Pras, Turner & Olivier Pop music production in Bamako
AES 147th Convention, New York, USA, 2019 October 16–19
Page 9 of 10
editing. Also, some of them told us that they wished
more Malian instruments would be available as
samples in their plugins. For instance, they often use
marimba samples to emulate balafons. Backozy
sampled a sound effect once, but none of them have
sampled Malian acoustic instruments yet. These
observations indicate the current limitations of the
globalization of digital audio technology. While the
arrangers we interviewed think that their outdated
licenses and lack of expensive hardware prevent them
from achieving the same production levels as their
Western counterparts, we know that their DAW
setups have a similar potential in terms of sound
quality and digital creativity than most DAW-based
studios elsewhere. However, the economic gap shows
in terms of the near absence of technical education
and a low level of general education in Mali, both
playing an important role in enabling greater freedom
in manipulating digital tools.
The lack of local knowledge in signal processing may
explain why albums of internationally renowned
Malian musicians are mixed and mastered abroad.
Besides creating a humiliating situation for Malian
studio practitioners, the internationalization of the
mixing stage impacts the music's authenticity. For
instance, Junior told us that adding reverberation on
certain recordings of the traditional instrument n’goni
could be perceived as a lack of respect for a specific
spiritual music practice. However, this kind of
cultural misunderstanding keeps happening as
foreign mixing engineers are not aware of the
meanings and traditions of Malian music practices.
This example illustrates the paradox of a rich and
diversified local music culture and an emergent
digital studio culture that is not yet in line with the
globalized but still foreign and primarily Western
recording industry.
The paradox detailed above has most likely generated
the advanced editing techniques that we observed in
Bamako studios, with arrangers making the DAW
their own to create modern Malian music. These
techniques accompany their approaches to artistic
direction. While detailed arrangement practices have
been identified in other places, e.g. in Istanbul [3], it
should be noted the young Malian arrangers we
observed also manage their studios, produce and
engineer their recording sessions entirely. They have
proven to be efficient as artistic directors and
performance coaches. According to the model of
producer’s artistic involvement during recording
sessions that was designed for a great variety of
musical genres in Canada, France and USA [6], the
level of young Malian arrangers’ involvement varies
from the “Direction” level that follows the client’s
vision to the “Artistic collaboration” level for which
the client’s and the producer’s visions become one.
These levels correspond to the highest two levels of
producer’s involvement, which makes the young
Malian arrangers’ business model close to that of the
record producers’ in the analog era.
In Bamako's digital studios, phones keep ringing with
new clients’ calls, and we saw that many performers
pass by, wait inside or outside the studios, sometimes
until late at night, which attest for the arrangers’ local
notoriety. These findings provide us with a fresh
vision for the digital recording industry. The business
success of Malian arrangers suggests that focusing on
musical matters through a collaborative process may
increase the value attributed to studio work by
musician clients.
6 Conclusion and future research
This research contributes to new knowledge about
recording studio practices of a young and growing
community of DAW practitioners’ outside of
privileged areas. Our findings show that strong
editing and artistic direction skills can bring studio
owners to succeed, despite their limited resources and
their near absence of technical education. We will
enhance our first findings by analysing more sessions
from Bamako studios. To address the near absence of
specialized education that we identified during our
fieldwork, we will conduct observations of the
learning process of Ken Lagare when attending the
Audio Recording Engineer Practicum at the Banff
Centre in Alberta, Canada. Subsequently, we want to
follow his practice and role as educator once he is
back home. In a near future, we also aim to work
further with Eliézer Oubda, who is playing a crucial
role in developing audio engineering education in
West Africa (but not in Bamako anymore). This work
calls for further investigations of studio practices and
access to audio education in the Global South in order
to expand the perspectives on the 21
st
digital
recording studio.