It could be said that the great work of @LoFiLeiF doesn’t leave much room for the rest of us but I’ve started making some YouTube video content to help people get up and running with MG3 Hex/multi-input audio devices, show what it’s capable of and point out some potential snags you may hit along the way.
I’d truly welcome any constructive feedback or content requests that would make this an attractive channel to guitarists like you! I have a little more time on my hands after some recent major life events so you can expect more regular content than in the past.
200 views on the hexcast video in 3 days is quite impressive. do you have any way of knowing how those viewers are finding you?
good luck with this project. one idea: invite in a guest guitarist with chops but no prior midi guitar experience. while they play, you design patches for their songlist on the fly, attach the right controllers to the right knobs, tweak the mixes until they’re just right.
Thanks for the input @kimyo! That’s a really good idea to get another guitarist in and make them sound good…I’ll give it some thought. I live a pretty musically isolated existence here in Seoul now but I could probably do it remotely somehow.
YT analytics on the MIDI Caster video tell me that 84% of views are identified as “browse features” but I’m not sure what that even means. YT analytics on the config/deep dive video tell me that the majority of views (only 50 for now) come from YouTube search. Also it seems like people only watch for a couple of minutes…short attention spans? Maybe I need to shave the vids down a tad as I tend to go for the long haul mostly.
EDIT: “In YouTube Studio analytics, “browser features” is a traffic source that refers to views generated from YouTube’s home page, subscription feed, watch later, trending, and explore sections.”
but I’ve started making some YouTube video content to help people get up and running with MG3 Hex/multi-input audio devices, show what it’s capable of and point out some potential snags you may hit along the way.
