beginners. It could consist of people with some background in music wanting to learn more about a different aspect of music such as audio mixing or some with no background in music, interested in learning something new. At the end of the course, irrespective of the person’s background, they should have acquired an idea of the process of making a song that could be applied to relevant scenarios.

The course structure consisted of three main components - Music theory, Music Production and Audio mixing. With 2 sessions for each component over 2 weeks, I covered a lot of ground with the learners. The most amount of effort while making the course went into the music theory section. This is mainly because of 2 reasons. One, I wanted to make the sessions introductory and basic, but a little advanced and unique in some aspects. Two, out of the other components, it required the most preparation beforehand. For music production and audio mixing, I willingly had minimal preparation, by just keeping in mind the concepts I had to cover. This is because I wanted the song-making process to happen in real time. Preparing for the session would take away the spontaneous nature of the realistic process of producing and mixing a song. Therefore, the final song made was not just by me, but also by the learners present in the sessions, as a lot of decisions like ‘what instrument to use,’ ‘how much reverb to add’ and ‘what octave to keep the melody on’ were made by the learners. Henceforth, the process was interactive and they could experience song-making first-hand. 
In the first session of music theory, we covered the main concepts of harmony and melody.  While covering the basics, such as triad chords, scales and chord progressions, we covered seve
ral more advanced concepts such as the tonal system (equal temperament) and resolution. Following this session, for the first music production session, we applied each of these concepts to start making a song. While using concepts from before, such as adding a chord progression, we dived into other music production and composition concepts such as instrumentation, arrangement, composing a melody etc. Finally, for the third session, we explored audio mixing. This session was directly connected to the previous one as we continued working on the same song but focused on other concepts like equalizers, varying frequencies, reverb etc. 

The next week, a similar format was followed, except we moved on to other topics that needed to be explored. For the theory session, we explored rhythm and more advanced harmony-related concepts such as 4 note chords. Applying these concepts in music production, the beat became more coherent, the chords sounded richer with the added 4 notes and the song was provided with a better structure. In the final session, I explained one of the most important elements of audio mixing, panning; and we made final changes to get a form of a final product. The content covered for music theory is present here - https://docs.google.com/presentation/d/1CNhaNK_DvRB1RaO8g1DQ3h3iA0OnsztDRjd5Au_flOU/edit?usp=sharing

In conclusion, from the feedback I got, I was able to provide a thorough insight into music in general and help the learners improve their musicality. Learners from over 10 countries were able to join these sessions. The music production and audio mixing sessions didn’t involve me ‘teaching’ or ‘tutoring.’ Instead, it was as if I was making a song while “thinking out loud” and making the process interactive for this experience to feel as natural as possible. For me, researching, tutoring and the entire experience made my basics crystal clear and helped me gain some insight into how other people think as well. This is because I am used to composing, producing or mixing any form of music alone, and it was really exciting to have others join me on this journey. Looking forward, I will learn more and attempt to enhance this course and tutor more interested learners from my school or Schoolhouse."

​

​

Promoting Music within economically weaker sections, circumventing financial barriers


More details are available on this page.

​

Helping multiple children in high school, with their Music based project deliverables

 

Ihtesham played drums, tabla and other percussion instruments when he was, in multiple school events. In Middle School, he planned and executed on the overall “Background Music” of the Play which younger school children enacted to external audiences during a school event. As I progressed to High School, my participation in School organized events increased significantly, since I became a formal member of the school band. I was involved in playing guitar and mainly, piano in school performances. Because of my background in percussion and guitar, I was able to guide other performing students and arrange the pieces we performed on multiple occasions.

​

​
schoolhouse.jpg
gmi_int.jpg

Composing and Producing Music

"Since 2013, I indulged heavily in musical performances and acquired external accreditations for percussion instruments (Tabla, Drums), Guitar and more recently, Piano. But my real musical passion which was always getting cooked in the slow fire of my brain's oven, was about how music can influence a listener’s feelings and emotions. Since the beginning, I have craved to understand, explore and experiment deeper into this aspect. Just for fun, 2016 gave birth to a young YouTuber in myself, by launching a channel for funny videos. It involved conceiving ideas for short hilarious skits, writing scripts, providing directions to the actors (my brother, cousins and friends from the neighbourhood/school), polishing and fine-tuning videos and publishing them on this YouTube channel. I had great fun recording, editing and posting these videos, which were also enjoyed a lot by friends and family, but it also gradually created a fair fan following in the form of 134 subscribers and a few videos with more than 500 views. I used to download freely available music to use it for background score of these videos. Recognition from the audience kept motivating me towards filmmaking and entertaining people, and I equally enjoyed influencing people's emotions, mostly to make them laugh. Gradually I started realizing that I am more inclined towards the musical aspect of this overall experience. A major I ended up watching the movie Interstellar, opening up to the luminary minds of film-maker Christopher Nolan and composer Hans Zimmer. Getting strongly influenced to dive deeper into further of genius creations by the same team - Inception, the Dark Knight Trilogy, I was inspired by how Nolan and Zimmer experimented with movie making and background score and how their creation so aptly stood between the two distant styles -  mainstream, appealing to the masses and purely niche artistic output, only appreciated by expert critiques. In addition to observing that perfect blend of artistic creation, the other aspect I have loved about Zimmer is his ability to experiment – how he used a continuously ascending Shepherd Tone in the movie “Dunkirk” to create rising tension in the audience to feel the same fear and uncertainty felt by world-war 2 soldiers lying on the beach, waiting for the air attack bombs to be dropped, and having no clue who on that beach will stay alive after the next few moments. At a later stage in my journey, I also was inspired by other artists like Ludwig Göransson - for his innovative use of synthesizers and blending them with orchestral and cinematic sounds, Jacob Collier- for his experimental vocal harmony techniques, Charlie Puth - for pop production and musical ideas and french DJ Worakls - for integrating electronic elements or experimental sounds with classical instruments, a fusion that can result in a unique and appealing style."

