Technology-Driven Curricular Innovation for Performing Arts Technology 200/201/202

Technology-Driven Curricular Innovation for Performing Arts Technology 200/201/202

Grant:
Gilbert Whitaker Fund for the Improvement of Teaching
Academic Year:
2017 - 2018 (June 1, 2017 through May 31, 2018)
Funding Requested:
$10,000.00
Project Dates:
-
Applicant(s):
jredward
pmdooley
burnscl
Overview of the Project:
We propose innovative strategies for teaching introductory topics in recording engineering and music production. These techniques are intended for a newly created course, PAT 200/Introduction to Electronic Music (targeted primarily at non-PAT-major students, and being discussed for inclusion in a potential Popular Music minor), as well as existing PAT 201/Introduction to Computer Music and PAT 202/Computer Music courses for majors. Together, these courses reach 25 PAT majors and upwards of 300 students from other majors each year.

We are developing new approaches to instruction and hands-on practice in microphone selection, positioning, and mixing. Previously, these topics could only be explored in group settings, and in highly-equipped recording studio spaces not accessible to introductory courses. Technological advancements, coupled with new pedagogical approaches, make it possible for us to teach these materials in more modestly-equipped classroom spaces such as our Music Technology Lab, and to give novice students individualized, practical experience with these key techniques.

We intend to broaden the musical diversity of our curriculum, and thereby increase the inclusivity of our teaching, by adopting new approaches to instruction in music production. Hip-hop and other styles of global contemporary electronic music production are increasingly centered on sample-triggering hardware control surfaces. By embracing these devices for both new pedagogical materials around electronic drum programming and sample manipulation, and existing topics including live performance, we can convey to students from diverse backgrounds that we embrace genres of music important to them, and help to inspire their creative work in the classroom and beyond.
Final Report Fields
Project Objectives:

The three key objectives of the project were to introduce new topics, technologies, and instructional materials involving audio recording, mixing, and beatmaking, to substantially revise our approach to teaching the live performance of electronic music, and to heighten the inclusivity of our teaching by using these new curricular materials to address a wider diversity of musical styles.

Project Achievements:

We created and implemented new course materials covering recording (especially microphone selection and placement), the audio mixing process, beatmaking, and live performance. Qualitatively, the new approach has helped students to significantly improve their skills with audio mixing in particular, and given them an opportunity to acquire experience with professional-level equipment for both recording and performance of electronic music. We’ve also used this course revision process as an opportunity to revisit other aspects of our syllabi from the perspective of diversity and inclusion. The project impacted approximately 130 undergraduate students and 12 graduate students during the F18 and W19 semesters.

Continuation:
Yes; we’ll continue to teach using these new materials, approaches, and technologies in PAT 200 and PAT 201, and we’ll look for additional opportunities to build on the foundations established in PAT 200 and 201 at more advanced levels of the PAT curriculum, including PAT 202, PAT 331/332 (Sound Recording and Production I & II) and PAT 431/432 (Contemporary Practices in Studio Production I and II).
Dissemination:
We’ve shared this work in informal conversations with a number of PAT faculty colleagues, and anticipate presenting this project in detail in an upcoming PAT faculty meeting.
Advice to your Colleagues:
There are several takeaways from our project. First, there is value in listening to student requests and needs; while students don’t always see the curricular “big picture,” their interests and concerns can lead us directly to opportunities for more inclusive teaching. Second, up-front research and preparation are valuable; we had a specific curricular plan and approach in mind prior to writing our grant application, and that helped to smooth the integration of new technologies and materials into our teaching. And third, we focused our collaborative efforts on developing, writing, evaluating, and revising assignments - ensuring not only that our students were applying the grant-funded technologies and new curricular ideas in a hands-on manner, but also that we were incorporating the best ideas of all of the faculty involved in the grant.
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