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MIDI is the language that lets instruments and computers exchange performance data - not sound, but instructions. This topic explains what MIDI is and the data chain that carries it, the messages it sends (note on/off, velocity, control change, pitch bend), the ways a part is recorded (real-time and step input), how MIDI is quantised and edited in the piano-roll and other environments, and how sequenced MIDI drives virtual instruments to build an arrangement.
6 sections~22 min reading time3 competenciesLevel Foundation 1 · Standard 4 · Advanced 1
basic level
The AS foundation is what MIDI is, note and velocity messages, and real-time versus step input.
higher level
The full A-level adds the full message set, quantise and piano-roll editing, and sequencing virtual instruments with controllers.
Reading depth: In depth
Text size: Standard
The MIDI data chain
A producer records a keyboard part as MIDI and later decides it should be a different instrument, transposed up a tone. Explain why both changes are trivial, and what would be needed if it had been recorded as audio.
The MIDI track stores only which notes were played, when, and how hard - not the sound itself.
Because the notes drive whatever instrument is assigned, swapping the virtual instrument re-voices the whole part instantly, with no re-recording.
Transposing up a tone simply adds 2 to every note number in the data, so the DAW replays the part two semitones higher with no artefacts.
An audio recording is a fixed capture of one instrument, so re-voicing would need re-recording, and transposing would need pitch-shifting with its artefacts.
Result: As MIDI, re-voicing and transposing are instant data edits; as audio, they would require re-recording or artefact-prone pitch-shifting - because MIDI is instructions, not sound.
Typical mistakes
Active revision
Explain why a bass line recorded as MIDI can have its instrument changed and be transposed after recording, but a bass line recorded as audio cannot.
Active recall
Recall the key points — then reveal.
Sources: Pearson Edexcel Level 3 Advanced GCE in Music Technology (9MT0) Specification (Pearson Edexcel)
Types of MIDI message
You are programming a string part and want (a) a vibrato that swells on held notes, (b) a smooth crescendo within a sustained note, and (c) an expressive upward pitch slide. Which MIDI message serves each?
Use the modulation wheel (CC1), which most instruments map to vibrato depth, drawn in to swell on the held notes; aftertouch could also drive it from key pressure.
Use expression (CC11) to raise the level smoothly through a sustained note, giving a crescendo without re-triggering it.
Use pitch bend, the dedicated high-resolution message, to slide the pitch up smoothly and expressively.
Velocity would only change the initial strike, so it cannot swell a held note - the continuous CCs and pitch bend are the right tools for within-note gestures.
Result: Modulation (CC1) or aftertouch for the vibrato swell, expression (CC11) for the crescendo, and pitch bend for the slide - each gesture has its own message.
Typical mistakes
Active revision
State which MIDI message you would edit to add a vibrato swell to a held note, to record sustain-pedal use, and to make a note louder and brighter.
Active recall
Recall the key points — then reveal.
Sources: Pearson Edexcel Level 3 Advanced GCE in Music Technology (9MT0) Specification (Pearson Edexcel)
Real-time versus step input
You must program a loose, felt electric-piano chord groove and, separately, a machine-tight sixteenth-note synth arpeggio that is too fast to play. Which input method suits each?
The feel and dynamics are the point, so record it in real time on a keyboard against a click, capturing the human timing and velocities.
It is too fast to play accurately and needs machine-tight timing, so use step input at a sixteenth-note value, entering each pitch in turn on the grid.
Lightly quantise the real-time groove if it drifts too far; add a real-time controller pass (filter, expression) over the step-entered arpeggio for movement.
Real-time preserves feel where feel matters; step input guarantees precision and complexity where accuracy matters.
Result: Real-time input for the felt chord groove and step input for the too-fast arpeggio - matching method to whether feel or precision is wanted.
Typical mistakes
Active revision
State whether real-time or step input suits (a) a felt, groovy keyboard chord part and (b) a very fast, even sixteenth-note synth arpeggio, and justify each.
Active recall
Recall the key points — then reveal.
Sources: Pearson Edexcel Level 3 Advanced GCE in Music Technology (9MT0) Specification (Pearson Edexcel)
Straight versus swung eighth-note timing
A sixteenth-note hi-hat was step-entered dead straight and sounds mechanical. Give it a swung, human feel.
Apply a swing quantise (say 55-62%) at the sixteenth value, which delays the off-beat sixteenths to create the long-short shuffle feel.
Edit the velocities so the on-beats are a little stronger and the off-beats lighter, adding a natural accent pattern instead of identical hits.
Add a small amount of timing and velocity humanisation so no two hits are identical, removing the machine-gun uniformity.
The hi-hat now lilts with a swung, accented, slightly varied feel rather than sounding rigidly programmed.
Result: A swing quantise plus velocity shaping and slight humanisation turn a dead-straight step-entered hi-hat into a swung, human-feeling groove.
Typical mistakes
Active revision
Explain how you would give a straight, step-entered hi-hat part a swung feel and keep it from sounding mechanical, naming the two settings you would use.
Active recall
Recall the key points — then reveal.
Sources: Pearson Edexcel Level 3 Advanced GCE in Music Technology (9MT0) Specification (Pearson Edexcel)
The piano-roll layout
You must (a) shape the rising dynamics of a synth melody, (b) program a tight drum beat, and (c) hand a notated part to a session player. Which editor suits each?
Use the piano-roll: draw the notes and shape their velocities in the velocity lane, seeing the melodic contour and dynamics together.
Use the drum/step editor: a grid of drum sounds against time makes programming and adjusting a beat quick and visual.
Use the score editor to display the MIDI as staff notation and print a readable part for the player.
All three views share the same MIDI data, so edits made in one appear in the others.
Result: Piano-roll for the melody's dynamics, drum editor for the beat, score editor for the notated part - each the fastest view for its task, all on the same MIDI data.
Typical mistakes
Active revision
Describe the piano-roll layout and state which editor you would use to shape a melody's dynamics, to program a drum beat, and to produce a readable notated part.
Active recall
Recall the key points — then reveal.
Sources: Pearson Edexcel Level 3 Advanced GCE in Music Technology (9MT0) Specification (Pearson Edexcel)
Sequencing virtual instruments
A MIDI string section plays the right notes but sounds obviously programmed. Describe the edits that would make it convincing.
Vary the note velocities to give phrasing and accents, rather than every note at the same strength, so the section has dynamic shape.
Adjust note lengths and overlaps for legato phrasing where the strings should be smooth, and shorten notes where they should be detached.
Draw expression swells within sustained notes for crescendos and add modulation for vibrato, so the sound breathes like real players.
Automate the section's level and perhaps a filter or reverb send to swell into the chorus, giving the part shape over the arrangement.
Result: Varying velocity, fixing articulation, adding expression and vibrato controllers, and automating swells turn a flat MIDI string part into an expressive, believable performance.
Typical mistakes
Active revision
Describe four things you would edit to make a MIDI string section sound like a real, expressive performance rather than an obviously programmed part.
Active recall
Recall the key points — then reveal.
Sources: Pearson Edexcel Level 3 Advanced GCE in Music Technology (9MT0) Specification (Pearson Edexcel) · Ofqual - GCE AS and A level qualifications (subject-level conditions and requirements) (Ofqual)
References & sources