​

Playing with SoundTrap

Initially, Ihtesham started playing more with simpler software tools like SoundTrap to digitally create music for fun, without knowing any music theory or having any goal for what he wanted to create, but merely enjoying the process. In almost every other activity Ihtesham has done, the outcome is what has excited him the most, however with music, while the outcome of any project is certainly exciting, the intricacies of an intuitive process are even more exhilarating.

As described here...

​

Creating and publishing Music, on Soundcloud


As Ihtesham started to play around with Ableton and Logic, he became more familiar with the craft of production. The following SoundCloud link captures everything he created to experiment and understand music more profoundly.

https://soundcloud.com/ihtesham-baig/tracks 

​

​

​

 
 
 
 
 
 
 
 
Cadence

On September 3, Ihtesham released an experimental 4-track EP following the genre of techno, called 'Cadence.' Being familiar with composing and producing, the main challenges arose with mixing and mastering. Hence, over 2 months, Ihtesham self-learned how to mix and master electronic tracks and applied his knowledge to create the EP.

 

The main idea of 'Cadence' was to branch out into multiple genres, with a common genre of techno, and have a sonic palette that hangs between electronic and acoustic, by using a wide mix of sounds, such as orchestral instruments, a piano, synthesizers etc.

​

​

​

 
 
As of October, ‘Cadence’ has been streamed almost 8000 streams on Spotify.
​
Composing and Scoring for College Applications

 

The Challenge Within

An orchestral piece based on the prompts “Adventure,” “Danger” and “Questioning one’s capability”

​

​

​

​

​

​

 

​

 

 

 

 

 

Afternoon Class

A score for a short animated film called ‘Afternoon Class’ composed solely using a piano

​

​

​

​

​

​

​

​

​

​

​

​

Spider-man Into the Spider-verse: Leap of Faith scene

A score for one of the climactic scenes from the 2018 animated film, ‘Spiderman Into the Spiderverse’ using orchestral instruments, synthesizers, sound effects and a piano

​

​

​

​

​

​

 

 

 

 

 

​

Resonance

An orchestral piece based on sombre and hopeful themes

​

​

​

​

​

​

​

​

​

​

​

​

Nina Burmi- Mishra Bhairavi Thumri (Reinterpretation)

A rearrangement of a section from Nina Burmi’s live ‘Mishra Bhairavi Thumri’ consisting of her voice and a sarangi, made using a piano, synthesizers, strings and sound effects.

​

Ihtesham's experience with exploration and experimentation

"I thoroughly enjoy experimenting with music production, focusing on achieving enjoyable outcomes. One of the greatest sources of my inspiration for music, and more specifically, vocal production - is Jacob Collier, the renowned musician. I closely followed his session breakdowns on YouTube, where he harnessed the power of a colossal 384GB RAM digital audio workstation (DAW) environment, to craft intricate tracks. During my high school days, I worked in the music lab, primarily using the Logic Pro DAW on a Mac system. I collaborated with a friend to stack vocal harmonies, driven by sheer curiosity about the sonic possibilities. We embarked on this musical journey by recording and stacking hummed notes and, as Collier likes to call it, “Vocal pyramids”, based on chords we didn’t even know the exact name of. I devoted as much time as I could during school, to keep adding more layers of harmonies until the Logic system, operating on 8GB RAM, eventually reached its limits over several days, accumulating 150 tracks. In the end, I created a beautiful and sonorous sound that I continue to employ as a sample in many of my tracks. This included one of the pieces I submitted for my undergraduate college applications. After graduating from high school, I committed a significant portion of my time to composing and promoting music. The sample has been used in various ways in every song of the EP I recently released on Spotify in August 2023.

​

In the realm of music, I find gratification not only in the final product but especially in the intricate process of its creation. Let me elaborate further, by using the tracks in my Spotify EP, as an example. In the initial stage of composing, I worked on the chord movements. Consecutively, I incorporated sounds from a diverse range of styles, including synthesizers from house music, strings resembling chamber music, and acoustic piano sounds processed with digital effects. I dabbled with a lot of sounds, such as humming melodies and heavily processing them with autotune, distorting piano sound to the extent that it sounds like a synth, and applied various skills I acquired from my Music Production Technology (MPT) diploma at the Global Music Institute (GMI). One of my favourite sounds I put together was stacking voice messages from my friends and family to make a crowd vocal for the intro track.

The next phase involved the meticulous mixing and mastering of these scores. While I had a solid foundation from my studies at GMI, I embarked on extensive research, particularly on YouTube, to enhance my knowledge and skills. It was a formidable task dealing with nearly 200 tracks in a single mix. Making a kick loud enough without clipping the master seemed quite challenging at first. However, with persistent efforts, I produced the initial drafts, which I rigorously tested on various devices, including headphones, car speakers, phones, and laptops to get a thorough understanding of how intact the tracks are. This testing process identified multiple issues, which I addressed through continuous refinements while mixing and mastering. In less than two months, my Spotify EP garnered nearly 7500 streams, marking a significant milestone in my musical journey."

​

image.png

© 2035 by Maya Nelson.
Powered and secured by Wix

Call

123-456-7890

Write

Follow

  • Facebook
  • Twitter
  • LinkedIn
  • Instagram
bottom of page